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In “Lost at sea”: New teachers’ experiences with curriculum and assessment" by D. Kauffman, S. M. Johnson, S. M. Kardos, E. Liu, & H. G. Peske (Teachers College Record, Vol. 104 No. 2, March 2002), we describe how curriculum and assessment are important...

Finders and Keepers is based on a longitudinal study of fifty new teachers during their first years in the classroom. It highlights the cases of ten, whose stories vividly illustrate the joys and disappointments of new teachers in today's schools. The...

In "The next generation of teachers, changing conceptions of a career in teaching" by H. G. Peske, E. Liu, S. M. Johnson, D. Kauffman, & S. M. Kardos (Phi Delta Kappan, December 2001), we explore our respondents’ career options and choices. Our findings...

In "Counting on colleagues: New teachers encounter the professional cultures of their schools" by S. M. Kardos, S. M. Johnson, H. G. Peske, D. Kauffman, & E. Liu (Educational Administration Quarterly, April 2001), we use new entrants’ accounts to...

This article, based on a longitudinal interview study of 50 new teachers in Massachusetts, presents respondents' reasons for staying in their schools, moving to new schools, or leaving public school teaching within their first 3 years of teaching...

In 1998, Massachusetts instituted a $20,000 Signing Bonus to address concerns about the supply of high-quality teachers. This article reports on a longitudinal, qualitative study of the experiences of 13 of the original 59 recipients of the Signing Bonus...