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.
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 8.90(h) x 0.60(d)|
About the Author
Jian Wang is professor of teacher education in the Department of Curriculum and Instruction, University of Nevada, Las Vegas. He serves as an editor of Journal of Teacher Education and a member of commission on teacher mentoring and induction. Sandra J. Odell is a professor of teacher education and chair of the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. She is currently an editor of the Journal of Teacher Education. Renée T. Clift is the associate dean for professional preparation and a professor of teaching, learning, and sociocultural studies at the University of Arizona.
Table of Contents
Part 1 Introduction Part 2 Part I: Conception and Contexts of Teacher Induction Chapter 3 Multiple Meaning of New Teacher Induction Chapter 4 Teacher Induction in International Contexts Chapter 5 School Cultures and Organizations and Teacher Induction Chapter 6 Teacher Induction for Diverse, Urban Contexts Chapter 7 Teacher Induction Policies at National and State Levels Part 8 Part II: Components and Impacts of Teacher Induction Chapter 9 Characteristics of Beginning Teacher Role Quality: Connections to Satisfaction, Commitment, and Retention Chapter 10 Influence of Teacher Induction on Teacher Retention Chapter 11 Influence of Teacher Induction on Mentor Teachers Chapter 12 Components of 1997-2008 Teacher Induction Programs: Reflections on Comprehensive Induction Systems Chapter 13 Exploring the Potential of Internet-Based Technology for Mentoring and Induction Programs Chapter 14 The University's Role in Supporting New Teachers: Glimpsing the Future by Examining the Past Part 15 Part III: Example Studies on Teacher Induction and Its Effects Chapter 16 Mentoring for Equity: Focusing New Teachers on English Language Learners Chapter 17 Bringing Content into Induction Programs: Examples from Science Chapter 18 Linking Induction to Student Achievement Chapter 19 An Investigation of the Achievement Effects of Mentoring: A Step Into Uncharted Territory
Most Helpful Customer Reviews