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Journal Article 1: Hammerness, K., & Matsko, K. K. (2012). When context has content a case study of new teacher induction in the University of Chicago’s urban teacher education program.
Abstract: Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers’ specific schools and students to illustrate how context becomes the content for teachers’ learning and work. We argue that the program’s “context-specific” supports may ease transition into the challenging role of urban teacher. In turn, this case suggests ways of addressing features of context that may help new teachers better understand and maintain a commitment to urban teaching.

Journal Article 2: Mundhenk, L. G. (2004). Towards an understanding of what it means to be student centered: A new teacher’s journey.
Abstract: In this article, I describe the personal challenges encountered in making the transition from a long career in management to teaching. Through this experience, I came to construct my own meaning of student centeredness, learning to examine many of my assumptions about teaching and students. Drawing from my experience and the literature on adult learning, collaborative learning, and human development, I describe my understanding of student centeredness as that which goes beyond teaching technique to being fully present with my students and coming to understand them as people who bring to their learning their unique backgrounds and experiences.