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Learning to Teach: An Agenda for Research on the Induction and Mentoring of Beginning Teachers


by Thomas M. Smith, Laura Desimone, Andrew C. Porter, Kristin McGraner & Katherine Taylor Haynes — 2012

This introductory chapter frames the work reflected in this volume on induction and mentoring of beginning teachers and delineates the research context in which it is undertaken. The chapter introduces the three main sections of the book which in turn focus on how induction has been conceptualized and operationalized, issues of implementation of teacher induction programs, and the impact of induction on outcomes.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 111 Number 2, 2012, p. 219-247
http://www.tcrecord.org ID Number: 18345, Date Accessed: 12/16/2017 2:29:36 AM

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About the Author
  • Thomas Smith
    Peabody College, Vanderbilt University
    E-mail Author
    THOMAS M. SMITH is associate professor in the Department of Leadership, Policy, and Organizations in Peabody College of Vanderbilt University and the director of the National Center on Scaling Up Effective Schools. His research focuses on the identifying supports and barriers to improving teaching and learning at the scale of large urban school districts. His recent publications include “Explaining the Gap in Charter and Traditional Public School Teacher Turnover Rates” (2012, Economics of Education Review), “Teacher Participation in Content-Focused Professional Development & the Role of State Policy” (2011, Teachers College Record), and “Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies” (2010, Journal of Research on Educational Effectiveness).
  • Laura Desimone
    University of Pennsylvania
    E-mail Author
    LAURA M. DESIMONE is associate professor of public policy and education in the Graduate School of Education, Education Policy program, University of Pennsylvania. She holds a secondary appointment in the School of Social Policy and Practice. She studies policy effects on teaching and learning, policy implementation, and the improvement of methods for studying policy effects and implementation (e.g., improving the quality of surveys and the appropriate use of multiple methods). She studies all levels of the system—national, state, district, school, and classroom—and focuses on three policy areas at the forefront of education reform: accountability, school-based reform/interventions, and teacher quality initiatives (e.g., teachers’ professional development, induction).
  • Andrew Porter
    University of Pennsylvania
    E-mail Author
    ANDREW PORTER is the George & Diane Weiss Professor of Education and dean of the Graduate School of Education at the University of Pennsylvania. Trained as a statistician/psychometrician, his research on teacher decision-making created the Surveys of Enacted Curriculum (SEC) tools for measuring content and content alignment. His evaluation of the Eisenhower program identified characteristics of effective professional development in math and science. He is senior author of the VAL-ED assessment of school leadership. His work in the IES center on middle school science curriculum developed an algorithm for building achievement tests maximally aligned to a target such as a curriculum or content standards. He is an elected member of the National Academy of Learning to Teach 247 Education, member of the National Assessment Governing Board, Lifetime National Associate of the National Academies, and past president of the American Education Research Association.
  • Kristin McGraner
    STEM Preparatory Academy
    E-mail Author
    KRISTIN McGRANER is the founding executive director of STEM Preparatory Academy, a public charter school in Nashville, Tennessee. Dr. McGraner served as the founding director of the Distinguished Fulbright Awards in Teaching program for which she cowrote the successful proposal to bring the inaugural Distinguished Fulbright Awards program to Peabody College and Metropolitan Nashville Public Schools. She directed a study of middle school math teacher professional development funded by the National Science Foundation.
  • Katherine Haynes
    Peabody College, Vanderbilt University
    E-mail Author
    KATHERINE TAYLOR HAYNES is a research associate in the Department of Leadership, Policy, and Organizations at Peabody College, Vanderbilt University. She directed a study of middle school math teacher professional development funded by the National Science Foundation during the final two years. She has taught courses in qualitative research methods and public policy at Peabody College at Vanderbilt University. She is coauthor, with Robert Crowson and Ellen Goldring, of Successful School and the Community Relationship: Concepts and Skills to Meet Twenty-First-Century Challenges, published by McCutchan Publishing.
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