Nine articles by California educators are included in this guidebook for the planning and implementation of beginning teacher support programs, with a focus on improving teacher quality and retention. An explicit relationship between the conceptual framework and the operational program increases the effectiveness of such programs. Chapters titles and authors are as follows: (1) "A Context for Analyzing State Supported New Teacher Reform Efforts in California," by Laura A Wagner; (2) "Conceptual Frameworks and Models of Assistance to New Teachers," by Mary Gendernalik Cooper; (3) "Content and Strategies for Assisting New Teachers," by Diane S. Murphy, Katherine K. Merseth, and Ann I. Morey; (4) "The Role of Experienced Educators in Assisting New Teachers," by Judith H. Shulman and Victoria L. Bernhardt; (5) "The Role of the University in New Teacher Programs," by Victoria L. Bernhardt and Judith H. Shulman; (6) "Program Administration," by Louise Bay Waters, Carlyn Cates, and Cynthia Harris; (7) "Models of New Teacher Instruction Programs"; (8) "A Policy Framework for New Teacher Support," by Douglas E. Mitchell and David Hough; and (9) "Beginning Teacher Assessment Activities and Developments in California," by Gary D. Estes, Kendyll Stansbury, and Claudia Long. Appendices include a section on resources for beginning teacher support and a list of contributors. (8 references) (LMI)

The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.

Sponsored by the National Council of Teachers of Mathematics and written by leading experts in the field of mathematics education, the Handbook is specifically designed to make important, vital scholarship accessible to mathematics education professors, graduate students, educational researchers, staff development directors, curriculum supervisors, and teachers. The Handbook provides a framework for understanding the evolution of the mathematics education research field against the backdrop of well-established conceptual, historical, theoretical, and methodological perspectives. It is an indispensable working tool for everyone interested in pursuing research in mathematics education as the references for each of the Handbook's twenty-nine chapters are complete resources for both current and past work in that particular area.