Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374542 | Teaching and Teacher Education | 2010 | 9 Pages |
Abstract
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers.
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Authors
Dana L. Bickmore, Steven T. Bickmore,