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ERIC Number: EJ864642
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0740-7874
Urban Induction Policy and Practice: An Assessment of New Teacher Induction in the Urban Midwest
Johnson, Lisa
ERS Spectrum, v27 n1 p31-41 Win 2009
This article analyzes teacher induction policy and practice in 12 districts in the urban Midwest. Attention is paid to induction policy as well as the enactment of induction in urban, suburban, and rural school districts. Findings suggest marked differences between district programs and little difference between states despite different policy contexts. Low levels of novice support were found in urban, high-minority, low-income districts while mid-range and high levels of novice support were found in suburban districts. In districts with low-quality induction programs, where novices and mentors struggled to feel satisfied with induction programs, retention and its ensuing challenges prevail. Abundant evidence suggests the importance of induction policies for new teacher training and retention in the U.S. (American Federation of Teachers, 1998; Smith & Ingersoll, 2004; Strong & St. John, 2001). This article addresses the induction policies in the states of Kansas and Missouri and illustrates the current effects of these policies on the practices of induction in the Kansas City Metropolitan Area. (Contains 2 tables and 4 figures.)
Educational Research Service. 1001 North Fairfax Street Suite 500, Alexandria, VA 22314. Tel: 800-791-9308; Fax: 800-791-9309; e-mail: ers@ers.org; Web site: http://www.ers.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas; Missouri