Why Induction Matters
Bibliographic Data
| ID | 4309101 |
|---|---|
| Authors | Linda Molner Kelley (University of Colorado Boulder) |
| Year | 2004 |
| Volume | 55 |
| Issue | 5 |
| Pages | 438-448 |
| Publication date | 2004-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487104269653 |
| OpenAlex | W2057765090 |
| Language | EN |
| Citations received | 19 |
| References cited | 14 |
Retention of a competent teaching force is a growing concern among the nation's educators and policy makers. Providing new teachers with quality induction programs may mitigate significant teacher attrition and teacher staffing issues now facing many school districts in the United States. This article reports positive results in the long-term retention of novice teachers who participated in an induction partnership jointly administered by the University of Colorado and six school districts. The study tracks 10 cohorts of inductees into their 5th year of teaching and researches components of the program that impact retention. The article also describes program characteristics- initially developed from prior research and refined by data from ongoing program evaluations- that have proven effective in raising teacher competence and retention rates. Finally, the author suggests how this induction research might inform the decisions of local and national policy makers
Attrition · Competence (human resources) · General partnership · Medical education · Pedagogy · Political science · Professional development · Public relations · Staffing · Teacher induction · Collaborative Teaching and Inclusion · Education and Technology Integration · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies
New Teachers’ Career Intentions
Proposition d’une typologie de la relation mentorale entre professionnels
How does newly qualified teachers’ collegial network foster their feedback-seeking behaviour and job satisfaction
A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK
Rethinking Electronic Portfolios to Promote Sustainability among Teachers
The Importance of Interpersonal Similarities in the Teacher Mentor/Protégé Relationship
Socialization of new teachers
When intentions and reality clash
Context perspectives in a Taiwan junior high school
Why teachers leave
Micropolitical staffroom stories
Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland
Designing Effective Induction for Beginning Special Educators
The Paradox of the Practicum
Preparing High-Quality Teachers for Urbanized Schools
Connecting Teacher Preparation to Teacher Induction
Too Little or Too Much
Missed Opportunity
Teacher Stress
Who will teach?
The New Meaning of Educational Change
The Teacher Shortage
From Preparation to Practice
Ethnographic Interview
Participant Observation
Educational Defectors
Critical Discourses on Teacher Development
Teacher Turnover and Teacher Shortages
Variation in Teacher Preparation
Research on Learning To Teach
Teacher Mentoring and Teacher Retention
Beginning Teacher and Mentor Relationships
Research for High-Quality Urban Teaching
| Unique citing works | 19 |
|---|---|
| Citations per year | 0,95 |
| Citation span | 2006 - 2023 (18) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 19 |