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Examining the Effects of New Teacher Induction


by Marjorie E. Wechsler, Kyra Caspary, Daniel C. Humphrey & Kavita Kapadia Matsko — 2012

This chapter examines the implementation and outcomes of state-funded induction programs in Illinois, and finds important contributions to increasing the effectiveness of beginning teachers. However, even when program supports for new teachers are intensive and focus on instruction, a poor school climate and weak leadership can undermine the program. The authors question the current conception of new teacher induction as an isolated program and call for a more comprehensive approach linking teacher induction with whole-school improvement.


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


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 387-416
http://www.tcrecord.org ID Number: 18380, Date Accessed: 10/18/2017 5:29:49 AM

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About the Author
  • Marjorie Wechsler
    Center for Education Policy at SRI International
    E-mail Author
    MARJORIE WECHSLER is senior policy analyst at the Center for Education Policy at SRI International. Her research focuses on teacher development throughout the teaching career, including preparation, induction, and continuing professional development; school- and district-level reform; and systems approaches to educational improvement.
  • Kyra Caspary
    Center for Education Policy at SRI International
    E-mail Author
    KYRA CASPARY is a researcher in the Center for Education Policy at SRI International. Her research focuses on understanding the effects of educational programs and interventions on student learning and educational equity. She recently completed three reports on college enrollment and persistence of International Baccalaureate students, as well as “Development of a multidimensional measure of students’ academic engagement” (2009, Journal of Applied Measurement).
  • Daniel Humphrey
    Center for Education Policy at SRI International
    E-mail Author
    DANIEL HUMPHREY is the associate director of the Center for Education Policy at SRI International. His research has centered on teacher development policies, urban education, and school and district reform. He has recently led studies of educator support and evaluation, teacher peer review, and compensation reform.
  • Kavita Matsko
    Urban Teacher Education Program, Chicago
    E-mail Author
    KAVITA KAPADIA MATSKO is the founding director of the Urban Teacher Education Program (Chicago UTEP). She has had 10 years of classroom teaching experience and has also been a lead literacy teacher, mentor teacher, and adjunct faculty at Northwestern University and National Louis University. She is currently an assistant clinical professor on the Committee of Education at the University of Chicago. Her research focuses on teacher preparation and new teacher induction in the context of urban schools.
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