Beginning Teacher Induction: What the Data Tell Us

Autor/in	Ingersoll, Richard M.
Titel	Beginning Teacher Induction: What the Data Tell Us
Quelle	In: Phi Delta Kappan, 93 (2012) 8, S.47-51 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Educational Change; Beginning Teacher Induction; Beginning Teachers; Program Effectiveness; Educational Assessment; Educational Indicators; Teacher Persistence; Professional Development; Educational Trends; United States + Suchen Sie Ihr Suchwort? Bildungsreform; Junior teacher; Junglehrer; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bildungsentwicklung; USA
Abstract	Induction support programs for beginning teachers is an education reform whose time has come. The national data indicate that over the past couple of decades the number of beginning teachers has ballooned in the U.S. Simultaneously, there has been a large increase in the number of states, districts, and schools offering induction programs. Importantly, the data also indicate that induction can help retain teachers, improve their instruction and their students' achievement. However, the data also tell us that the kinds and amounts of support greatly vary, and research suggests the effects depend on how much induction one gets and for how long. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10