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Author: Lester Edward Davis Publisher: ISBN: Category : Teacher orientation Languages : en Pages : 254
Book Description
ABSTRACT: The purpose of this study was to determine the perceptions of new teachers and building principals regarding the effectiveness of site-based teacher induction practices and compare the differences in the perceptions of these two groups. The induction practices in the study related to three areas of concern in teacher induction: reasonableness of teaching and extra duty assignments, colleagues' support, and adequacy of feedback and encouragement provided by building principals. Two-hundred and fifty-four new teachers and twenty-eight building principals participated in the study. Data was collected through a survey instrument with statements that represented specific induction practices. The findings of the study indicated a statistically significant difference in the perceptions of new teachers and building principals in all three areas of concern. In the area of reasonableness of teaching and extra duty assignments, building principals perceived these to be reasonable, while new teachers did not. New teachers and building principals did perceive the new teachers' colleagues to be supportive. However, building principals had more positive perceptions than did new teachers. Regarding the adequacy of feedback and encouragement provided by building principals, both new teachers and building principals perceived the level of feedback and encouragement to be adequate, but new teachers' perceptions were less positive than the perceptions of building principals.
Author: Lester Edward Davis Publisher: ISBN: Category : Teacher orientation Languages : en Pages : 254
Book Description
ABSTRACT: The purpose of this study was to determine the perceptions of new teachers and building principals regarding the effectiveness of site-based teacher induction practices and compare the differences in the perceptions of these two groups. The induction practices in the study related to three areas of concern in teacher induction: reasonableness of teaching and extra duty assignments, colleagues' support, and adequacy of feedback and encouragement provided by building principals. Two-hundred and fifty-four new teachers and twenty-eight building principals participated in the study. Data was collected through a survey instrument with statements that represented specific induction practices. The findings of the study indicated a statistically significant difference in the perceptions of new teachers and building principals in all three areas of concern. In the area of reasonableness of teaching and extra duty assignments, building principals perceived these to be reasonable, while new teachers did not. New teachers and building principals did perceive the new teachers' colleagues to be supportive. However, building principals had more positive perceptions than did new teachers. Regarding the adequacy of feedback and encouragement provided by building principals, both new teachers and building principals perceived the level of feedback and encouragement to be adequate, but new teachers' perceptions were less positive than the perceptions of building principals.
Author: Noorjehan N. Ganihar Publisher: Discovery Publishing House ISBN: 9788183562539 Category : Manpower planning Languages : en Pages : 248
Book Description
Contents: The Problem, Theoretical Background, Review of Related Literature, Research Procedure, Data Analysis and Results, Retrospects and Prospects.
Author: Juanjo Mena Publisher: Springer Nature ISBN: 303079833X Category : Education Languages : en Pages : 300
Book Description
This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Author: Carol A. Bartell Publisher: Corwin Press ISBN: 0761938591 Category : Education Languages : en Pages : 209
Book Description
The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes
Author: Robert J. Dangler Publisher: ISBN: 9781109937558 Category : Teachers Languages : en Pages : 85
Book Description
The purpose of this study is to examine new teacher's perceptions of the effectiveness of induction programs in Pennsylvania including mentors, professional development before and during induction, teacher networking, classroom visitations, administrative support, and length of induction program. It is clear that with the effect of higher expectations on the classroom teacher through legislation like the No child Left Behind Act and the large number of new teachers leaving the field, induction issues need to be addressed. Through the research several key issues were addressed. Namely, the research examined the links between various components of induction programs and their effect on increasing the self reported efficacy of teachers. Prior research has shown that students with effective teachers have higher achievement than those that do not (Wong, 2005).
Author: Marge Scherer Publisher: ASCD ISBN: 1416600701 Category : Education Languages : en Pages : 258
Book Description
Here's help for any school or district that wants struggling first-year and beginning teachers to survive and thrive. Written by seasoned administrators and teacher leaders who know the ropes, this guide covers every aspect of the topic, including: Best ways to support new teachers; Stages they go through in their first year; Effective induction programs that last five days, all summer, or an entire year; Mentoring programs that benefit all teachers involved; Strategies for improving new teachers' teaching skills without damaging their morale; and Systemwide solutions that combine induction and mentoring programs with ongoing assessment and professional development. Case studies of successful programs and insights from veteran and novice teachers give you plenty of fresh insights on how to maintain new teachers' confidence and encourage them to innovate and grow. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Phyllis A. Charleston-Cormier Publisher: ISBN: Category : Languages : en Pages :
Book Description
The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.
Author: Judy Reinhartz Publisher: NEA Professional Library ISBN: Category : Education Languages : en Pages : 132
Book Description
The following articles are included in this publication on beginning teacher induction: (1) "The Teacher Induction Process: Preserving the Old and Welcoming the New. An Introduction" (Judy Reinhartz); (2) "A Synthesis of Research on Teacher Induction Programs and Practices" (Leslie Huling-Austin); (3) "School-Building-Level Variables and the Induction of New Teachers" (James D. Greenberg and Maurice C. Erly); (4) "Characteristics of Beginning Teachers in an Induction Context" (Sandra J. Odell); (5) "Providing Effective Induction Program Support Teachers: It's Not as Easy as It Looks" (Louise Bay Waters and Victoria L. Bernhardt); (6) "Independent Action: Case Studies of Its Role in Beginning Teachers' Induction (Carol P. Etheridge); (7) "Multiple Support: A Promising Strategy for Effective Teacher Induction" (Marvin A. Henry); (8) "Beginning Teachers: Sink or Swim?" (Leonard J. Varah, and others); and (9) "The Effects of a Planned Induction Program on First-Year Teachers: A Research Report" (Alvah M. Kilgore and Julie A. Kozisek). "Teacher Induction: An Annotated Bibliography" (John M. Johnston) is appended. (JD)
Author: Lester Edward Davis
Author: Lester Edward Davis
Author: Noorjehan N. Ganihar
Author: Juanjo Mena
Author: 
Author: Carol A. Bartell
Author: Jason Tyler Ford
Author: Robert J. Dangler
Author: Marge Scherer
Author: Phyllis A. Charleston-Cormier
Author: Judy Reinhartz