This book's 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.
|Product dimensions:||6.10(w) x 9.10(h) x 0.90(d)|
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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