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ERIC Number: ED331786
Record Type: RIE
Publication Date: 1990-Nov
Pages: 68
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Supporting Beginning Teachers of At-Risk Students.
Eckert, Virginia A.; Bey, Theresa M.
This report addresses the need for teacher induction programs and presents several alternative support mechanisms for beginning teachers, especially those who deal with at-risk students. The report has five sections. Section 1 discusses at-risk students: who they are, their characteristics and instructional needs, and the implications for beginning teachers. Section 2 focuses on beginning teachers and their needs. Section 3 discusses support systems for beginning teachers--their primary goals, the major support issues, types of support programs, and five models of beginning teacher support programs (inservice induction programs, mentoring support programs, local system inservice and "internal" mentoring models, teacher education and local school system models, and comprehensive school system models). Section 4 addresses the issue of the knowledge base needed by teachers, instructional leaders, and supervisors on the positive and negative factors that influence at-risk students. A bibliography to assist in developing such a knowledge base is included in this section arranged under 10 headings: teachers, parents, peers in class, student's self-image, assessment, curricula, instructional materials/aids, classroom environment, school environment, home environment, additional readings, and readings related to at-risk students. Section 5 presents some conclusions. Three appendixes supporting information discussed in the text and four pages of references conclude the report. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Southeastern Educational Improvement Lab., Research Triangle Park, NC.
Identifiers: N/A
Note: Appendix B not included in copy received by ERIC.