Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers

References

• Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25, 95–135.
   Web of Science ®Google Scholar
• Algozzine, B., Gretes, J., Queen, A. J., & Cowan-Hathcock, M. (2007). Beginning teachers’ perceptions of their induction program experiences. The Clearing House, 80, 137–143.
   Google Scholar
• Alliance for Excellent Education. (2004). Tapping the potential: Retaining and developing high-quality new teachers ( Report). Retrieved from http://www.all4ed.org/publications/TappingThePotential/TappingThePotential.pdf
   Google Scholar
• Andrews, S. P., Gilbert, L. S., & Martin, E. P. (2007). The first years of teaching: Disparities in perceptions of support. Action in Teacher Education, 28(4), 4–13.
   Google Scholar
• Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367–409.
   Web of Science ®Google Scholar
• Bosker, R. J., & Witziers, B. (1996, April). The magnitude of school effects, or does it really matter which school a student attends? Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
   Google Scholar
• Brandsma, H. P., & Knuver, A W. M. (1989). Pupils’ sense of well-being and classroom educational factors. In B. P. M. Creemers, T. Peters, & D. Reynolds (Eds.), School effectiveness and school improvement: Proceedings of the second international congress (pp. 131–140). Lisse: Swets & Zeitlinger.
   Google Scholar
• Brock, B. L., & Grady, M. L. (1997). Principals: The guiding light for new teachers. Momentum, 28(2), 52–55.
   Google Scholar
• Catelli, L., Carlino, J. J., Jackson, V., & Petraglia, G. (2011). A PDS partnership goes international: Phase I of an American-Slovenian collaborative research project. Scholar-Practitioner Quarterly, 5, 394–411.
   Google Scholar
• CentERdata. (2013). De toekomstige arbeidsmarkt voor onderwijspersoneel 2013–2025 [The future of the labor market for educational staff]. Tilburg: Tilburg University.
   Google Scholar
• Cohen, B., & Fuller, E. J. (2006, April). Effects of mentoring and induction on beginning teacher retention. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
   Google Scholar
• Créton, H., & Wubbels, T. (1984). Ordeproblemen bij beginnende leraren [Discipline problems of beginning teachers]. Utrecht: WCC.
   Google Scholar
• Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Darling-Hammond, L. (2003). Access to quality teaching: An analysis of inequality in California’s public schools. Santa Clara Law Review, 43, 101–239.
   Google Scholar
• De Jong, R., & Westerhof, K. (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4, 51–85.
   Google Scholar
• De Jonge, J. F. M., & De Muijnck, J. A. (2002). Waarom leraren de sector verlaten. Onderzoek naar de uitstroom in het primair en secundair onderwijs [Why teachers leave their jobs. Study of teacher attrition in primary and secondary education]. Zoetermeer: EIM.
   Google Scholar
• Den Brok, P., Bergen, T. Stahl, R. J., & Brekelmans, M. (2004). Students’ perceptions of teacher control behaviours. Learning and Instruction, 14, 425–443.
   Google Scholar
• Duke, L., Karson, A., & Wheeler, J. (2006). Do mentoring and induction programs have greater benefits for teachers who lack pre-service training? Journal of Public and International Affairs, 17. Retrieved from http://www.princeton.edu/jpia/past-issues-1/2006/4.pdf
   Google Scholar
• Feiman-Nemser, S., Carver, C., Schwille, S., & Yusko, B. (1999). Conceptual review of literature on new teacher induction. Washington, DC: National Partnership for Excellence and Accountability in Education.
   Google Scholar
• Fideler, E. F., & Haselkorn, D. (1999). Learning the ropes: Urban teacher induction programs and practices in the United States. Belmont, MA: Recruiting New Teachers.
   Google Scholar
• Fraser, B. (1991). Two decades of classroom environment research. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluations, antecedents and consequences (pp. 3–27). Elmsford, NY: Pergamon.
   Google Scholar
• Fuller, B. (2003). Education policy under cultural pluralism. Educational Researcher, 32(9), 15–24.
   Google Scholar
• Glazerman, S., Goldhaber, D., Loeb, S., Raudenbush, S., Staiger, D. O., & Whitehurst, G. J. (2010). Evaluating teachers: The important role of value-added. Washington, DC: Brown Center on Education Policy at Brookings. Retrieved from http://www.brookings.edu/reports/2010/1117_evaluating_teachers.aspx
   Google Scholar
• Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30, 466–479.
   Web of Science ®Google Scholar
• Hanushek, E. A., & Rivkin, S. G. (2010). The quality and distribution of teachers under the No Child Left Behind Act. Journal of Economic Perspectives, 24(3), 133–150.
   Web of Science ®Google Scholar
• Helms-Lorenz, M., Slof, B., & Van de Grift, W. J. C. M. (2013). First year effects of induction arrangements on beginning teachers’ psychological processes. European Journal of Psychology of Education, 28, 1265–1287. doi:10.1007/s10212-012-0165-y
   Web of Science ®Google Scholar
• Henry, G. T., Bastian, K. C., & Fortner, C. K. (2011). Stayers and leavers: Early-career teacher effectiveness and attrition. Educational Researcher, 40, 271–280.
   Web of Science ®Google Scholar
• Houtveen, A. A. M., & Van de Grift, W. J. C. M. (2007a). Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement, 18, 173–190.
   Web of Science ®Google Scholar
• Houtveen, A. A. M., & Van de Grift, W. J. C. M. (2007b). Reading instruction for struggling learners. Journal of Education for Students Placed At Risk, 12, 405–424.
   Google Scholar
• Houtveen, A. A. M., & Van de Grift, W. J. C. M. (2012). Improving reading achievements of struggling learners. School Effectiveness and School Improvement, 23, 71–93.
   Web of Science ®Google Scholar
• Houtveen, A. A. M., Van de Grift, W. J. C. M., & Brokamp, S. K. (2014). Fluent reading in special elementary education. School Effectiveness and School Improvement, 25, 555–569.
   Web of Science ®Google Scholar
• Houtveen, A. A. M., Van de Grift, W. J. C. M., & Creemers, B. P. M. (2004). Effective school improvement in mathematics. School Effectiveness and School Improvement, 15, 337–376.
   Web of Science ®Google Scholar
• Houtveen, A. A. M., Versloot, B., & Groenen, A. (2006). De begeleiding van startende leraren in het voortgezet onderwijs en in het basisonderwijs [Coaching teachers in primary and secondary education]. Den Haag: Sectorbestuur Onderwijsarbeidsmarkt (SBO).
   Google Scholar
• Huling-Austin, L. (1990). Teacher induction programs and internships. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook on research on teacher education (pp. 535–548). New York, NY: Macmillan.
   Google Scholar
• Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30–33.
   Web of Science ®Google Scholar
• Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81, 201–233.
   Web of Science ®Google Scholar
• Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation (NBER Working Paper No. 14607). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Kapadia, K., Coca, V., & Easton, J. Q. (2007). Keeping new teachers: A first look at the influences of induction in the Chicago Public Schools. Chicago, IL: Consortium on Chicago School Research, University of Chicago.
   Google Scholar
• Lindqvist, P., Norddänger, U. K., & Carlson, R. (2014). Teacher attrition the first five years: A multifaceted image. Teaching and Teacher Education, 40, 94–103.
   Web of Science ®Google Scholar
• Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2014a). Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: A Rasch modelling approach. School Effectiveness and School Improvement. Advance online publication. doi:10.1080/09243453.2014.939198
   Google Scholar
• Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2014b). Does beginning teachers’ teaching quality get better over time? A longitudinal study based on student perceptions during the first three years of professional practice. Manuscript submitted for publication.
   Google Scholar
• Maulana, R., Opdenakker, M.-C., Den Brok, P., & Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: Profiles and importance to student motivation. Asia Pacific Journal of Education, 31, 33–49.
   Web of Science ®Google Scholar
• Onderwijsraad. (2001). Ten dienste van de school [Serving the school]. Den Haag: Artoos.
   Google Scholar
• Organisation for Economic Co-operation and Development. (2012). Education at a glance. Paris: Author.
   Google Scholar
• Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Variable definitions, data, and programs for teachers, students, and academic achievement. Econometrica Supplementary Material, 73(2). Retrieved from www.econometricsociety.org/ecta/supmat/4139data.pdf
   Google Scholar
• Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247–252.
   Web of Science ®Google Scholar
• Roeleveld, J. (2003). Veranderingen in het kleuteronderwijs. Ontwikkelingen in en effecten van het kleuteronderwijs op de cognitieve en niet-cognitieve ontwikkeling van oudste kleuters tussen 1994 en 2000. Analyses bij het PRIMA cohort onderzoek, 4e meting [Changes in pre-school education. Developments and effects of pre-school education on cognitive and non-cognitive development of the oldest children between 1994 and 2000. Analysis of the PRIMA cohort research, 4th measurement]. Amsterdam: SCO-Kohnstamm Instituut.
   Google Scholar
• Scantlebury, K., Boone, W., Kahle, J. B., & Fraser, B. J. (2001). Design, validation, and use of an evaluation instrument for monitoring systemic reform. Journal of Research in Science Teaching, 38, 646–662.
   Web of Science ®Google Scholar
• Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454–499.
   Web of Science ®Google Scholar
• Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681–714.
   Web of Science ®Google Scholar
• Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modeling (2nd ed.). London: SAGE.
   Google Scholar
• Stevens, R. J. (2004). Why do educational innovations come and go? What do we know? What can we do? Teaching and Teacher Education, 20, 389–396.
   Web of Science ®Google Scholar
• Strong, M., Gargani, J., & Hacifazlioglu, Ö. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62, 367–382.
   Web of Science ®Google Scholar
• Van de Grift, W. (2010). Ontwikkeling van de beroepsvaardigheden van leraren [Development of teaching skills] (Inauguration speech). University of Groningen, Groningen.
   Google Scholar
• Van Kregten, A., & Moerkamp, T. (2004). Startende leraren in het buitenland [Beginning teachers in foreign countries]. Den Haag: SBO.
   Google Scholar
• Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143–178.
   Web of Science ®Google Scholar
• Vonk, J. H. C. (1982). Opleiding en praktijk [Teacher training and practice] (Doctoral dissertation). Amsterdam: VU-Uitgeverij.
   Google Scholar
• Wijnstra, J., Ouwens, M., & Béguin, A. (2003). De toegevoegde waarde van de basisschool [Value added of primary schools]. Arnhem: Citogroep.
   Google Scholar
• Wong, K. H. (2004, March). Induction programmes that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41–58.
   Google Scholar