Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teacher Induction in North Carolina PDF full book. Access full book title Teacher Induction in North Carolina by Lisa Nanette Mitchell. Download full books in PDF and EPUB format.
Author: Lisa Nanette Mitchell Publisher: ISBN: Category : First year teachers Languages : en Pages : 214
Book Description
"Support for beginning teachers in North Carolina is mandated by the State Board of Education and supported through legislative mandates and. Teacher induction programs have been developed to help support and guide new teachers toward a successful career; however each Local Educational Agency (LEA) has the flexibility to establish the induction program in their district, creating a variety of models of induction across the state supporting beginning teachers (BTs). The goal of this research was to better understand the impact of induction programs in North Carolina on beginning teachers' retention. This mixed-methods study examined the current state of induction in 11 of North Carolina's LEAs in order to better understand how varying models of induction impact beginning teachers and to gather the LEAs' and BTs' perspectives about induction. The research questions investigate how the components of induction programs are implemented in North Carolina's LEAs and the perceptions of both the LEAs and BTs about the importance of these components in influencing teacher retention. This study focused on several components of LEA's induction programs (e.g., orientation, mentoring, professional development, and other resources) and explored the impact of these programs by examining the relationships between the components of induction and beginning teacher retention. The study used quantitative and qualitative data collection and analysis to document, describe and compare approaches to induction and BT perception about them. The results indicated that a wide variety of induction components are used across the 11 participating North Carolina LEAs, including various types of orientation, mentoring, and professional development. All 11 participating LEAs reported that their induction programs were beneficial in supporting their beginning teachers. However, the 378 participating BTs provided varying reports about their perceptions of the induction components offered in their districts. Overwhelmingly, BTs acknowledged that their mentor and/or resources were the most induction beneficial component."--Abstract from author supplied metadata.
Author: Lisa Nanette Mitchell Publisher: ISBN: Category : First year teachers Languages : en Pages : 214
Book Description
"Support for beginning teachers in North Carolina is mandated by the State Board of Education and supported through legislative mandates and. Teacher induction programs have been developed to help support and guide new teachers toward a successful career; however each Local Educational Agency (LEA) has the flexibility to establish the induction program in their district, creating a variety of models of induction across the state supporting beginning teachers (BTs). The goal of this research was to better understand the impact of induction programs in North Carolina on beginning teachers' retention. This mixed-methods study examined the current state of induction in 11 of North Carolina's LEAs in order to better understand how varying models of induction impact beginning teachers and to gather the LEAs' and BTs' perspectives about induction. The research questions investigate how the components of induction programs are implemented in North Carolina's LEAs and the perceptions of both the LEAs and BTs about the importance of these components in influencing teacher retention. This study focused on several components of LEA's induction programs (e.g., orientation, mentoring, professional development, and other resources) and explored the impact of these programs by examining the relationships between the components of induction and beginning teacher retention. The study used quantitative and qualitative data collection and analysis to document, describe and compare approaches to induction and BT perception about them. The results indicated that a wide variety of induction components are used across the 11 participating North Carolina LEAs, including various types of orientation, mentoring, and professional development. All 11 participating LEAs reported that their induction programs were beneficial in supporting their beginning teachers. However, the 378 participating BTs provided varying reports about their perceptions of the induction components offered in their districts. Overwhelmingly, BTs acknowledged that their mentor and/or resources were the most induction beneficial component."--Abstract from author supplied metadata.
Author: Misty Lee Cowan-Hathcock Publisher: ISBN: Category : First year teachers Languages : en Pages : 326
Book Description
The researcher examined perceptions of third-year teachers on the effectiveness of induction activities, assistance, and support. Four hundred fifty-one third-year teachers from 14 public school systems in the southwest region of North Carolina participated in the study. Urban, suburban, and rural school systems at the elementary, middle, and high school levels were included. The researcher used the Beginning Teacher Induction Practices Questionnaire to survey third-year teachers. From the survey data, descriptive statistics and frequencies counts were obtained for demographic information items and specific induction activities, assistance, and support. Means and standard deviations were analyzed for the effectiveness of teacher induction program components. Participants perceived 13 of 19 induction activities and 11 of 15 types of induction assistance as effective. All types of support by mentor, administrator, and other teachers were perceived as effective by participants. Based on the researcher's findings in this study, third-year teachers in the southwest region of North Carolina indicated overall assistance provided in induction programs was sufficient to experience success during the first years of teaching.
Author: Lori T. Powell Publisher: ISBN: Category : First year teachers Languages : en Pages : 242
Book Description
This study evaluated the effectiveness of a new teacher induction program as implemented in a rural school district in central North Carolina. All beginning teachers with 3 or less years of experience, all school-based administrators, and all mentoring teachers were the target participants. The purpose of the study was to evaluate the effectiveness of the program and report the data collected. -- This study involved descriptive statistics applied to surveys sent to the three participating groups. Also, descriptive statistics were used to analyze more in-depth data collected through face-to-face interviews with participating individuals from the three groups. The survey was conducted online, and notes from the interviews were transcribed and analyzed. This study involved both quantitative and qualitative research/data. -- The researcher organized the findings and the reported the data by research question. Data were categorized into themes that emerged through the analysis of survey data as well as text analysis applied to interview results. The qualitative data on the needs of new teachers yielded the following themes: (1) clarification of expectations, (2) additional resources to support instruction, (3) classroom management, (4) organization and time management, and (5) lesson planning and assessment. However, the Likert-scale questions on the survey demonstrated that new teachers struggle with differentiation of instruction for students who master content quickly and differentiation for students who struggle with new concepts. -- Recommendations for future research are included based on analysis of data collected through this study. Both qualitative and quantitative data analyzed in this study reveal a discrepancy between the perceptions of beginning teachers, mentoring teachers, and administrators as related to the needs of beginning teachers.
Author: Sarah F. Hensley Publisher: ISBN: Category : First year teachers Languages : en Pages : 210
Book Description
ABSTRACT: The purpose of this study was to determine the characteristics of induction programs in North Carolina's public school systems and how first-year teachers who participated in these programs perceived them. This study examined the perceptions of a select group of North Carolina teachers in order to begin formulating a description of first-year teaching experiences. Ninety-six first year teachers from two public school systems in Piedmont North Carolina participated in the research. The teachers represented all three levels: elementary, middle, and high school. Data was gathered through a First-Year Teacher Survey. Once all data was collected, items were being measured using a nominal level scale (i.e., helpful and not helpful) nonparametric statistics were used to test for differences between groups. Differences between level of school (i.e., elementary, middle, and high school) were tested using Kruskal-Wallis, and differences between genders (female and male) were tested using Mann-Whitney U. The findings of this study indicated there were statistically significant differences in perceived helpfulness between school levels and gender with induction program/activity, mentor program/activity, administrative support and overall assistance/components.
Author: Lisa Nanette Mitchell
Author: Lisa Nanette Mitchell
Author: 
Author: Bonnie Lee Platt
Author: Carlton Thornton
Author: Misty Lee Cowan-Hathcock
Author: Douglas M. Brooks
Author: Lori T. Powell
Author: Elizabeth F. Fideler
Author: Sarah F. Hensley
Author: Dwight L. Rogers