From Isolation to Conversation

Dwight L. Rogers is Associate Professor of Education at the University of North Carolina at Chapel Hill. Leslie M. Babinski is Assistant Professor of Education at Bucknell University.

"The section of the book containing the teachers' poignant reflections reveals the degree of isolation new teachers often feel. It serves as a reminder to those who work with new teachers about the trials and triumphs of the first year of teaching. The book provides a model for helping teachers evaluate and work toward solving some of the difficulties they encounter through peer discussion and support." — Childhood Education"…an essential read for district and site administrators who want to retain and encourage teacher effectiveness and growth." — Middle Ground"The first-year teacher is, as the authors convincingly demonstrate, cast into the 'fire' without any mentorship from more experienced teachers and without administrative decisions that would make the first year one of more than just survival. The idea of first-year teachers serving, in their groups, as 'experts' to other first-year teachers removes the hierarchy of experience and leads to sharing with serious purpose instead of passive reception with hopelessness." — Margaret Zidon, University of North Dakota

• Abstract Acknowledgments 1. The First Year of Teaching 2. A Different Kind of Professional Development 3. Description of Our New Teacher Groups 4. New Teacher Groups Participants, Guiding Questions, and Research Methods 5. A Community of Learners 6. Gaining a Better Understanding of Oneself as a Teacher and Preparing for the Future 7. Group Features that Encourage Dialogue and Enhance Problem-Solving 8. A Comprehensive Support Program for Beginning Teachers References Notes Appendix AAppendix BAppendix CAppendix DAppendix E Figure 1 Index