Past, present, and future research on teacher induction: an anthology for researchers, policy makers, and practitioners: a collaborative work of the Commission on Teacher Induction and Mentoring, Association of Teacher Educators
معرفی کتاب «Past, present, and future research on teacher induction: an anthology for researchers, policy makers, and practitioners: a collaborative work of the Commission on Teacher Induction and Mentoring, Association of Teacher Educators» نوشتهٔ Edward G. Pultorak، Susan Hanson، Lara Hebert، Richard Holdgreve-Resendez، Erin T. Horne، Leslie Huling، Eric Isenberg، Julie A. Luft، Pearl Mack، Jennifer Neakrase، Lynn Sharp Paine، MariaAssunção Flores، Hong Qian، Alan J. Reiman، Virginia Resta، John R. Schwille، Sharon A. Schwille، Randi Stanulis، Michael Strong، Dina Walker-DeVose، Ann L. Wood، Peter Youngs، Martha Bleeker، Julia Moore، Richard Lange، Thomas W. Smith، Jian Wang، Sandra J. Odell، Renee T. Clift، Betty Achinstein، Krista Adams، Steven Z. Athanases، EunJin Bang، Amy Johnson، Cynthia L. Carver، Yu-Ming Cheng، Nancy Clouse، Kristen A. Corbell، Sarah Dolfin، Sharon Feiman-Nemser، Maida Finch، Jonah Firestone و Steven Glazerman، منتشرشده توسط نشر Rowman & Littlefield Education در سال 2010. این کتاب در فرمت pdf، زبان انگلیسی ارائه شده است.
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. Contents......Page 6 Introduction......Page 8 PartI. CONCEPTIONS AND CONTEXTS OF TEACHER INDUCTION......Page 20 Ch01. Multiple Meanings of New Teacher Induction......Page 22 Ch02. Teacher Induction in International Contexts......Page 38 Ch03. School Cultures and Organizations and Teacher Induction......Page 52 Ch04. Teacher Induction for Diverse, Urban Contexts......Page 64 Ch05. Teacher Induction Policies at National and State Levels......Page 82 PartII. COMPONENTS AND IMPACTS OF TEACHER INDUCTION......Page 96 Ch06. Characteristics of Beginning Teacher Role Quality......Page 98 Ch07. Influence of Teacher Induction on Teacher Retention......Page 116 Ch08. Influence of Teacher Inductionon Mentor Teachers......Page 132 Ch09. Components of 1997–2008 Teacher Induction Programs......Page 142 Ch10. Exploring the Potential of Internet based Technology for Mentoring and Induction Programs1......Page 158 Ch11. The University’s Role in Supporting New Teachers......Page 176 PartIII. EXAMPLE STUDIES ON TEACHER INDUCTION AND ITS EFFECTS......Page 192 Ch12. Mentoring for Equity......Page 194 Ch13. Bringing Content into Induction Programs......Page 212 Ch14. Linking Induction to Student Achievement......Page 228 Ch15. An Investigation of the Achievement Effects of Mentoring......Page 248 About the Editors......Page 268