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Navigating the School as a Smaller Fish: Research-Based Guidance for Teachers of Less Commonly Taught Content Areas

Maggie Broderick

Source Title: Supporting Early Career Teachers With Research-Based Practices

ISBN13: 9781799868033|ISBN10: 1799868036|ISBN13 Softcover: 9781799868040|EISBN13: 9781799868057

DOI: 10.4018/978-1-7998-6803-3.ch005

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MLA

Broderick, Maggie. "Navigating the School as a Smaller Fish: Research-Based Guidance for Teachers of Less Commonly Taught Content Areas." Supporting Early Career Teachers With Research-Based Practices, edited by Laurie Wellner and Kathleen Pierce-Friedman, IGI Global, 2021, pp. 107-129. https://doi.org/10.4018/978-1-7998-6803-3.ch005

APA

Broderick, M. (2021). Navigating the School as a Smaller Fish: Research-Based Guidance for Teachers of Less Commonly Taught Content Areas. In L. Wellner & K. Pierce-Friedman (Eds.), Supporting Early Career Teachers With Research-Based Practices (pp. 107-129). IGI Global. https://doi.org/10.4018/978-1-7998-6803-3.ch005

Chicago

Broderick, Maggie. "Navigating the School as a Smaller Fish: Research-Based Guidance for Teachers of Less Commonly Taught Content Areas." In Supporting Early Career Teachers With Research-Based Practices, edited by Laurie Wellner and Kathleen Pierce-Friedman, 107-129. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6803-3.ch005

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Abstract

Beginning teachers face a difficult and steep learning curve, and teachers of less commonly taught content areas must navigate a unique path. A resulting problem is that many talented teachers who could bring unique and important programs for well-rounded students and schools struggle to adapt to the typical school culture and expectations. This chapter provides research-based and evidence-based strategies for navigating those waters. Anecdotes from the experiences of teachers of less commonly taught content areas are included.