Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study

I tiakina i:

Ngā taipitopito rārangi puna kōrero
I whakaputaina i:	IDEAS Working Paper Series from RePEc (2009), p. n/a
Kaituhi matua:	Isenberg, Eric
Ētahi atu kaituhi:	Glazerman, Steven, Bleeker, Martha, Johnson, Amy, Lugo-Gil, Julieta, Grider, Mary, Dolfin, Sarah, Britton, Edward
I whakaputaina:	Federal Reserve Bank of St. Louis
Ngā marau:	Mentoring programs
Urunga tuihono:	Citation/Abstract Full text outside of ProQuest
Ngā Tūtohu:	Tāpirihia he Tūtohu Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!

Whakaahuatanga
Whakarāpopotonga:	Teacher induction programs are designed to support new teachers and reduce teacher turnover. Comprehensive teacher induction, however, goes beyond traditional induction by relying on carefully selected and trained full-time mentors and also includes an intensive curriculum involving instructional support and professional development, opportunities to observe experienced teachers, and assessment tools for teachers that permit ongoing evaluation of practice and constructive feedback. Findings from the second year of Mathematicaâ[euro](TM)s national evaluation show that compared to business-as-usual induction programs, comprehensive induction did not lead to measurable improvements in student test scores, percentage of teachers remaining in their district or in the profession, or in qualifications of the teachers who were retained. This was true whether induction programs were delivered as one-year or two-year programs.
Puna:	ABI/INFORM Global