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References

Ackley, B. & Gall, M. (1992). Skills, strategies, and outcomes of successful mentor teachers. (Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA). (ERIC Document Reproduction Service No. ED 346 046).

American Association of Colleges for Teacher Education (AACTE) (1995). Teacher education policies in the states: A 50-state survey of legislative & administrative actions. ERIC No. ED384590.

Anctil, M. (1991). Mentoring accountability: Acting in accordance with established standards. (Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL). (ERIC Document Reproduction Service No. ED 334 162).

Andes, N. (1995). Mentoring: A component of new teacher induction. (Unpublished doctoral dissertation, Northern Arizona University, Flagstaff, AZ).

Arends, R. I., & Regazio-DiGilio, A. J. (2000). Beginning teacher induction: Research and examples of contemporary practice. (ERIC Document Reproduction Service No. ED 450 074).

Baptiste, N., & Sheerer, M. (1997). Negotiating the challenges of the "survival" stage of professional development. Early Childhood Education Journal, 24 (4), 265-267.

Batey, A., & Hart-Landsberg, S. (1993). Riding the wind: Rural leadership in science and mathematics education. (ERIC Document Reproduction Service No. ED 365 481.

Blair-Larsen, S. M., & Bercik, J. T. (1990). A collaborative model for teacher induction. (ERIC Document Reproduction Service No. ED 341 642).

Brennan, S., & Miller, K. (2000). Toward best practice: Tips for mentoring Kentucky’s intern teachers. KY: Kentucky Education Professional Standards Board.

Brennan, S., Thames, W., & Roberts, R. (1999). Mentoring with a mission. Educational Leadership, 56 (8), 49-52.

Britton, E., Raizen, S., Paine, L, & Huntley, M. A. (2000). More swimming, less sinking: Perspectives on teacher induction in the U.S. and abroad. (Paper presented at the annual meeting of the National Commission on Mathematics and Science Teaching for the 21st Century, Washington, D.C.).

Brock, B., & Grady, M. (1997). Principals: The guiding light for new teachers. Momentum, 28 (2), 52-55.

Brooks, V., & Sikes, P. (1997). The good mentor guide. Bristol: Open University Press.

Brulle, A. R., & Allred, K. (1991). Teacher induction in rural areas: A challenge for all. (ERIC Document Reproduction Service No. ED 342 554).

California Commission on Teacher Credentialing and the California Department of Education. (July, 1997). Standards of Quality and Effectiveness for Beginning Teacher Support and Assessment Programs. Sacramento, CA: State of California.

Colbert, J. A., & Wolff, D. E. (1992). Surviving in urban schools: A collaborative model for a beginning teacher support system. Journal of Teacher Education, 43, 193-199.

Connecticut State Department of Education. (1999). A guide to the BEST program for beginning teachers: Beginning Educator Support and Training program. Hartford, CT: Connecticut State Department of Education, Bureau of Curriculum and Teacher Standards.

Cruzeiro, P. A., & Morgan, R. L. (March 25-27, 1999). Mentoring: A collegial partnership. (Paper presented at the annual meeting of the American Council on Rural Special Education, Albuquerque, NM).

Dagenais, R. (1996). Mentoring program standards. (ERIC document Reproduction Service No. ED 419 776).

Daresh, J., & Playko, M. (1992). A method for matching leadership mentors and protégés. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development. (ERIC Document Reproduction Service No. ED 344 315).

Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. University of Washington: Center for the Study of Teaching and Policy.

Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demand, and standards: How we can ensure a competent, caring, and qualified teacher for every child. New York, NY: NCTAF.

Debolt, G. (1991). Mentoring: Studies of effective programs in education. (Paper presented at the Diversity in Mentoring conference, Chicago, IL). (ERIC Document Reproduction Service No. 346 166).

Duhon-Haynes, G. (1996). Post-baccalaureate teacher certification programs: Strategies for enhancement, improvement, and peaceful co-existence with traditional teacher certification programs. (ERIC Document Reproduction Service No. 404 334).

Education Week. (2000). Quality counts 2000: An Education Week/Pew Charitable Trusts report on education in the 50 states. Bethesda, MD: Education Week.

Etheridge, C. (1989). Independent action: Case studies of its role in beginning teachers’ induction. In J. Reinhartz (Ed.), Teacher Induction (pp. 61-73). Washington, D.C.: National Education Association.

Feiman-Nemser, S. (1996). Teaching mentoring: A critical review. Washington, D.C.: ERIC Digest, ERIC Clearinghouse on Teaching and Teacher Education, AACTE.

Ficara, P., Patterson, N., & Luft, J. A. (In press.). Supporting beginning secondary science teachers. Journal of Science Teacher Education.

Fideler, E. F., & Haselkorn, D. (1999). Learning the ropes: Urban teacher induction programs and practices in the United States. Belmont, MA: Recruiting New Teachers, Inc.

Frieberg, M., Zbikowski, J., & Ganser, T. (1994). Perceptions of beginning teachers in an urban setting: Does mentoring make a difference? (Paper presented at the annual meeting of the Association of Teacher Educators, Atlanta, GA). (ERIC Document Reproduction Service No. 406 362).

Galvez-Hjornevik, C. (1986). Mentoring among teachers: A review of the literature. Journal of Teacher Education, 37 (1), 6-11.

Ganser, T., & Koskela, R. (1997). A comparison of six Wisconsin mentoring programs for beginning teachers. NASSP Bulletin, 81 (591), 71-80.

Garten, T., Hudson, J., & Gossen, H. (1994). Preparing mentors of first-year teachers: Practitioner/professor collaborative experience. Teacher Education, 6 (1), 123-132.

Genzuk, M. (1997). Diversifying the teaching force: Preparing paraeducators as teachers. ERIC Clearinghouse on Teaching and Teacher Education, Washington, D.C. (ERIC Document Reproduction Service No. 406 362).

Giebelhaus, C. (1999). Leading the way: State initiatives and mentoring. Midwestern Educational Researcher, 12 (4), 10-13.

Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.) (pp. 548-594). New York, NY: Association of Teacher Education.

Gordon, S.P. (1991). How to help beginning teachers succeed. Alexandria,VA: Association for Supervision and Curriculum Development.

Griffin, G. A. (1985). Teacher induction: Research issues. Journal of Teacher Education, 36 (1), 42-46.

Head, F. A., Reiman, A. J., & Thies-Sprinthall, L. (1992). The reality of mentoring: Complexity in its process and function. In T. M. Bey & C. T. Holmes (Eds.), Mentoring: Contemporary principles and issues (pp. 5–34). Reston, VA: Association of Teacher Educators.

Heath-Camp, B., & Camp, W. (1992). A professional development program for beginning vocational teachers. (Paper presented at the annual meeting for the American Educational Research Association). (ERIC Document Reproduction Service No. 346 291).

Hegler, K., & Dudley, R. (1987). Beginning teacher induction: A progress report. Journal of Teacher Education, 36 (1), 53-56.

Hersh, S., Stroot, S., & Snyder, M. (1995). Mentoring entry year teachers: A model for rural communities. Rural Educator, 17, 31-36.

Hope, W. (1999). Principals’ orientation and induction activities as factors in teacher retention. Clearinghouse, 73 (1), 54-57.

Horn, P.J., Sterling, H.A., & Subhan, S. (2002). Research: Induction programs (Policy Brief No.1). Flagstaff, AZ: Northern Arizona University, Arizona K-12 Center.

Horn, P.J., & Sterling, H.A. (2001). Effective induction practices for beginning teachers: A literature review. Flagstaff, AZ: Northern Arizona University, Arizona K-12 Center.

Huling-Austin, L. (1986). What can and cannot reasonably be expected from teacher induction programs. Journal of Teacher Education, 37 (1), 2-5.

Huling-Austin, L. (1990). Teacher induction program and internships. In D. M., Brooks (Ed.), Teacher induction: A new beginning (pp. 3-19). Reston, VA: Association of teacher Educators.

Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173-180.

Humphrey, D. C., Adelman, N., Esch, C., Riehl, L. M., Shields, P. M., & Tiffany, J. (2000). Preparing and supporting new teachers: A literature review. Menlo Park, CA: SRI International.

Johnston, J. M. (1985). Teacher induction: Problems, roles and guidelines. In P. J. Burke & R. G. Heideman (Eds.), Career-long teacher education (pp. 194-222). Springfield, IL: Charles C. Thomas Publisher.

Klepper, N. H., & Barufaldi, J. P. (1998). The induction years: Pathways and barriers to effective practice for the middle school science teacher. (ERIC Document Reproduction Service No. 418 867).

Klug, B., & Salzman, S. (1991). Formal induction vs. informal mentoring: Comparative effects and outcomes. Teaching and Teacher Education, 7 (3), 241-251.

Kueker, J., & Haensly, P. (1990). Developing induction year mentorships in a generic special education teacher training program. (Paper presented at the annual conference of the Southwestern Educational Research Association, Austin, TX). (ERIC Document Reproduction Service No. 355 738).

Lawson, H. A. (1992). Beyond the new conception of teacher induction. Journal of Teacher Education, 43 (3), 163-172.

Lemke, J. C. (1994). Teacher induction in rural and small school districts. (ERIC Document Reproduction Service No. 369 589).

Lohr, L. (1999). Assistance and review: Helping new teachers get started. Teaching and Change, 6 (3), 295-313.

Lucas, C. A. (1999). Developing competent practitioners. Educational Leadership, 56 (8), 45 48.

Luft, J. A., & Brockmeyer, M. A. (2000). Sketches of beginning secondary science teachers and the support they receive during a professional development program. (Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA).

Luft, J.A., & Cox, W.E. (2001). Investing in our future: A survey of support offered to beginning secondary mathematics and science teachers. Science Educator, 10 (1), 1-9.

Luft, J.A., Roehrig, G., & Patterson, N. (In press pending revisions.). Contrasting landscapes: A comparison of different groups of beginning science teachers. Journal of Research in Science Teaching.

Martinez, K. (1994). Teacher induction revisited. Australian Journal of Education, 38 (2), 174- 188.

McApine, L., & Crago, M. (1995). The induction year experience in a cross-cultural setting. Teaching and Teacher Education, 11 (4), 403-415.

Merchant, V.M. (2000). Helping the beginning teacher. Education Update, 42(4).

Merriam, S. B. (1988). Case study research in education. San Francisco, CA: Jossey-Bass Inc.

Mitchell, D. E., Scott, L. D., Takahashi, S. S., & Hendrick, I. G. (1997). The California Beginning Teacher support and Assessment program. Riverside, CA: California Educational Research Cooperative, University of California, Riverside.

Napper-Owen, G., & Phillips, D. (1995). A qualitative analysis of the impact of induction assistance on first-year physical educators. Journal of Teaching in Physical Education, 14, 305-327.

National Commission on Teaching & America’s Future. (1996). What matters most: Teaching for America’s future. New York, NY: National Commission on Teaching & America’s Future.

Nelson, S. L. (1995). Mentoring new teachers: One middle school’s experience. Middle School Journal, 26 (5), 41-45.

O’Connell, C. E., Gillett, T., & Halkett, K. (1999). Career in teaching: Mentor teacher-intern program. Rochester, NY.

Odell, S. (1986). Induction support for new teachers: A functional approach. Journal of Teacher Education, 37 (1), 26-29.

Odell, S., & Ferraro, D. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43 (3), 200-204.

Olebe, M. (1999). California Formative Assessment and Support System for Teachers (CFASST): Investing in teachers’ professional development. Teaching and Change, 6 (3), 258-271.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications.

Perez, K., Swain, C., & Hartsough, C. S. (1997). An analysis of practices used to support new teachers. Teacher Education Quarterly, 24 (2), 41-52.

Robinson, G. (1998). New teacher induction: A study of selected new teacher induction models and common practices. (Paper presented at the annual meeting of the Midwestern Educational Research Association, Chicago, Illinois).

Rowley, J. B. (1999). The good mentor. Educational Leadership, 56 (8), 20-22.

Ryan, K. (1986). The induction of new teachers, Phi Delta Kappa Fastback No. 237. Bloomington, IN: Phi Delta Kappa Educational Foundation.

Salzman, J. A. (1999). With a little help from my friends: A course designed for mentoring induction-year teachers. Midwestern Educational Researcher, 12 (4), 27-31.

Schaffer, E., Stringfield, S., & Wolfe, D. (1992). An innovative beginning teacher induction program: A two-year analysis of classroom interactions. Journal of Teacher Education, 43 (3), 181-192.

Sosa, A., & Gonzales, F. (1993). Teachers need teachers: An induction program for first-year bilingual teachers. (Paper presented at the annual meeting of the National Association for Bilingual Education). (ERIC Document Reproduction Service No. 360 854).

Stansbury, K., & Zimmerman, J. (2000). Lifelines to the classroom: Designing support for beginning teachers. San Francisco, CA: WestEd.

Stewart, D. (1992). Mentoring in beginning teacher induction: Studies in the ERIC database. Journal of Teacher Education, 43 (3), 222-226.

Stroot, S. A., Fowlkes, J., Langholz, J., Paxton, S., Stedman, P., Steffes, L., & Valtman, A. (1999). Impact of a collaborative peer assistance and review model on entry-year teachers in a large urban school setting. Journal of Teacher Education, 50 (1), 27-41.

Subhan. S., Sterling, H.A., & Horn, P.J. (2001). A survey of induction programs in Arizona’s K-12 public schools: A quantitative analysis. Flagstaff, AZ: Northern Arizona University, Arizona K-12 Center.

Tellez, K. (1992). Mentors by choice, not design: Help-seeking by beginning teachers. Journal of teacher Education, 43 (3), 214-221.

Texas State Board for Educator Certification Panel (1998). Final report on novice teacher induction support system, State Board for Educator Certification, Austin, TX. On-line: http://www.sbec.state.tx.us/pubrep/induct.htm.

Tickle, L. (1994). The induction of new teachers: Reflective professional practice. London, U.K.: Cassel.

United States Department of Education, Office of Educational Research and Improvement. (1995). Schools and staffing survey: 1993-94 electronic codebook and public use data. (National Center for Education Statistics 95-126). Washington, D.C.: Author.

Van-Ast, J., & Linduska, K. (1995). Documenting value added measures for the Iowa Community College Induction/Mentoring (CCIM) Program. (Paper presented at the American Vocational Association convention, Denver, CO). (ERIC Document Reproduction Service No. 391 930).

Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim? Journal of Teacher Education, 37 (1), 30-34.

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54 (2), 143-178.

Vonk, J. (1993). Mentoring beginning teachers: Development of a knowledge base for mentors. (Paper presented at the annual conference of the American Educational Research Association). (ERIC Document Reproduction Service No. 361 306).

Ward, B. A., Dianda, M. R., van Broehkuizen, L. D., Radio, J. L., & Quartz, K. H. (1992). Support component of the California New Teacher Project: Third year evaluation report (1990-91). Los Alamitos, CA: Southwest Regional Educational Laboratory.

Wilder, G. (1992). The role of the mentor teacher: A two-phase study of teacher mentoring programs, Teacher Programs council Research Report Series. (ERIC Document Reproduction Service No. 384 680).

Williams, E., Gold, V., & Russell, S. (1991). A teacher training mentor model in rural special education. (ERIC Document Reproduction Service No. 342 571).

Wilson, S. M., Darling-Hammond, L., & Berry, B. (2001). A case of successful teaching policy: Connecticut’s long-term efforts to improve teaching and learning. University of Washington, Center for the Study of Teaching and Policy.

Wong, P. A., Sterling, H. A., & Rowland, P. M. (September, 1999). Effective induction practices for beginning teachers: A qualitative research evaluation study. (Paper presented at the annual meeting of the Arizona Educational Research Organization, Flagstaff, Arizona).

Yopp, R. H., & Young, B. L. (1999). A model for beginning teacher support and assessment. Action in Teacher Education, 21 (1), 24-36.

Zepeda, S. J., & Ponticell, J. A. (1997). First-year teachers at risk: a study of induction at three high schools. The High School Journal, 8-21.

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