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Volume 114, Number 14 (2012)

 
by Peter Youngs, Kenneth A. Frank, Yeow Meng Thum & Mark Low
In this chapter, we develop a theory to explain the effects of mentoring and induction activities on new teachers' commitment, instructional quality, and effectiveness, and we describe how utility functions can express variation in these outcomes. Then we explicate the role of three-level models (i.e., with random effects) in estimating the effects of effort on commitment, instructional quality, and student achievement with teachers nested within subgroups within schools.
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by Edward Britton
This chapter draws from recent qualitative studies of nine mathematics-specific induction programs around the country and abroad. Half of the U.S. programs were created with support from the National Science Foundation to specifically serve mathematics novices; the other programs served beginning teachers of all subjects and grades and included program strategies focused on mathematics-specific needs of their beginning secondary teachers. The chapter explores the mathematics-specific needs of beginning mathematics teachers, the strengths and challenges of programs aimed at addressing such needs, and dimensions to be considered in matching mathematics mentors with mentees and training the mentors. The chapter closes by noting the implications for induction policies.
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by Pamela Grossman, Susanna Loeb, Jeannie Myung, Donald J. Boyd, Hamilton Lankford & James Wyckoff
Mentoring programs for beginning teachers have grown in prominence in school districts nationwide as a strategy for inducting new teachers into the profession and promoting retention. In 2004, the New York City Department of Education invested $36 million in a teacher mentoring program for all first-year teachers to address the dual problems of high teacher attrition and low student achievement. The authors use survey data from first-year teachers in combination with district-level administrative data to investigate the effectiveness of this mentoring program in meeting the needs of beginning teachers.
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by Sharon Feiman-Nemser & Cynthia Carver
Based on a study of three well-regarded induction programs, this chapter examines how state and district policies regarding new teacher induction shape the practice of mentors and the learning of beginning teachers. The authors argue that induction policies must help program leaders, district and school administrators, and mentor teachers understand the potential of development-oriented mentoring and the conditions on which it depends.
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by Barnett Berry & Ann Byrd
This chapter points to a new era of teaching and employs current research surrounding new teacher induction and mentoring programs to underline the need for an innovative model of support for novice teachers. Berry and Byrd draw on their experiences building virtual communities of teachers and a virtual mentoring pilot program to examine the prospects for increasing consistency in the effectiveness of new teacher support through online networks.
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by Marjorie E. Wechsler, Kyra Caspary, Daniel C. Humphrey & Kavita Kapadia Matsko
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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by Julie Luft
It is important that content specialists have induction programs that are tailored to their needs, given that content knowledge is important during instruction. Unfortunately, most content specialists (including science teachers) don't experience content-focused induction programs. In an effort to illuminate the need for this type of induction program, this chapter provides an overview of the programs and research that the author has conducted with beginning secondary teachers.
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by Martha Bleeker, Sarah Dolfin, Amy Johnson, Steve Glazerman, Eric Isenberg & Mary Grider
This study provides a detailed portrait of typical induction support provided to beginning elementary school teachers during the 2005-2006 school year in 17 high-poverty urban school districts around the country.
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by Richard M. Ingersoll & Michael Strong
This chapter provides a review of empirical studies that have evaluated the effects of induction. The chapter's objective is to provide researchers, policy makers, and educators with a reliable and current assessment of what is known and not known about the effectiveness of teacher induction and mentoring programs. A second objective is to identify gaps in the research base and pinpoint relevant questions that have not been addressed and that warrant further research.
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by Andrew J. Wayne
This final chapter digests the core chapters of this volume, which draws together some of the most sophisticated thinking on new teacher induction from the last decade. In so doing, this chapter attends to five key understandings about induction programs, including their context, design, implementation, and outcomes. These understandings emerge as highly relevant to those who design induction programs as well as researchers, as they continue to build the knowledge base on teacher induction.
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