640
Views
27
CrossRef citations to date
0
Altmetric
Articles

Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs

&
Pages 1-23 | Published online: 08 Jul 2011

REFERENCES

  • Abdal-Haqq , I. 1996 . Making time for teacher professional development Washington, DC : ERIC Clearinghouse on Teaching and Teacher Education. . ERIC Digest. ED400259
  • Alliance for Excellent Education (AEE) . 2004 . Tapping the potential: Retaining and developing high-quality new teachers Washington, DC : Strumbos D. .
  • Ames , K. T. , Stanulis , R. N. and VanZee , D. Moving beyond superficial conversations: Mentoring beginning teachers in literacy . Paper presented at the annual meeting of the National Reading Conference . Los Angeles, California.
  • Arends , R. I. and Rigazio-DiGilio , A. J. Beginning teacher induction: Research and examples of contemporary practice . Paper presented at the annual meeting of the Japan-United States Teacher Education Consortium . Tokyo, Japan.
  • Athanases , S. and Achinstein , B. 2003 . Focusing new teachers on individual and low performing students: The centrality of formative assessment in the mentor's repertoire of practice . Teachers College Record , 105 ( 8 ) : 1486 – 1520 .
  • Ball , D. L. 1996 . Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn . Phi Delta Kappan , 77 ( 7 ) : 500 – 508 .
  • Ball , D. L. and Cohen , D. K. 1999 . “ Developing practice, developing practitioners: Toward a practice-based theory of professional education. ” . In Teaching as the learning profession: Handbook of policy and practice Edited by: Darling-Hammond , L. and Sykes , G. 3 – 32 . San Francisco, California : Jossey-Bass. .
  • Bartell , C. 2005 . Cultivating high-quality teaching through induction and mentoring Thousand Oaks, California : Corwin Press. .
  • Billingsley , B. , Carlson , E. and Klein , S. 2004 . The working conditions and induction support of early career special educators . Exceptional Children , 70 ( 3 ) : 333 – 347 .
  • Boyer , L. 2005 . Supporting the induction of special educators: Program descriptions of university-school district partnerships . Teaching Exceptional Children , 37 ( 3 ) : 44 – 51 .
  • Britton , E. , Paine , L. , Pimm , D. and Raizen , S. 2003 . Comprehensive teacher induction: Systems for early career learning Boston : Kluwer Academic Publishers. .
  • Brock , B. and Grady , M. 1997 . From first-year to first-rate: Principals guiding beginning teachers Thousand Oaks, California : Corwin Press. .
  • Brock , B. and Grady , M. 2005 . Developing a teacher induction plan: A guide for school leaders Thousand Oaks, California : Corwin Press. .
  • Costa , A. L. and Garmston , R. J. 2002 . Cognitive coaching: A foundation for renaissance schools () , 2nd ed. Norwood, Massachusetts : Christopher-Gordon Publishers. .
  • Danielson , C. 1996 . Enhancing professional practice: A framework for teaching. Alexandria Virginia : Association of Supervision and Curriculum Development. .
  • Darling-Hammond , L. 1997 . Doing what matters most: Investing in quality teaching Katztown, Pennsylvania : National Commission on Teaching and America's Future. .
  • Darling-Hammond , L. and Baratz-Snowden , J. 2005 . A good teacher in every classroom: Preparing the highly qualified teachers our children deserve SanFrancisco, California : Jossey-Bass. .
  • Darling-Hammond , L. , LaFors , J. and Snyder , J. 2001 . Educating teachers for California's future . Teacher Education Quarterly , 28 ( 1 ) : 9 – 55 .
  • Educational Testing Service (ETS) . 2003 . Pathwise Retrieved July 10, 2001, from http://www.ets.org/pathwise/index.html
  • Evertson , C. M. and Smithey , M. W. 2000 . Mentoring effects on proteges' classroom practice: An experimental field study . Journal of Educational Research , 93 ( 5 ) : 294 – 304 .
  • Feiman-Nemser , S. 2001a . From preparation to practice: Designing a continuum to strengthen and sustain teaching . Teachers College Record , 103 ( 6 ) : 1013 – 1055 .
  • Feiman-Nemser , S. 2001b . Helping novices learn to teach: Lessons from an exemplary support teacher . Journal of Teacher Education , 52 ( 1 ) : 17 – 30 .
  • Feiman-Nemser , S. , Schwille , S. , Carver , C. and Yusko , B. 1999 . A conceptual review of literature on new teacher induction Washington, DC : National Partnership for Excellence and Accountability in Teaching. .
  • Fideler , E. and Haselkorn , D. 1999 . Learning the ropes: Urban teacher induction programs and practices in the United States Belmont, Massachusetts : Recruiting New Teachers. .
  • Fletcher , S. , Strong , M. and Villar , A. 2008 . An investigation of the effects of variations in mentor-based induction on the performance of students in California . Teachers College Record , 110 ( 10 ) : 2271 – 2289 .
  • Fox , S. and Singletary , T. 1986 . Deductions about support induction . Journal of Teacher Education , 37 ( 1 ) : 12 – 15 .
  • Furtwengler , C. B. The reform movement: A fifty-state survey of state actions for beginning teacher programs . Paper presented at the annual meeting of the American Educational Research Association . Atlanta, Georgia.
  • Gitomer , D. 1999 . Evaluating a teacher induction support program . Teaching and Change , 6 ( 3 ) : 272 – 283 .
  • Glazerman , S. , Senesky , S. , Seftor , N. and Johnson , A. 2006 . Design of an impact evaluation of teacher induction programs. Final report Washington, DC : Mathematic Policy Research, Inc. .
  • Gless , J. 2004 . Mentor teacher selection Santa Cruz, California : The New Teacher Center at the University of California. .
  • Gold , Y. 1996 . “ Beginning teacher support: Attrition, mentoring, and induction. ” . In Handbook of research on teacher education () , 2nd ed. Edited by: Sikula , J. , Buttery , T. and Guyton , E. 548 – 594 . New York : Macmillan. .
  • Haberman , M. 2005 . Star teachers: The ideology and best practices of effective teachers of diverse children and youth in poverty Houston, Texas : The Haberman Educational Foundation. .
  • Helman , L. 2006 . “ What's in a conversation? Mentoring stances in coaching conferences and how they matter. ” . In Mentors in the making: Developing new leaders for new teachers Edited by: Achinstein , B. and Athanases , S. Z. 69 – 82 . New York : Teachers College Press. .
  • Hirsch , E. Impact of teacher quality . Paper presented at Teacher Quality Matters-Transitioning to New Standards, New Roles, New Assessments: Title II Summer 2001 Workshop: Focus on SB2042 . San Diego, California.
  • Horn , P. J. , Sterling , H. A. , Blair , H. C. and Metler-Armijo , K. Induction strategies for future teachers . Paper presented at the annual meeting of the American Association of Colleges for Teacher Education (AACTE) . San Diego, California.
  • Huling-Austin , L. 1986 . What can and cannot reasonably be expected from teacher induction programs . Journal of Teacher Education , 37 ( 1 ) : 2 – 5 .
  • Huling-Austin , L. 1989 . “ Beginning teacher assistance programs: An overview. ” . In Assisting the Beginning Teacher Edited by: Huling-Austin , L. , Odell , S. J. , Ishler , P. , Kay , R. S. and Edelfelt , R. A. 5 – 13 . Reston, Virginia : Association of Teacher Educators. .
  • Huling-Austin , L. 1990 . “ Teacher induction programs and internships. ” . In Handbook of research on teacher education Edited by: Houston , W. R. , Haberman , M. and Sikula , J. 535 – 548 . New York : Macmillan. .
  • Huling-Austin , L. 1992 . Research on learning to teach: Implications for teacher induction and mentoring programs . Journal of Teacher Education , 43 ( 3 ) : 173 – 180 .
  • Ingersoll , R. M. and Smith , T. M. 2004 . Do teacher induction and mentoring matter? . NASSP Bulletin , 88 ( 638 ) : 28 – 40 .
  • Interstate New Teacher Assessment and Support Consortium (INTASC) . 1992 . Model standards for beginning teacher licensing and development: A resource for state dialogue Washington, DC : Council of Chief State School Officers. . http://www.ccsso.org
  • Johnson , S. M. 2004 . Finders and keepers: Helping new teachers survive and thrive in our schools San Francisco : Jossey-Bass. .
  • Johnson , S. M. and Kardos , S. M. 2004 . “ Professional culture and the promise of colleagues. ” . In Finders and keepers: Helping new teachers survive and thrive in our schools Edited by: Johnson , S. M. 139 San Francisco, California : Jossey-Bass. .
  • Kelchtermans , G. and Ballet , K. 2002 . The micropolitics of teacher induction: A narrative-biographical study of teacher socialization . Teaching and Teacher Education , 18 ( 1 ) : 105 – 120 .
  • Kennedy , V. and Burstein , N. 2004 . An induction program for special education teachers . Teacher Education and Special Education , 27 ( 4 ) : 444 – 447 .
  • Kershaw , C. , Blank , M. , Benner , S. and Cagle , L. Talented teachers as leaders in supporting their beginning colleagues: The urban specialist certificate and mentoring and induction programs.? . Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education . San Diego.
  • Kilgore , K. , Griffin , C. , Otis-Wilborn , A. and Winn , J. 2003 . The problems of beginning special education teachers: Exploring the contextual factors influencing their work . Action in Teacher Education , 25 ( 1 ) : 38 – 47 .
  • Lieberman , A. and Miller , L. 2000 . “ Teaching and teacher development: A new synthesis for a new century. ” . In Education in a New Era (2000 ASCD Yearbook) Edited by: Brandt , R. 47 – 66 . Alexandria, Virginia : Association of Supervision and Curriculum Development. .
  • Little , J. W. 2003 . Inside teacher community: Representations of classroom practice . Teachers College Record , 105 ( 6 ) : 913 – 945 .
  • Luft , J. A. , Roehrig , G. H. and Patterson , N. C. 2003 . Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices . Journal of Research in Science Teaching , 40 ( 1 ) : 77 – 97 .
  • McGlamery , S. , Fluckiger , J. and Edick , N. 2002 . Omaha induction keeps one foot in the university . Journal of Staff Development , 23 ( 4 ) : 37 – 40 .
  • Meckel , A. and Rolland , L. 2000 . BTSA models for support provision . Thrust for Educational Leadership , 29 ( 3 ) : 18 – 20 .
  • Mitchell , D. E. , Scott , L. D. , Takahashi , S. S. and Hendrick , I. G. 1997 . The California beginning teacher support and assessment program: The 1997 Statewide evaluation study. Riverside, CA : California Educational Research Cooperative, University of California, Riverside. .
  • Mitchell , D. , Scott , L. and Boyns , D. 2000 . The California beginning teacher support and assessment program: The 2000 statewide evaluation technical report. Riverside, CA : California Educational Research Cooperative, University of California, Riverside. .
  • Mitchell , D. , Scott , L. , Hendrick , I. and Boyns , D. 1998 . The California beginning teacher support and assessment program: The 1998 statewide evaluation technical report. Riverside, CA : California Educational Research Cooperative, University of California, Riverside. .
  • Mitchell , D. , Scott , L. , Hendrick , I. and Boyns , D. 1999 . The California beginning teacher support and assessment program: The 1999 statewide evaluation technical report. Riverside, CA : California Educational Research Cooperative, University of California, Riverside. .
  • Moir , E. Launching the next generation of teachers through quality induction . Paper prepared for the National Commission on Teaching and America's Future. 2003 Annual Commissioners and Partner States' Symposium .
  • Moir , E. and Baron , W. 2002 . Looking closely, every step of the way. Formative assessment helps to shape new professionals . Journal of Staff Development , 23 ( 4 ) : 54 – 56 .
  • Moir , E. and Gless , J. 2001 . Quality induction: An investment in teachers . Teacher Education Quarterly , 28 ( 1 ) : 109 – 114 .
  • Moir , E. and Stobbe , C. 1995 . Professional growth for new teachers: Support and assessment through collegial relationships . Teacher Education Quarterly , 22 ( 4 ) : 83 – 91 .
  • Norman , P. J. and Feiman-Nemser , S. 2005 . Mind activity in teaching and mentoring . Teaching and Teacher Education , 21 ( 6 ) : 679 – 697 .
  • Odell , S. J. 1986 . A model university-school system collaboration in teacher induction . Kappa Delta Pi Record , 22 ( 54 ) : 120 – 121 .
  • Odell , S. J. 1990 . Mentor teacher programs (What research says to the teacher) Washington, DC : National Education Association (NEA). .
  • Odell , S. J. and Huling , L. , eds. 2000 . Quality mentoring for novice teachers Indianapolis, Indiana : Association of Teacher Educators & Kappa Delta Pi. .
  • Olebe , M. 1999 . California Formative Assessment and Support System for Teachers (CFASST): Investing in teachers' professional development . Teaching and Change , 6 ( 3 ) : 258 – 271 .
  • Olebe , M. 2001 . A decade of support for California's new teachers: The beginning teacher support and assessment program . Teacher Education Quarterly , 28 ( 1 ) : 71 – 84 .
  • Olebe , M. , Jackson , A. and Danielson , C. 1999 . Investing in beginning teachers—The California model . Educational Leadership , 56 ( 8 ) : 41 – 44 .
  • Peterson , M. 2005 . Hazed! . Educational Leadership , 62 ( 8 ) : 20 – 23 .
  • Phlegar , J. M. and Hurley , N. 1999 . Designing job-embedded professional learning: The authentic task approach Stoneham, Massachusetts : Learning Innovations, A Division of WestEd. .
  • Putnam , R. T. and Borko , H. 1997 . “ Teacher learning: Implications of the new view of cognition. ” . In The international handbook of teachers and teaching Edited by: Biddle , B. J. , Good , T. L. and Goodson , I. F. Vol. II , 1223 – 1296 . Dordrecht, , The Netherlands : Kluwer. .
  • Quartz , H. and TEP Research Group . 2003 . Too angry to leave: Supporting new teachers commitment to transform urban schools . Journal of Teacher Education , 54 ( 2 ) : 99 – 111 .
  • Resta , V. , Huling , L. , White , S. and Matscheck , D. 1997 . The teacher fellows program: Ayearto grow . Journal of Staff Development , 18 ( 1 ) : 42 – 45 .
  • Rosenberg , M. S. , Griffin , C. C. , Kilgore , K. L. and Carpenter , S. L. 1997 . Beginning teachers in special education: A model for providing individualized support . Teacher Education and Special Education , 20 ( 4 ) : 301 – 321 .
  • Schlechty , P. and Vance , V. 1981 . Do academically able teachers leave education? The North Carolina case . Phi Delta Kappan , 5 ( 2 ) : 106 – 112 .
  • Schwille , S. A. and Dynak , J. 2000 . “ Mentor preparation and development. ” . In Quality mentoring for novice teachers Edited by: Odell , S. J. and Huling , L. 67 – 76 . Indianapolis, Indiana : Association of Teacher Educators & Kappa Delta Pi. .
  • Schwille , S. A. , Nagel , A. L. and DeBolt , G. P. 2000 . “ Mentor selection and mentor/novice matching. ” . In Quality mentoring for novice teachers Edited by: Odell , S. J. and Huling , L. 57 – 66 . Indianapolis, Indiana : Association of Teacher Educators & Kappa Delta Pi. .
  • Showers , B. and Joyce , B. 1996 . The evolution of peer coaching . Educational Leadership , 53 ( 6 ) : 12 – 16 .
  • Smith , T. M. and Ingersoll , R. M. Reducing teacher turnover: What are the components of effective induction? . Paper presented at the annual meeting of the American Educational Research Association . Chicago.
  • Spillane , J. 2002 . Local Theories of teacher change: The pedagogy of district policies and programs . Teachers College Record , 104 ( 3 ) : 377 – 420 .
  • Stansbury , K. and Zimmerman , J. 2002 . Smart induction programs become lifelines for the beginning teacher . Journal of Staff Development , 23 ( 4 ) : 10 – 17 .
  • Stanulis , R. N. Keeping content and context central: District-based comprehensive induction in the Michigan State University/teachers for a New Era induction program . Paper presented at the Annual Meeting of the American Educational Research Association . San Francisco, California.
  • Stanulis , R. N. , Burrill , G. and Ames , K. 2007 . Fitting in and learning to teach: Tensions in developing a vision for a university-based induction program for beginning teachers . Teacher Educator Quarterly , (online article, June 22).
  • Stanulis , R. N. , Fallona , C. A. and Pearson , C. A. 2002 . “Am I doing what I am supposed to be doing?”: Mentoring novice teachers through the Uncertainties and Challenges of their First Year of teaching . Mentoring & Tutoring: Partnership in Learning , 10 ( 1 ) : 71 – 81 .
  • Stanulis , R. N. , Meloche , B. H. and Ames , K. Challenges in developing, enacting, and analyzing mentoring that focuses on teaching and learning: A university-school collaboration . Paper presented at Annual Meeting of the American Educational Research Association . New York. pp. 23
  • Storms , B. , Wing , J. , Jinks , T. , Banks , K. and Cavazos , P. 2000 . California formative assessment and support system for teachers (field review) implementation 1999–2000: A formative evaluation report Princeton, New Jersey : Educational Testing Service (ETS). .
  • Strong , M. and Baron , W. 2004a . An analysis of mentoring conversations with beginning teachers: Suggestions and responses . Teaching and Teacher Education , 20 ( 1 ) : 47 – 57 .
  • Strong , M. and Baron , W. Induction, mentoring, and teacher retention: A summary of the research . Paper presented at the annual meeting of the Association of Teacher Educators . Boston, Massachusetts.
  • Sweeny , B. 2000 . Survey: What's happening in mentoring & induction in each state in the United States? Retrieved from http://www.teachermentors.com/RsrchStateList.php
  • Urban Teacher Collaborative . 2000 . The urban teacher challenge: Teacher demand and supply in the great city schools Belmont, Massachusetts : Recruiting New Teachers. .
  • Villani , S. 2002 . Mentoring programs for new teachers: Models of induction and support Thousand Oaks, California : Corwin Press. .
  • Villar , A. Measuring the benefits and costs of mentor-based induction: A value-added assessment of new teacher effectiveness linked to student achievement . Paper presented at the annual meeting of the American Educational Research Association . San Diego, California.
  • Wang , J. , Strong , M. and Odell , S. 2004 . Mentor-novice conversations about teaching: A comparison of two U.S. and two Chinese cases . Teachers College Record , 106 ( 4 ) : 775 – 813 .
  • Whitaker , S. D. 2000 . What do first-year special education teachers need? . Teaching Exceptional Children , 33 ( 1 ) : 28 – 36 .
  • Wilson , S. and Berne , J. 1999 . “ Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. ” . In Review of research in education Edited by: Iran-Nejad , A. and Pearson , P. D. 173 – 209 . Washington, DC : American Educational Research Association. .
  • Wood , A. L. 1999 . “ How can new teachers become the BEST?. ” . In A better beginning: Supporting and mentoring new teachers Edited by: Scherer , M. 116 – 123 . Alexandria, Virginia : Association of Supervision and Curriculum Development. .
  • Wood , A. L. 2000 . “ Teaching portfolios: Tools for reflective teaching in inner city teacher induction. ” . In Research on effective models for teacher education, teacher education yearbook VIII Edited by: McIntyre , D. J. and Byrd , D. 111 – 126 . Thousand Oaks, California : Corwin Press. .
  • Wood , A. L. 2001 . What Does Research Say about Teacher Induction and IHE/LEA Collaborative Programs? . Issues in Teacher Education , 10 ( 2 ) : 69 – 81 .
  • Wood , A. L. 2005 . The Importance of principals: Site administrators' roles in teacher induction . American Secondary Education , 33 ( 2 ) : 39 – 62 .
  • Wood , A. L. and Waarich-Fishman , N. 2006 . “ Two induction models in one urban district: Transitioning to teaching credentialing. ” . In Research on teacher induction: Teacher education yearbook XIV Edited by: Dangel , J. 67 – 87 . Lanham, MD : Rowman & Littlefield Education. .
  • Yopp , R. H. and Young , B. L. 1999 . A model for beginning teacher support and assessment . Action in Teacher Education , 21 ( 1 ) : 24 – 36 .
  • Youngs , P. 2007 . District induction policy and new teachers' experiences: An examination of local policy implementation in Connecticut . Teachers College Record , 109 ( 3 ) : 797 – 837 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.