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The role of interdisciplinary teaming in the induction of new teachers was examined at two middle level schools through the perceptions of three par ticipant groups: new teachers, mentors, and principals. Data collected through a mixed-method design indicated that participants perceived inter disciplinary teams as an integral part of the induction process of new teach ers that supported their personal and professional needs. Teaming was most helpful in meeting new teachers' professional needs chiefly through sup porting the management practices of new teachers.

As part of a larger study of two middle-grade schools, we interviewed novice teachers, their mentors, and administrators to determine their perceptions of various aspects of a multifaceted induction program. During the initial analysis, stories repeatedly surfaced about the administrator's role in the induction process. Reanalysis of the data revealed a higher frequency of stories about the administrator in relationship to other elements of induction. The narratives of novice teachers revealed the importance of the school administrator in the induction process. The principal positively contributed to teachers’ personal needs through interactions and orchestration of a healthy school climate.

Guided by the research question "How are the diverse issues of race/ethnicity represented in the NBA?," this descriptive content analysis examines the representations of author gender, author race/ethnicity, protagonist race/ethnicity, protagonist socioeconomic status, and genre of the 100 National Book Award finalists and 20 winners from 1996 to 2015. The dataset indicated that there are problematic representations of race/ethnicity, and the National Book award is not as diverse as we have expected. Of the 23 culturally relevant texts in the National Book Award, only 5 are winners. The results of this study show that using only award lists to guide teachers' book selections is problematic.

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