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ERIC Number: ED547146
Record Type: Non-Journal
Publication Date: 2012
Pages: 176
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-3846-8
Supporting New Teachers in an Urban School Setting: A Case Study of Induction Practices
Warner, Christina M.
ProQuest LLC, Ph.D. Dissertation, The University of Nebraska - Lincoln
Research shows that teacher quality is the single most critical factor in whether students succeed. However, efforts to improve teacher quality are often offset by the high rates of turnover, with 40-50 percent of public school teachers leaving within the first five years, and even higher rates in schools serving less advantaged students (Ingersoll, 2003). The purpose of this qualitative study was to describe an urban school district's new teacher induction program. For this study, an urban school district was defined as a school district located in an urban area, had high rates of poverty, students of color, and Limited English Proficient students. New teacher induction program was defined as any formal, district-level and site-based support given to any teacher with three or less years of teaching experience. The central research question was: How did the teacher induction program support teachers with three or less years of experience? The sub-questions were: 1. What were the perceptions of the induction program? 2. What professional development activities supported the induction program? 3. What was the structure of the induction program? 4. What were the promising practices reflected in the induction program? 5. How were the special issues in an urban district addressed by the induction program? Interviews were conducted with 15 individuals. Two new teachers at each level (elementary, middle school, and high school) were interviewed along with three principals and four mentors (one elementary, two middle school, and one high school). In addition, the director of induction and the former director of mentoring participated in the study. Five themes emerged from an analysis of the interview transcripts. These themes were: Professional Development, Mentoring, Support, Requirements, and Demands on New Teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A