Organization and effectiveness of induction programs for new teachers:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York
Teachers College, Columbia University
[2012]
|
| Schriftenreihe: | Yearbook of the National Society for the Study of Education
111,2 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | VI S., S. 220 - 498 23 cm |
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| adam_text | IMAGE 1
NATIONAL SOCIETY FOR THE STUDY OF EDUCATION
THE 1 11 TH YEARBOOK I ISSUE 2 NSSE
LEARNING TO TEACH: AN AGENDA FOR RESEARCH ON THE INDUCTION AND
219MENTORING OF BEGINNING TEACHERSTHOMAS M. SMITH, LAURA M. DESIMONE,
ANDREW PORTER,KRLSTIN MCGRANER, AND KATHERINE TAYLOR HAYNES THIS
INTRODUCTORY CHAPTER FRAMES THE WORK REJLECTED IN THIS VOLUME ON
INDUCTIONAND MENTORING OJ BEGINNING TEACHERS AND DELINEATES THE RESEARCH
CONTEXT IN WHICHIT IS UNDERTAKEN. THE CHAPTER INTRODUCES THE THREE MAIN
SECTIONS OJ THE BOOK WHICHIN TURN JOCUS ON HOW INDUCTION HAS BEEN
CONCEPTUALIZED AND OPERATIONALIZED,ISSUES OJ IMPLEMENTATION OJ TEACHER
INDUCTION PROGRAMS, AND THE IMPACT OJINDUCTION ON OUTCOMES. THE
MOTIVATION OF TEACHERS TO PRODUCE HUMAN CAPITAL AND CONFORM 248TO THEIR
SOCIA! CONTEXTSPETER YOUNGS, KENNETH FRANK, YEOW MENG THUM, ANDMARKLOW
IN THIS CHAPTER, WE DEVELOP A THEORY TO EXPLAIN THE EFJECTS OJ MENTORING
ANDINDUCTION ACTIVITIES ON NEW TEACHERS COMMITMENT, INSTRUCTIONAL
QUALITY, ANDEJJECTIVENESS,AND WE DESCRIBE HOW UTILITY JUNCTIONS CAN
EXPRESS VARIATION IN THESEOUTCOMES. THEN WE EXPLICATE THE ROLE OJ
THREE-LEVEL MODELS (I.E., WITH RANDOMEFJECTS) IN ESTIMATING THE EFJECTS
OJ EFFORT ON COMMITMENT, INSTRUCTIONAL QUALITY,AND STUDENT ACHIEVEMENT
WITH TEACHERS NESTED WITHIN SUBGROUPS WITHIN SCHOOLS. ADDRESSING THE
MATHEMATICS-SPECIFIC NEEDS OF BEGINNINGMATHEMATICS TEACHERSEDWARD
BRITION THIS CHAPTER DRAWS FROM RECENT QUALITATIVE STUDIES OJ NINE
MATHEMATICS-SPECIJICINDUCTION PROGRAMS AROUND THE COUNTRY AND ABROAD.
HALF OJTHE U.S. PROGRAMSWERE CREATED WITH SUPPORT FROM THE NATIONAL
SCIENCE FOUNDATION TO SPECIJICALTYSERVE MATHEMATICS NOVICES; THE OTHER
PROGRAMS SERVED BEGINNING TEACHERS OJ ALTSUBJECTS AND GRADES AND
INCLUDED PROGRAM STRATEGIES JOCUSED ON MATHEMATICS-SPECIJIC NEEDS OJ
THEIR BEGINNING SECONDARY TEACHERS. THE CHAPTER EXPZORES
THEMATHEMATICS-SPECIJIC NEEDS OJ BEGINNING MATHEMATICS TEACHERS, THE
STRENGTHS ANDCHALLENGES OJ PROGRAMS AIMED AT ADDRESSING SUCH NEEDS, AND
DIMENSIONS TO BECONSIDERED IN MATCHING MATHEMATICS MENTORS WITH MENTEES
AND TRAINING THEMENTORS. THE CHAPTER CLOSES L7YNOTING THE IMPLICATIONS
JOR INDUCTION POLICIES. 273
IMAGE 2
IV NATIONAL SOCIETY /OR THE STUDY 0/ EDUCATION
MENTORING FOR DIVERSITY AND EQUITY: FOCUSING ON STUDENTS OF COLOR 289
AND NEW TEACHERS OF COLOR
BETTY ACHINSTEIN THIS CHAPTER JEATURES FINDINGS FROM A PROGRAM OJ
RESEARCH TO DEVELOP A KNOWLEDGE BASE OJ EQUITYLOCUSED MENTORING,
INCLUDING JOCUSING NOVICES ON THE NEEDS OJ CULTURALLY AND LINGUISTICALLY
DIVERSE STUDENTS, AND SUPPORTING NEW TEACHERS OJ COLOR IN URBAN SCHOOLS.
MENTORS NEED ABILEVEL AND MULTIDOMAIN KNOWLEDGE BASE ADDRESSING
CURRICULUM, LEARNERS, CONTEXTS, AND SELF. RATHER THAN ASSUME THAT
MENTORS COME READY-MADE, THESE FINDINGS REVEAL THAT MENTORS NEED SUPPORT
IN DEVELOPING A COMPLEX KNOWLEDGE BASEJOCUSED EXPLICITLY ON EQUITY AND
DIVERSITY.
LEARNING TO TEACH IN NEW YORK CITY: HOW TEACHERS AND SCHOOLS JOINTLY 309
DETERMINE THE IMPLEMENTATION OF A DISTRICTWIDE MENTORING PRO GRAM
PAM GROSSMAN, SUSANNA LOEB,JEANNIE MYUNG, DONALD BOYD, HAMILTON
LANKFORD, AND JAMES WYCKOFF MENTORING PROGRAMS JOR BEGINNING TEACHERS
HAVE GROWN IN PROMINENCE IN SCHOOL DISTRIETS NATIONWIDE AS A STRATEGY
JOR INDUETING NEW TEACHERS INTO THE PROJESSION
AND PROMOTING RETENTION. IN 2004, THE NEW YORK CITY DEPARTMENT OF
EDUCATION INVESTED $36 MILLION IN A TEACHER MENTORING PROGRAM JOR ALT
FIRST-YEAR TEACHERS TO ADDRESS THE DUAL PROBLEMS OJ HIGH TEACHER
ATTRITION AND LOW STUDENT ACHIEVEMENT.
THE AUTHORS USE SURVEY DATA FROM FIRST-YEAR TEACHERS IN COMBINATION WITH
DISTRIETLEVEL ADMINISTRATIVE DATA TO INVESTIGATE THE EFFECTIVENESS OJ
THIS MENTORING PROGRAM IN MEETING THE NEEDS OJ BEGINNING TEACHERS.
CREATING CONDITIONS FOR SERIOUS MENTORING: IMPLICATIONS FOR 342
INDUCTION POLICY
SHARON FELMAN-NEMSER AND CYNTHIA L. CARVER BASED ON A STUDY OJ THREE
WELL-REGARDED INDUCTION PROGRAMS, THIS CHAPTER EXAMINES HOW STATE AND
DISTRIET POLICIES REGARDING NEW TEACHER INDUETION SHAPE THE PRAETICE OJ
MENTORS AND THE LEARNING OJ BEGINNING TEACHERS. THE AUTHORS ARGUE
THAT INDUETION POLICIES MUST HELP PROGRAM LEADERS, DISTRIET AND SCHOOL
ADMINISTRATORS, AND MENTOR TEACHERS UNDERSTAND THE POTENTIAL OF
DEVELOPMENTORIENTED MENTORING AND THE CONDITIONS ON WHICH IT DEPENDS.
NEW TEACHER INDUCTION-IN AND OUT OF CYBERSPACE 365
BARNETT BERRY AND ANN BYRD THIS CHAPTER POINTS TO A NEW ERA OJ TEACHING
AND EMPLOYS CURRENT RESEARCH SURROUNDING NEW TEACHER INDUETION AND
MENTORING PROGRAMS TO UNDERLINE THE NEED JOR AN INNOVATIVE MODEL
OJSUPPORT JOR NOVICE TEACHERS. BERRY AND BYRD DRAW
ON THEIR EXPERIENCES BUILDING VIRTUAL COMMUNITIES OJ TEACHERS AND A
VIRTUAL MENTORING PILOT PROGRAM TO EXAMINE THE PROSPECTS JOR INCREASING
CONSISTENCY IN THE EFFECTIVENESS OJ NEW TEACHER SUPPORT THROUGH ONLINE
NETWORKS.
IMAGE 3
V
EXAMINING THE EFFECTS OFNEW TEACHER INDUCTION 387
MARJORIE E. WECHSLER, KYRA CASPARY, DANIEL C. HUMPHREY, AND KAVITA
KAPADIA MATSKO THIS CHAPTER EXAMINES THE IMPLEMENTATION AND OUTCOMES OJ
STATEJUNDED INDUCTION PROGRAMS IN ILLINOIS, AND FINDS IMPORTANT
CONTRIBUTIONS TO INCREASING
THE E!!ECTIVENESS O! BEGINNING TEACHERS. HOWEVER; EVEN WHEN PROGRAM
SUPPORTS JOR NEW TEACHERS ARE INTENSIVE AND !OCUS ON INSTRUCTION, A POOR
SCHOOL CLIMATE AND WEAK LEADERSHIP CAN UNDERMINE THE PROGRAM. THE
AUTHORS QUESTION THE CURRENT CONCEPTION OJ NEW TEACHER INDUCTION AS AN
ISOLATED PROGRAM AND CALL!OR A MORE
COMPREHENSIVE APPROACH LINKING TEACHER INDUCTION WITH WHOLE-SCHOOL
IMPROVEMENT.
SUBJECT-SPECIFIC INDUCTION PROGRAMS: LESSONS FROM SCIENCE 417
JULIE LUFT IT IS IMPORTANT THAT CONTENT SPECIALISTS HAVE INDUCTION
PROGRAMS THAT ARE TAILORED TO THEIR NEEDS, GIVEN THAT CONTENT KNOWLEDGE
IS IMPORTANT DURING INSTRUCTION.
UNJORTUNATELY, MOST CONTENT SPECIALISTS (INCLUDING SCIENCE TEACHERS) DON
T EXPERIENCE CONTENTJOCUSED INDUCTION PROGRAMS. IN AN EFFORT TO
ILLUMINATE THE NEED !OR THIS TYPE O! INDUCTION PROGRAM, THIS CHAPTER
PROVIDES AN OVERVIEW O! THE PROGRAMS AND RESEARCH THAT THE AUTHOR HAS
CONDUCTED WITH BEGINNING SECONDARY
SCIENCE TEACHERS.
THE STATE OF TEACHER INDUCTION IN URBAN AMERICA
MARTHA BLEEKER, SARAH DOLFIN, AMYJOHNSON, STEVE GLAZERMAN, ERIC
ISENBERG, AND MARYGRIDER THIS STUDY PROVIDES A DETAILED PORTRAIT O!
TYPICAL INDUCTION SUPPORT PROVIDED TO BEGINNING ELEMENTARY SCHOOL
TEACHERS DURING THE 2005-2006 SCHOOL YEAR IN 17
HIGH-POVERTY URBAN SCHOOL DISTRIETS AROUND THE COUNTRY.
443
WHAT THE RESEARCH TEILS US ABOUT THE IMPACT OF INDUCTION AND 466
MENTORING PROGRAMS FOR BEGINNING TEACHERS
RLCHARD M. INGERSOLL AND MICHAEL STRONG THIS CHAPTER PROVIDES A REVIEW
OJ EMPIRICAL STUDIES THAT HAVE EVALUATED THE EFFECTS O! INDUCTION. THE
CHAPTER S OBJECTIVE IS TO PROVIDE RESEARCHERS, POLICY MAKERS, AND
EDUCATORS WITH A RELIABLE AND CURRENT ASSESSMENT O! WHAT IS KNOWN AND
NOT KNOWN ABOUT THE EF!ECTIVENESS OJ TEACHER INDUCTION AND MENTORING
PROGRAMS. A
SECOND OBJECTIVE IS TO IDENTIFY GAPS IN THE RESEARCH BASE AND PINPOINT
RELEVANT QUESTIONS THAT HAVE NOT BEEN ADDRESSED AND THAT WARRANT !URTHER
RESEARCH.
IMAGE 4
VI NATIONAL SOCIETY LUR THE STUDY 01EDUCATION
KEY LESSONS ABOUT INDUETION FOR POLIEY MAKERS AND RESEAREHERS
ANDREW J. WAYNE THIS FINAL CHAPTER DIGESTS THE C(}TECHAPTERS 01 THIS
VOLUME, WHICH DRAWS TOGETHER SOME 01 THE MOST SOPHISTICATED THINKING ON
NEW TEACHER INDUCTION FROM THE LAST DECADE. IN SO DOING, THIS CHAPTER
ATTENDS TO FIVE KEY UNDERSTANDINGS ABOUT
INDUCTION PROGRAMS, INCLUDING THEIR CONTEXT, DESIGN, IMPTEMENTATION, AND
AUTCOMES. THESE UNDERSTANDINGS EMERGE AS HIGHLY RELEVANT TO THOSE WHO
DESIGN INDUCTION PROGRAMS AS WELT AS RESEARCHERS, AS THEY CONTINUE TO
BUILD THE KNOWLEDGE BASE ON TEACHER INDUCTION.
491
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| spelling | Organization and effectiveness of induction programs for new teachers Thomas M. Smith, Laura M. Desimone, Andrew Porter, editors New York Teachers College, Columbia University [2012] VI S., S. 220 - 498 23 cm txt rdacontent n rdamedia nc rdacarrier Yearbook of the National Society for the Study of Education 111,2 Includes bibliographical references First year teachers Mentoring in education Education / Study and teaching / United States Erziehung Berufsanfänger (DE-588)4122073-0 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content USA (DE-588)4078704-7 g Lehrer (DE-588)4035088-5 s Berufsanfänger (DE-588)4122073-0 s DE-604 Smith, Thomas M. Sonstige oth Yearbook of the National Society for the Study of Education 111,2 (DE-604)BV002569697 111,2 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025699569&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Organization and effectiveness of induction programs for new teachers Yearbook of the National Society for the Study of Education First year teachers Mentoring in education Education / Study and teaching / United States Erziehung Berufsanfänger (DE-588)4122073-0 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4122073-0 (DE-588)4035088-5 (DE-588)4078704-7 (DE-588)4143413-4 |
| title | Organization and effectiveness of induction programs for new teachers |
| title_auth | Organization and effectiveness of induction programs for new teachers |
| title_exact_search | Organization and effectiveness of induction programs for new teachers |
| title_full | Organization and effectiveness of induction programs for new teachers Thomas M. Smith, Laura M. Desimone, Andrew Porter, editors |
| title_fullStr | Organization and effectiveness of induction programs for new teachers Thomas M. Smith, Laura M. Desimone, Andrew Porter, editors |
| title_full_unstemmed | Organization and effectiveness of induction programs for new teachers Thomas M. Smith, Laura M. Desimone, Andrew Porter, editors |
| title_short | Organization and effectiveness of induction programs for new teachers |
| title_sort | organization and effectiveness of induction programs for new teachers |
| topic | First year teachers Mentoring in education Education / Study and teaching / United States Erziehung Berufsanfänger (DE-588)4122073-0 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | First year teachers Mentoring in education Education / Study and teaching / United States Erziehung Berufsanfänger Lehrer USA Aufsatzsammlung |
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