Envisioning Future-Oriented Mentoring With Early Career Teachers Through Evocative Analysis

References

• Atkinson, B. M. (2012). Strategic compliance: Silence, “faking it,” and confession in teacher reflection. Journal of Curriculum Theorizing (Online), 28(1), 74–87.
   Google Scholar
• Bain, C., Newton, C., Kuster, D., & Milbrandt, M. (2010). How do novice art teachers define and implement meaningful curriculum? Studies in Art Education, 51(3), 233–247.
   Google Scholar
• Bickmore, S. T. (2013). Collaborative co-mentoring for the novice and the experienced English teacher. English Journal, 102(3), 49–57.
   Google Scholar
• Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany: State University of New York Press.
   Google Scholar
• Britzman, D. P. (2009). The very thought of education: Psychoanalysis and the impossible professions. Albany: State University of New York Press.
   Google Scholar
• Chambers, B. (1985). 101 things you should know about mail art. Art Papers, 9(2), 14–15.
   Google Scholar
• Colley, H. (2003). Mentoring for social inclusion: A critical approach to nurturing mentoring relationships. London, England: Routledge Falmer.
   Google Scholar
• Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26(5), 1219–1223.
   Web of Science ®Google Scholar
• Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York, NY: Teachers College Press.
   Google Scholar
• Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Gude, O. (2013). New school art styles: The project of art education. Art Education, 66(1), 6–15.
   Google Scholar
• Hanawalt, C. (2015). Reframing new art teacher support: From failure to freedom. Journal of Social Theory in Art Education, 35(1), 69–81.
   Google Scholar
• Hanawalt, C. (2016). Collage as critical practice: Mapping new art teacher experiences within contemporary assemblages of education (Doctoral dissertation). Retrieved from http://proxy-remote.galib.uga.edu:80/login?url=https://searchproquest-com.proxy-remote.galib.uga.edu/docview/1847569073?accountid=14537
   Google Scholar
• Hanawalt, C. (2018). School art in an era of accountability and compliance: New art teachers and the complex relations of public schools. Studies in Art Education, 59(2), 90–105.
   Web of Science ®Google Scholar
• Hanawalt, C., & Hofsess, B. A. (2020). Holding paradox: Activating the generative (im)possibility of art education through provocative acts of mentoring with beginning art teachers. Studies in Art Education, 61(1), 24–45.
   Web of Science ®Google Scholar
• Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216.
   Web of Science ®Google Scholar
• Hofsess, B. A. (2015). The map of true places: Moving onward in art teacher preparation. Visual Arts Research, 41(1), 1–15.
   Google Scholar
• Hofsess, B. A. (2016). Unfolding afterglow: Letters and conversations on teacher renewal. Rotterdam, the Netherlands: Sense.
   Google Scholar
• Hofsess, B. A., & Hanawalt, C. (2018). Art(full) gifts: Material disruptions and conceptual proddings as creative acts of mentoring for early career art teachers, Visual Inquiry: Learning & Teaching Art, 7(3), 183–196.
   Web of Science ®Google Scholar
• Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28–40.
   Google Scholar
• Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.
   Web of Science ®Google Scholar
• Kemmis, S., Heikkinen, H. L. T., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154–164.
   Web of Science ®Google Scholar
• La Porte, A. M., Speirs, P., & Young, B. (2008). Art curriculum influences: A national survey. Studies in Art Education, 49(4), 358–370.
   Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A sociological study. London, England: University of Chicago Press.
   Google Scholar
• Marinell, W. H., & Coca, V. M. (2013). Who stays and who leaves? Findings from a three-part study of teacher turnover in NYC middle schools. New York, NY: Research Alliance for New York City Schools. Retrieved from http://media.ranycs.org/2013/003
   Google Scholar
• Mullen, C. A. (2011). New teacher mentoring: A mandated direction of states. Kappa Delta Pi Record, 47(2), 63–67.
   Google Scholar
• Shore, C., & Wright, S. (2000). Coercive accountability: The rise of audit culture in higher education. In M. Strathern(Ed.), Audit cultures: Anthropological studies in accountability, ethics, and the academy (pp. 57–89). London, England: Routledge.
   Google Scholar
• Stauffer, K. (2019). Reclaiming creativity through objects, collaboration, and site-specific work. Art Education, 72(1), 6–12.
   Google Scholar
• Suominen, A., Kallio-Tavin, M., & Hernández-Hernández, F. (2018). Arts-based research traditions and orientations in Europe: Perspectives from Finland and Spain. In P. Leavy(Ed.), Handbook of arts-based research (pp. 101–120). New York, NY: Guilford Press.
   Google Scholar
• Vecchi, V. (2010). Art and creativity in Reggio Emilia: Explaining the role and potential of ateliers in early childhood education. London, England: Routledge.
   Google Scholar
• Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132–152.
   Web of Science ®Google Scholar
• Washburn-Moses, L. (2010). Rethinking mentoring: Comparing policy and practice in special and general education. Education Policy Analysis Archives, 18(32), 1–25.
   PubMedGoogle Scholar
• Wexler, A. (2014). Reaching higher? The impact of the Common Core State Standards on the visual arts, poverty, and disabilities. Arts Education Policy Review, 115(2), 52–61.
   Google Scholar