@article{corbell_reiman_nietfeld_2008, title={The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties}, volume={24}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2008.02.004}, DOI={10.1016/j.tate.2008.02.004}, abstractNote={This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers’ perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor analysis: (1) Administrative Support, (2) Classroom Climate, (3) Mentor Support, (4) Colleague and Instructional Resource Support, (5) Commitment, and (6) Assignment and Workload. Internal reliability, content validity, and concurrent validity were also measured in the validation process. Our findings suggest that the PSI-BT provides a reliable and valid instrument that can provide schools with valuable feedback to ensure the success of their beginning teachers.}, number={6}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Corbell, Kristen A. and Reiman, Alan J. and Nietfeld, John L.}, year={2008}, month={Aug}, pages={1551–1563} }
 @article{reiman_dotger_2008, title={What does innovation mean for moral educators?}, volume={37}, ISSN={["0305-7240"]}, DOI={10.1080/03057240802009124}, abstractNote={This article examines the links between prosocial moral education, educational innovations and concerns of school system personnel during an innovation's implementation process. The role of social innovations in promoting prosocial moral education is discussed with attention given to the challenges and processes associated with implementing such innovations. Promising moral and prosocial education innovations are reviewed with outcomes. The authors then describe implementation challenges identified by the original designers of the reviewed moral education interventions. Among the challenges is the difficulty of maintaining fidelity as the moral education innovation is expanded to educational settings. The analysis of prosocial moral education innovations leads to a recommendation of an important new direction for scholars and practitioners as they support diffusion of the moral education innovation. The recommendation highlights the importance of monitoring the affective concerns of facilitators as they diffuse moral education curricula to site‐specific kindergarten (5 years) through Grade 16 undergraduate (average age 22 years) contexts.}, number={2}, journal={JOURNAL OF MORAL EDUCATION}, author={Reiman, Alan J. and Dotger, Benjamin H.}, year={2008}, pages={151–164} }
 @article{johnson_reiman_2007, title={Beginning teacher disposition: Examining the moral/ethical domain}, volume={23}, ISSN={["0742-051X"]}, DOI={10.1016/j.tate.2006.12.006}, abstractNote={As the push for high-quality teachers continues, many colleges of education, teacher induction programs, and professional development supervisors are left wondering about the role dispositions play in effective teaching. This study seeks to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made.}, number={5}, journal={TEACHING AND TEACHER EDUCATION}, author={Johnson, Lisa E. and Reiman, Alan J.}, year={2007}, month={Jul}, pages={676–687} }
 @article{reiman_peace_2002, title={Promoting teachers' moral reasoning and collaborative inquiry performance: a developmental role-taking and guided inquiry study}, volume={31}, number={1}, journal={Journal of Moral Education}, author={Reiman, A. J. and Peace, S. D.}, year={2002}, pages={51–66} }
 @article{reiman_1999, title={The evolution of the social roletaking and guided reflection framework in teacher education: recent theory and quantitative synthesis of research}, volume={15}, ISSN={["1879-2480"]}, DOI={10.1016/S0742-051X(99)00016-5}, abstractNote={In this paper the problem of lack of theory and directing constructs for reflective practice in teacher education is addressed. Selected theoretical tenets of Vygotsky and Piaget are reviewed and related to a developmental action/reflection framework for the adult learner. As well, a taxonomy for differentiating reflection according to the needs of the adult learner is summarized. The taxonomy served as the treatment in seven quasi-experimental studies. Results of a quantitative synthesis of the studies are summarized with implications for cognitive-developmental theory, the moral dimensions of schooling and teacher education, and emerging constructs of reflective practice.}, number={6}, journal={TEACHING AND TEACHER EDUCATION}, author={Reiman, AJ}, year={1999}, month={Aug}, pages={597–612} }
 @book{reiman_theis-sprinthall_1998, title={Mentoring and supervision for teacher development}, ISBN={0801315395}, publisher={New York: Longman}, author={Reiman, A. J. and Theis-Sprinthall, L.}, year={1998} }