perspectives with respect to their technical culture, service ethic, and commitment to the
profession. Next, the presentation will illustrate how these generational perspectives prevented
them from being able to learn from each other in professional contexts. These two individuals
and their experiences can serve as generational models for participants to better understand new
and veteran teachers in their own workplace contexts. This presentation will also add to the
body of qualitative findings on teacher workforce as well as professional learning communities.
B. Methods
Data capturing the experiences of Janice and Matthew will be presented using
PowerPoint slides with more in-depth handouts for participants. Although paper presentations
do not typically allow for lengthy discussion, the presentation will conclude with thought
questions, in which participants are asked to consider how these generational perspectives may
apply to their particular workplace context. At the end there will be time for questions and a
brief discussion.
References
Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: teacher
learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in
Education (Vol. 24, pp. 249-305). Washington DC: American Educational Research
Association.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community.
Teachers College Record, 103(6), 942-1012.
Johnson, S. M. (2004). Finders and Keepers: Helping New Teachers Survive and Thrive in Our
Schools. San Francisco: Jossey-Bass.
Lieberman, A., & Grolnick, M. (1996). Networks and reform in American education. Teachers
College Record, 98(1), 7-45.
Little, J. W. (1990). The persistence of privacy: autonomy and initiative in teachers' professional
relations. Teachers College Record, 91(4).
Lortie, D. C. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
National Education Association. (2003). Status of the American Public School Teacher, 2000-
2001. Washington, D.C.: Author.
Quartz, K. H., & TEP Research Group. (2003). "Too angry to leave": supporting new teachers'
commitment to transform urban schools. Journal of Teacher Education, 54(2), 99-111.
Smulyan, L. (2004). Choosing to teach: Reflections on gender and social change. Teachers
College Record, 106(3), 513-543.
Talbert, J. (1995). Boundaries of teachers' professional communities in U.S. high schools: power
and precariousness of the subject department. In L. S. Siskin & J. W. Little (Eds.), The
Subjects in Question: Departmental Organization and the High School (pp. 68-94). New
York: Teachers College Press.
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Convention