Denise McDonald, University of Houston-Clear Lake.

• Chapter 1. Situating Teacher Induction in the Urban Teaching Context: A Journey Through New Terrain as Novice Teachers' Share Stories of Finding Their Way; Denise McDonald, Cheryl J. Craig, and Gayle Curtis.Chapter 2. Walking With Fish, Swimming With Cats: Novice Teachers and Equity; Michele Kahn.Chapter 3. I Feel Like Edith Piaf: A Novice Teacher's Expression of Sorrow and Hope; Denise M. McDonald.Chapter 4. Jekyll and Hyde: One Teacher—Two Schools; Jean Kiekel.Chapter 5. Career Changers' Experiences as Neophyte Middle School ESL Teachers; Kent Divoll, Leslie Gauna, and Angelica Ribeiro.Chapter 6. Experiences From the Field: Voices of Novice Special Education Teachers During Their Induction Years; Bernardo Pohl.Chapter 7. Becoming an Art Teacher: Prismatic Experiences of Three Beginning Visual Art Teachers; Carrie Markello.Chapter 8. The Gordian Knot of Teacher Induction: When Context Trumps Teacher Preparation and the Desire to Teach; Cheryl J. Craig, Paige Evans, Jing Li, and Donna Stokes.Chapter 9. Supporting New English Language Arts Teachers as Nascent Professionals: What Enables and Impedes Their Instructional Designs and Their Intentions to Help Secondary Students Succeed With the Curriculum and Required Assessments; Laura Turchi and Kristen Nance.Chapter 10. Care as an Approach for Supporting Induction Years Secondary Mathematics Teachers; Jacqueline Sack and Judith Quander.Chapter 11. Integrating Technology in the Classroom: Is It Happening? Xiao Han.Chapter 12. When Qualifications are Not Enough: A Latina Spanish Bilingual Teacher's Decision to Leave; Christine Beaudry and Leslie Gauna.Chapter 13. Book Summary: A Big Picture View of Teacher Induction Experiences Across the Disciplines Helping Policy Makers See the Forest Through the Trees; Denise McDonald, Cheryl Craig and Gayle Curtis.