ERIC Number: ED450087
Record Type: RIE
Publication Date: 1995-Oct
Frame Theory Analysis of the Cultures of Three Outstanding Teacher Induction Programs.
Peterson, Karen; Bercik, Janet
This study comparatively analyzed three exemplary beginning teacher induction programs that involved university-school district collaboration. Researchers sent letters to leading researchers in the field of induction and mentoring requesting nominations of exemplary programs. They made contact with nine of the programs and interviewed program coordinators about program organization and demographics. They looked at program components (e.g., mentoring, orientation for beginning teachers, handbooks, and stipends). They also collected data on excellence criteria (successful implementation factors, program goal attainment, and site specific goals). Data analysis provided information on positive variables seen across three exemplary sites using frame analysis theory. Each of four frames is discussed, highlighting variables in each frame which the data indicate had the most positive impact on the programs: (1) structural frame (formal structure tight/loose, research-based, change built into the structure, and outcomes/impact); (2) human resource frame (leadership people/task-centered, feedback process, reflective practice, teacher professionalization/job enlargement, close to the customer, personal/professional support, confidence building, and peer support component); (3) political frame (interaction/fit of players); and (4) symbolic frame (win-win, emphatic responses, and part of the larger management philosophy). (Contains 13 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 11-14, 1995).