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Author: Melissa J. Bonds Publisher: ISBN: Category : First year teachers Languages : en Pages : 198
Book Description
Retention of beginning teachers continues to be the struggle for districts, including large urban districts, similar to Milwaukee Public Schools. The purpose of the study is to identify the aspects of induction which impact first year teacher retention within a large urban district. The study was conducted in a large urban school system and focused on beginning teachers and their perceptions of the support they received. Beginning teachers were defined as individuals in their first year of teaching. The study examined those beginning teachers new to teaching during the 2013-2014 school year. These beginning teachers could've been hired at any point in the year. The study was guided by two sub-questions: What are the new teachers' perceptions of the informational, emotional, instructional support received, resource allocation, and the overall support provided to them during their participation in the teacher induction program at the district level and school level? What activities of the induction program are identified as being most and least valued by the new teacher in the induction program at the school and at the district? This study employed a sequential mixed method exploratory study design and was gathered in phases in which both qualitative and quantitative procedures were used. The research implemented the use of a survey, interviews and focus groups sequentially. In the first phase of the study, beginning teachers were surveyed online using Survey Monkey. The data was then analyzed using Survey Monkey and SPSS. In both the second and third phase of the study, beginning teachers were randomly selected from the original list of new hires. In phase two, the participants were invited to participate in an interview and in the third phase to participate in a focus group. Due to the role of the researcher, the interviews and focus groups were conducted by a research assistant. The findings indicate that beginning teachers who participate in a comprehensive induction program, which includes, professional development, a mentor at the school and from the district, and peer support are more likely to be retained adding continuity and expertise to a school district.
Author: Melissa J. Bonds Publisher: ISBN: Category : First year teachers Languages : en Pages : 198
Book Description
Retention of beginning teachers continues to be the struggle for districts, including large urban districts, similar to Milwaukee Public Schools. The purpose of the study is to identify the aspects of induction which impact first year teacher retention within a large urban district. The study was conducted in a large urban school system and focused on beginning teachers and their perceptions of the support they received. Beginning teachers were defined as individuals in their first year of teaching. The study examined those beginning teachers new to teaching during the 2013-2014 school year. These beginning teachers could've been hired at any point in the year. The study was guided by two sub-questions: What are the new teachers' perceptions of the informational, emotional, instructional support received, resource allocation, and the overall support provided to them during their participation in the teacher induction program at the district level and school level? What activities of the induction program are identified as being most and least valued by the new teacher in the induction program at the school and at the district? This study employed a sequential mixed method exploratory study design and was gathered in phases in which both qualitative and quantitative procedures were used. The research implemented the use of a survey, interviews and focus groups sequentially. In the first phase of the study, beginning teachers were surveyed online using Survey Monkey. The data was then analyzed using Survey Monkey and SPSS. In both the second and third phase of the study, beginning teachers were randomly selected from the original list of new hires. In phase two, the participants were invited to participate in an interview and in the third phase to participate in a focus group. Due to the role of the researcher, the interviews and focus groups were conducted by a research assistant. The findings indicate that beginning teachers who participate in a comprehensive induction program, which includes, professional development, a mentor at the school and from the district, and peer support are more likely to be retained adding continuity and expertise to a school district.
Author: Richard J. Murnane Publisher: Oxford University Press ISBN: 0199890153 Category : Psychology Languages : en Pages : 414
Book Description
Educational policy-makers around the world constantly make decisions about how to use scarce resources to improve the education of children. Unfortunately, their decisions are rarely informed by evidence on the consequences of these initiatives in other settings. Nor are decisions typically accompanied by well-formulated plans to evaluate their causal impacts. As a result, knowledge about what works in different situations has been very slow to accumulate. Over the last several decades, advances in research methodology, administrative record keeping, and statistical software have dramatically increased the potential for researchers to conduct compelling evaluations of the causal impacts of educational interventions, and the number of well-designed studies is growing. Written in clear, concise prose, Methods Matter: Improving Causal Inference in Educational and Social Science Research offers essential guidance for those who evaluate educational policies. Using numerous examples of high-quality studies that have evaluated the causal impacts of important educational interventions, the authors go beyond the simple presentation of new analytical methods to discuss the controversies surrounding each study, and provide heuristic explanations that are also broadly accessible. Murnane and Willett offer strong methodological insights on causal inference, while also examining the consequences of a wide variety of educational policies implemented in the U.S. and abroad. Representing a unique contribution to the literature surrounding educational research, this landmark text will be invaluable for students and researchers in education and public policy, as well as those interested in social science.
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: Öztürk, Mustafa Publisher: IGI Global ISBN: 1522552294 Category : Education Languages : en Pages : 395
Book Description
Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Every teacher experiences an induction process that can make their early years as an educator nerve-racking. Focusing on this period of time in a teacher’s career can lead to greater teacher retention and success. Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.
Author: Annette L. Breaux Publisher: ISBN: 9780962936043 Category : Education Languages : en Pages : 0
Book Description
Discusses the importance of training, supporting, and retaining new teachers, presents a step-by-step process for structuring an induction program, and features a list of replicable induction programs.
Author: Jian Wang Publisher: R&L Education ISBN: 1607097648 Category : Education Languages : en Pages : 270
Book Description
This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.
Author: Marge Scherer Publisher: ASCD ISBN: 1416601007 Category : Education Languages : en Pages : 251
Book Description
This book offers suggestions on how to retain good teachers, from strategies for welcoming new teachers to ideas for how to make veteran teachers feel valued.
Author: Michael Strong Publisher: ISBN: Category : Education Languages : en Pages : 176
Book Description
Larry Cubans How Teachers Taught has been widely acclaimed as a pathbreaking text on the history and evolution of classroom teaching. Now Cuban brings his great experience as a classroom teacher, superintendent, and researcher to this highly anticipated follow-up to his groundbreaking work. Focusing on three diverse school districts (Arlington, Virginia; Denver, Colorado; Oakland, California), Hugging the Middle offers an incisive portrayal of how teachers teach now. It is a revealing look at a range of current, workable pedagogical options educators are using to engage students while satisfying parents and policymakersoptions that succeed by creating hybrid practices that combine both teacher-centered approaches (e.g., mostly direct instruction, textbooks, lectures) with student-centered ones (e.g., team projects on real-world problems, independent learning, small-groupwork). This book serves as a state-of-the-profession assessment in an era of top-down educational policy.
Author: Melissa J. Bonds
Author: Melissa J. Bonds
Author: Richard J. Murnane
Author: Lisa Nanette Mitchell
Author: Öztürk, Mustafa
Author: Annette L. Breaux
Author: Jian Wang
Author: Douglas Lee Kern
Author: Paul Vossler
Author: Marge Scherer
Author: Michael Strong