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.
R&L Education; July 2010
- ISBN 9781607097648
- Read online, or download in secure PDF or secure EPUB format
- Title: Past, Present, and Future Research on Teacher Induction
- Author: Jian Wang (ed.); Sandra J. Odell (ed.); Renee T. Clift (ed.); Betty Achinstein (contrib.); Krista Adams (contrib.); Steven Z. Athanases (contrib.); EunJin Bang (contrib.); Martha Bleeker (contrib.); Cynthia L. Carver (contrib.); Yu-Ming Cheng (contrib.); Renée T. Clift (contrib.); Nancy Clouse (contrib.); Kristen A. Corbell (contrib.); Sarah Dolfin (contrib.); Sharon Feiman-Nemser (contrib.); Maida Finch (contrib.); Jonah Firestone (contrib.); Steven Glazerman (contrib.); MariaAssunção Flores (contrib.); Susan Hanson (contrib.); Lara Hebert (contrib.); Richard Holdgreve-Resendez (contrib.); Erin T. Horne (contrib.); Leslie Huling (contrib.); Eric Isenberg (contrib.); Amy Johnson (contrib.); Richard Lange (contrib.); Julie A. Luft (contrib.); Pearl Mack (contrib.); Julia Moore (contrib.); Jennifer Neakrase (contrib.); Lynn W. Paine (contrib.); Edward G. Pultorak (contrib.); Hong Qian (contrib.); Alan J. Reiman (contrib.); Virginia Resta (contrib.); John R. Schwille (contrib.); Sharon A. Schwille (contrib.); Thomas M. Smith (contrib.); Randi Stanulis (contrib.); Michael Strong (contrib.); Dina Walker-DeVose (contrib.); Ann L. Wood (contrib.); Peter Youngs (contrib.)
Imprint: R&L Education
In The Press
While programs of teacher induction have been supported for years, according to research conducted on their outcomes and descriptions included in journals and brochures, the need for highly qualified teachers who have been mentored and inducted into the profession has never been so great. This volume captures the major components of induction programs theory; policies; research; responsibilities of universities and school districts; impact of technology, ethnicity, and equity; and studies of teacher retention. Its authors and editors bring to the chapters considerable experience with induction and an insider's view, as well as research on the effects of induction on teacher effectiveness and tenure.
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. RenZe T. Clift is the associate dean for professional preparation and a professor of teaching, learning, and sociocultural studies at the University of Arizona.