Past, Present, and Future Research on Teacher Induction: An Anthology for Researchers, Policy Makers, and Practitioners

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Overview

This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.

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Editorial Reviews

Annette D. Digby
Past, Present, and Future Research on Teacher Induction addresses directly and unapologetically the impact of mentored learning upon professional development of teachers. Written by some of the leading researchers on mentoring and teacher induction, the collection of chapters starts by establishing underlying concepts and contexts of teacher induction, proceeds to a discussion on components and impacts of well-developed mentoring and induction programs, and ends with compelling research-based examples of the effects that mentoring has upon both faculty performance and student achievement. Effectively combining theory and application, the book is a must-have resource for teacher educators, P–12 teachers and administrators, policy makers, and anyone else committed to developing effective teacher induction programs.
Ellen Moir
A good teacher is the most important, school-based determinant of student success, so it stands to reason that when we accelerate the effectiveness of our newest teachers, moving them quickly along the learning curve from beginning to accomplishment, we begin to close the achievement gap in our schools. Every day, well-trained mentors work with beginning teachers to elevate the level of teaching that happens in classrooms across the country. Anyone interested in learning more about how teacher induction and mentoring accelerates the effectiveness of new teachers-from theory to program impact-will find this book a valuable resource.
Richard M. Ingersoll
This volume brings together the leading thinkers and researchers on this issue in a series of helpful chapters that illuminate carefully and thoroughly what we know, what we do not know, and what we need to know about teacher induction. This book is a valuable resource for those concerned—whether they be researchers, policy makers, or practitioners—with understanding or helping beginning teachers survive and succeed in our schools.
W Robert Houston
While programs of teacher induction have been supported for years, according to research conducted on their outcomes and descriptions included in journals and brochures, the need for highly qualified teachers who have been mentored and inducted into the profession has never been so great. This volume captures the major components of induction programs theory; policies; research; responsibilities of universities and school districts; impact of technology, ethnicity, and equity; and studies of teacher retention. Its authors and editors bring to the chapters considerable experience with induction and an insider's view, as well as research on the effects of induction on teacher effectiveness and tenure.
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Product Details

  • ISBN-13: 9781607097624
  • Publisher: R&L Education
  • Publication date: 7/16/2010
  • Pages: 268
  • Product dimensions: 6.10 (w) x 9.10 (h) x 0.90 (d)

Meet the Author

Jian Wang is professor of teacher education in the Department of Curriculum and Instruction, University of Nevada, Las Vegas. He serves as an editor of Journal of Teacher Education and a member of commission on teacher mentoring and induction. Sandra J. Odell is a professor of teacher education and chair of the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. She is currently an editor of the Journal of Teacher Education. Renée T. Clift is the associate dean for professional preparation and a professor of teaching, learning, and sociocultural studies at the University of Arizona.

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Table of Contents

Part 1 Introduction Part 2 Part I: Conception and Contexts of Teacher Induction Chapter 3 Multiple Meaning of New Teacher Induction Chapter 4 Teacher Induction in International Contexts Chapter 5 School Cultures and Organizations and Teacher Induction Chapter 6 Teacher Induction for Diverse, Urban Contexts Chapter 7 Teacher Induction Policies at National and State Levels Part 8 Part II: Components and Impacts of Teacher Induction Chapter 9 Characteristics of Beginning Teacher Role Quality: Connections to Satisfaction, Commitment, and Retention Chapter 10 Influence of Teacher Induction on Teacher Retention Chapter 11 Influence of Teacher Induction on Mentor Teachers Chapter 12 Components of 1997-2008 Teacher Induction Programs: Reflections on Comprehensive Induction Systems Chapter 13 Exploring the Potential of Internet-Based Technology for Mentoring and Induction Programs Chapter 14 The University's Role in Supporting New Teachers: Glimpsing the Future by Examining the Past Part 15 Part III: Example Studies on Teacher Induction and Its Effects Chapter 16 Mentoring for Equity: Focusing New Teachers on English Language Learners Chapter 17 Bringing Content into Induction Programs: Examples from Science Chapter 18 Linking Induction to Student Achievement Chapter 19 An Investigation of the Achievement Effects of Mentoring: A Step Into Uncharted Territory

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