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Direct linkPachla, Kristofer – ProQuest LLC, 2019
This dissertation explores the post-hoc programmatic outcomes and experiences of participants in a large scale, grant-funded professional development (PD) program. This PD was an immersive, two-year induction program designed to improve state testing scores in science, and support early career science educators as they transitioned into the…
Descriptors: Faculty Development, Science Instruction, Science Achievement, Science Tests
Stokes, Paula Hollingsworth – ProQuest LLC, 2013
A teacher shortage is a recognized problem in research on public schools. Schools across the United States must hire and retain highly qualified teachers, but the literature indicates teachers with fewer than 3 years of experience are often leaving teaching, creating a possible teacher shortage of 4.2 million teachers by the year of 2016.…
Descriptors: Teacher Shortage, Teacher Persistence, School Districts, Influences
Peer reviewed
Download full textIsenberg, Eric; Glazerman, Steven; Bleeker, Martha; Johnson, Amy; Lugo-Gil, Julieta; Grider, Mary; Dolfin, Sarah; Britton, Edward – National Center for Education Evaluation and Regional Assistance, 2009
One of the main policy responses to the problems of turnover and inadequate preparation among beginning teachers is to support them with a formal, comprehensive induction program. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The No Child Left Behind Act of 2001 (NCLB), which reauthorized the…
Descriptors: Beginning Teacher Induction, Teacher Effectiveness, Teacher Persistence, Academic Achievement
Bottoms, Gene; Egelson, Paula; Sass, Heather; Uhn, John – National Research Center for Career and Technical Education, 2013
This report presents the results of the National Research Center for Career and Technical Education's (NRCCTE's) five-year collaboration with the Southern Regional Education Board (SREB) to develop an induction model for new career and technical education (CTE) teachers pursuing an alternative route to certification that increases their…
Descriptors: Educational Improvement, Educational Quality, Vocational Education Teachers, Beginning Teachers
Bottoms, Gene; Egelson, Paula; Sass, Heather; Uhn, John – National Research Center for Career and Technical Education, 2013
This report presents the executive summary of the report of the National Research Center for Career and Technical Education's (NRCCTE's) five-year collaboration with the Southern Regional Education Board (SREB) to develop an induction model for new career and technical education (CTE) teachers pursuing an alternative route to certification that…
Descriptors: Educational Improvement, Educational Quality, Vocational Education Teachers, Beginning Teachers
Bottoms, Gene; Egelson, Paula; Sass, Heather; Uhn, John – National Research Center for Career and Technical Education, 2013
This report presents the appendices to the report of the National Research Center for Career and Technical Education's (NRCCTE's) five-year collaboration with the Southern Regional Education Board (SREB) to develop an induction model for new career and technical education (CTE) teachers pursuing an alternative route to certification that increases…
Descriptors: Educational Improvement, Educational Quality, Vocational Education Teachers, Beginning Teachers
Glazerman, Steven; Dolfin, Sarah; Bleeker, Martha; Johnson, Amy; Isenberg, Eric; Lugo-Gil, Julieta; Grider, Mary; Britton, Edward; Ali, Melanie – National Center for Education Evaluation and Regional Assistance, 2008
In practice, teacher induction is common, but induction that is intensive, comprehensive, structured, and sequentially delivered in response to teachers' emerging pedagogical needs is less so. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The National Center for Education Evaluation and Regional…
Descriptors: Beginning Teacher Induction, Mentors, Control Groups, Teacher Persistence
National Center for Education Evaluation and Regional Assistance, 2009
One of the main policy responses to turnover and inadequate preparation among beginning teachers is supporting them with an induction program. Informal or low-intensity teacher induction programs are prevalent and include pairing each new teacher with another full-time teacher without providing training, supplemental materials, or release time for…
Descriptors: Teacher Persistence, Teacher Orientation, Program Effectiveness, Beginning Teachers
Glazerman, Steven; Isenberg, Eric; Dolfin, Sarah; Bleeker, Martha; Johnson, Amy; Grider, Mary; Jacobus, Matthew – National Center for Education Evaluation and Regional Assistance, 2010
In 2004, the U.S. Department of Education's Institute of Education Sciences contracted with Mathematica Policy Research to conduct a large-scale evaluation of comprehensive teacher induction. The purpose of the study was to determine whether augmenting the set of services districts usually provide to support beginning teachers with a more…
Descriptors: Beginning Teacher Induction, Randomized Controlled Trials, Beginning Teachers, Program Effectiveness
Richardson, Rita C.; Glessner, Linda L.; Tolson, Homer – Australian Journal of Teacher Education, 2007
The need for teacher retention has prompted numerous American states to provide programs for training mentors. The goal of mentor training is to offer a support mechanism that will retain novice teachers and assist them in developing their teaching skills. Such a program is the Texas Beginning Educator Support System (TxBESS) which has supported…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Mentors, Teacher Persistence
