How Do State‐Level Induction and Standards‐Based Reform Policies Affect Induction Experiences and Turnover among New Teachers
Bibliographic Data
| ID | 11366647 |
|---|---|
| Authors | Thomas M Smith (0009-0002-5354-2412, Vanderbilt University, corresponding author) |
| Year | 2007 |
| Volume | 113 |
| Issue | 2 |
| Pages | 273-309 |
| Publication date | 2007-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/510168 |
| OpenAlex | W2110308366 |
| Language | EN |
| Citations received | 12 |
| References cited | 30 |
Since the early 1980s, states have been increasingly active in setting policies that structure the initiation or “induction” of new teachers into teaching. This article uses the Schools and Staffing Survey merged with state‐level data collected for Education Week's “Quality Counts” reports to examine the impact of state policy on beginning teacher turnover. States that mandate participation in induction programs tend to have more beginning teachers mentored, although state‐level funding for these programs is not associated with increased mentorship. Requiring that beginning teachers and their mentors be matched by subject, grade, or school does not appear to ensure such a match, although states that have this requirement do have mentorship programs that are more effective at reducing turnover. Finally, states with stronger standards, assessments, and accountability systems have lower turnover among beginning teachers
Accountability · Affect (linguistics · Alternative teacher certification · Business · Economics · Management · Mandate · Medical education · Mentorship · Pedagogy · Political science · Professional development · Quality (philosophy · Staffing · State (computer science · Teacher education · Teacher induction · Turnover · Computer Science · Educational Assessment and Improvement · Medicine · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
The correlates of teacher turnover
A conceptual framework of teacher turnover
A Framework for Graduated Teacher Autonomy
The role of universities and knowledge in teacher education for inclusion
Linking school organizational characteristics and teacher retention
A longitudinal study on starting teachers’ retention intentions
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction
Persistence Despite Structural Barriers
Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries
Connecting Teacher Preparation to Teacher Induction
From Interpretation to Instructional Practice
Formal and Informal Mentoring
Employee turnover, causes, consequences, and control
Contradictions of control
Who will teach?
Does External Accountability Affect Student Outcomes? A Cross-State Analysis
Why Public Schools Lose Teachers
The Impact of Individual Teachers on Student Achievement
Teachers, Schools, and Academic Achievement
Hierarchical linear models
The Effect of Salaries and Opportunity Costs on Duration in Teaching
Formal induction vs. informal mentoring
Does school accountability lead to improved student performance
A Unified Model of Turnover from Organizations
Teacher Turnover and Teacher Shortages
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
Pursuing a “Sense of Success”
New Teacher Induction
Workplace Conditions and the Rise and Fall of Teachers' Commitment
Institutionalized Organizations
What do effective teachers of inner-city children have in common
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,63 |
| Citation span | 2007 - 2024 (18) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |