Overview

Teachers in their first few years of their teaching career require high quality, structured support to begin the journey towards becoming experts. Establishing research-based best practices and working habits set up early career teachers for a fulfilling and successful career. The requirements of teachers are constantly changing, and teachers need to continually adapt their knowledge and practices to fit schools' changing demographics. Having a toolbox of research-based best practices to draw upon can support early career teachers as they move from theory to practical application when the learning curve is the steepest. Strengthening the system of support includes increasing teachers' influence over their day-to-day work and developing positive and supportive cultures of learning. Supporting Early Career Teachers With Research-Based Practices presents both theoretical and practical research to support the conceptual understanding of educational praxis for common areas with which early career educators may require additional expertise or support. This book is intended to be a valuable contribution to the body of literature in the field of education by supplying research-based teaching practices for modern education. Primary topics covered include professional learning, classroom management, student-teacher relationships, teaching diverse students and inclusive educational practices, and teacher self-care strategies. This book is a valuable reference tool for early career teachers of all subject areas and grade levels, school administrators, teacher mentors and guides, education faculty in higher education, educational researchers, curriculum developers, instructional facilitators, practicing teachers, pre-service teachers, professional development coordinators, teacher educators, researchers, academicians, and students interested in teaching practices and support for the early career teacher.

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9781799868040

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Laurie Wellner , Ed.D., is the Director of Teaching and Learning at Colorado State University Global and has worked in education for the past 24 years. Dr. Wellner specializes in issues regarding autism, special education and organizational leadership, ADHD, Educationally Related Mental Health Services, faculty development, course design and program development and the successful communication and collaboration with stakeholders for the improvement of the educational process. Dr. Wellner has served as an adjunct professor at Claremont Graduate University, and Touro College (New York). She has served on many committees pertaining to systems change in education. Dr. Wellner is the author of several articles, a meta-analysis of the literature in the area of trust theory, a curriculum guide for Applied Behavior Analysis, as well as other writing, leadership, conferences and research projects. She regularly chairs and participates in committees for dissertation research at the doctoral level. She is a passionate advocate for the success of all. Kathleen Pierce-Friedman received her M.S. in Education Leadership and Ph.D. in K-12 Future Studies from Capella University, Minneapolis, Minnesota. Her current appointments include serving an Associate Professor at University of Arizona, Global Campus and a Senior Doctoral Chair at Grand Canyon University, Arizona. Prior to this appointment she worked for a competency-based university, as a 2nd and 3rd grade teacher and assistant principal for one of the first online public schools in the United States and got her start in the teaching field teaching grades 1st-3rd at an intercity school in Sacramento, California. Her research interest include self-efficacy, isolation and online K-6th grade teaching.

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