In this webinar, Ellen Moir, CEO and founder of the New Teacher Center, shared research that shows evidence of the effectiveness of the NTC induction model in raising student achievement and its potential for reducing teacher attrition (Moir, 2009). This Q&A addressed the questions participants had for Ellen Moir following the webinar. The…

In this article, policy and research on teacher induction in Portugal are examined. The lack of a formal induction system (despite recognition of its relevance in legal policy documents) and the mismatch between national regulations and practice are also discussed. The authors argue the need for a coherent and sustained induction and support…

Describes the findings of an extensive survey of secondary teachers regarding how first-year English teachers might be better prepared. Analyzes the opinions of practicing professionals regarding the best ways of preparing beginning English teachers for their new profession. (HB)

Common sense cannot and must not serve as the basis for professional practice. It is an inadequate approach to understanding the workings of the school bureaucracy and counterproductive in efforts to foster student learning. The great challenge to teacher educators is not to miss present opportunities to upgrade teacher education. (MT)

Reviews findings from "The First Year of College Teaching" (Fink, 1984) and draws implications for the graduate training of future sociologists. (JDH)

Considers the relationship between the mentor and the beginning teacher. Presents the findings of a study focused on the mentor's perception of patterns of contact with new teachers. Examines four aspects of the contact between mentors and new teachers. (HB)

The author's doctoral dissertation started out as qualitative research--interviews with beginning women teachers exploring the transition from teacher education into the classroom. She explains why the material could be better conveyed in the form of the bildungsroman, a German term for a novel of formation or education. Chapter five of the…

This article examines some of the advantages and problems in using qualitative (naturalistic) research methods to understand teaching, learning, and schooling. An example of naturalistic research involving first year teachers is included. (IAH)

Includes "Solving Teaching Problems" (Sutphin); "Teacher Effectiveness Research" (Peters); "Motivating Students across Ability Levels" (Rush, Dean); "Professional Development" (Camp, Heath-Camp); "Addressing Cultural Diversity in the Agriculture Classroom" (Ziebert et al.); "Networking to Prevent and Solve Problems in Agricultural Education"…

Personal narratives from first-year English teachers reveal that the social system of the schools in which they teach, the instructional system and its accompanying curriculum requirements and restraints, and the nature of the student population become dominant in determining teachers' behavior and their attitudes toward teaching. (HOD)

Presents the reflections of beginning music teachers taken from 20 interviews. Focuses on the biggest challenges they faced, successful teaching strategies and methods, mentor programs and social support systems, effective professional growth experiences, important aspects of teacher preparation, and their views of the future. (CMK)

D. M. Kagan's (1992) developmental learning-to-teach model reflects her emphasis on mastery of procedural routines and highlights only one sector of the teacher education community. Kagan's claim that research supports a developmental model misrepresents the full body of research on professional growth among preservice teachers. (RLC)

Since the brain is generally thought to be the "center of learning," having a working knowledge of its functions is essential to effective teaching. In light of this, the "neuroeducator," as defined by researchers, provides a framework for reviewing areas of teacher education in need of observation, remediation, and reconstruction. To support…

A growing body of research indicates that teachers have different job skills, knowledge, behavior, attitudes, and concerns at different points in their careers. Many of these changes seem to follow a regular developmental pattern from which three stages can be discerned. Stage I is the survival stage, during which beginning teachers are concerned…

A survey of social studies supervisors revealed that beginning teachers have inadequate knowledge of social studies content and teaching methods, both of which, according to the supervisors, are essential to good teaching. Reform is needed in teacher education. National Council for the Social Studies teacher education standards are inadequate. (RM)