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What the Research Tells Us About the Impact of Induction and Mentoring Programs for Beginning Teachers
by Richard M. Ingersoll & Michael Strong - 2012
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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| This article originally appeared as NSSE Yearbook Vol 111. No. 2. |
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- Richard Ingersoll
University of Pennsylvania
E-mail Author
RICHARD M. INGERSOLL is professor of education and sociology at the University of Pennsylvania. His research is concerned with the character of elementary and secondary schools as workplaces, teachers as employees, and teaching as a job. He has published numerous articles, reports, and pieces on the management and organization of schools; the problem of underqualified teachers; the debate over school accountability; the problems of teacher turnover and teacher shortages; the status of teaching as a profession; and the degree to which schools are centralized or decentralized and its impact on school performance.
- Michael Strong
University of California, Santa Cruz
E-mail Author
MICHAEL STRONG is a senior researcher at the Center for Research on the Teaching Profession at UC Santa Cruz. His research focuses on the measurement of teacher effectiveness. He has developed a new observation measure called RATE that is highly predictive of a teacher’s ability to raise class student achievement in mathematics. His most recent book, published this year by Teachers College Press, is The Highly Qualified Teacher: What Is Teacher Quality and How Do We Measure It?
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