Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in restructuring university coursework and university/school…

This paper describes the Entry Year Assistance Program (EYAP), a mentoring program for novice teachers, offered by the School of Education at Chadron State College (Nebraska). The program supports beginning teachers who are geographically isolated in Nebraska's panhandle. A discussion of the theoretical basis for teacher mentoring includes…

Teachers should look to mentors for leadership as they move into the 21st century. Mentors serve a valuable purpose in a discipline which is constantly on the move--not only do they provide leadership and guidance to new teachers, but the newer teachers also provide a new perspective from which the seasoned veterans can benefit. A large pool of…

This paper explores a model of professional development that theoretically extends to new teachers a bridge from inquiry-oriented preparation into the first years of teaching. Inquiry-oriented teacher education habituates novice teachers into professional habits of heart and mind that are difficult to sustain given the reigning modes of…

Through the comparison of two induction models, the present study addressed changes in novice teacher attitudes toward teaching, program elements, and the relative merit of involvement of the university in induction programs. In terms of attitudes toward teaching, postinduction scores of novices participating in the formal team model (N=14) were…

A description is given of the Mentor Teacher-Internship Program, which is funded by New York State and operates under state guidance. The focus of the program is on building a mutually rewarding relationship between the mentor and novice teacher. Steps through which mentor-intern dyads can progress on their way toward an effective, optimal…

The nature of five mentor-intern relationships was investigated throughout the 1987-88 school year in four different, formalized mentoring projects in upstate New York. Subjects consisted of pairs of more- and less-experienced teachers. Variables considered in selecting the pairs included age, experience, gender, race, content area, context,…

This study sought to determine if the Fuller Teacher Concerns Theory explains the development of first-year teachers with and without mentors and of reentry teachers with and without mentors. The Fuller Theory identified three stages of concern as teachers develop professionally: self-survival, teaching tasks, and impact on students. Data were…

Retention of novice teachers is a problem for school districts. Teacher induction programs are beneficial in increasing retention, but these programs take time, a commodity in short supply among novice teachers. Computer-based support has been suggested as an alternative resource. This paper reports the findings of a survey among novice teachers…

During the 1994-1995 school year, this study examined beginning teacher-mentor relationships and broader socialization experiences in North Carolina. Ten beginning K-8 teachers completed interviews at five points throughout the school year. At least two teachers (in addition to the beginning teacher) and one administrator from each school…

This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today; makes recommendations based on the research and on best practice for state and local policy development and for program development…

This paper describes the efforts of the Graduate School of Education at George Mason University, Virginia, to deal with the teacher shortage crisis by partnering with surrounding school divisions to help new teachers with provisional licenses meet the daily challenge of teaching while fulfilling their state licensure requirements. The Teacher…

Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in establishing professional and social supports for the first…

This qualitative study examined the socialization experiences of novice Louisiana middle school teachers. With the middle school as the unit of analysis, it used the aeronautical metaphor to describe schools as organizations where new teachers' initial flight into teaching occurred. Data collection involved interviews with principals, mentors, and…

This paper describes several continuing and emerging issues identified in a 4-year study of a teacher induction program in New Brunswick, Canada. The program was designed to link beginning teachers with exemplary experienced teachers so that the transition from student to teacher would be a more positive experience than is often the case. Data…