Presents bibliographic citations on beginning teacher induction and mentoring programs from the ERIC database. The bibliography is limited to journal articles and documents entered into the database since 1990. Citations focus on articles and documents dealing with analysis of programs. (SM)

Argues for an ecological approach to supporting beginning teachers in critical inquiry classrooms, bridging the end of college with the beginning of teaching. School-university partnerships supporting reflective practices by creating large numbers of inquiry-based educators within school districts are needed. Journal entries from a student teacher…

This booklet discusses what teachers may encounter in their first year of teaching, presenting information from teachers themselves. Information comes mainly from a series of discussions held among winners of the First Class Teachers Award sponsored every year by Sallie Mae, a corporation dedicated to education. Focus group discussions with…

This paper explores a model of professional development that theoretically extends to new teachers a bridge from inquiry-oriented preparation into the first years of teaching. Inquiry-oriented teacher education habituates novice teachers into professional habits of heart and mind that are difficult to sustain given the reigning modes of…

This component of the California New Teacher Project describes comprehensive, innovative forms of assessment to be included in new teacher preparation and the credentialing process in order to promote successful induction of teachers into the profession. This report, organized into chapters, begins with an introduction that analyzes the…

This literature review focuses on beginning teacher induction programs and addresses the following issues germane to the mentorship process: (1) the role of induction support programs for new teachers; (2) what mentoring is; (3) the mentor's role during the induction process; (4) the characteristics of effective mentor/protege relationships; (5)…

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report contributes to the understanding of resources required to successfully implement, replicate, or scale up professional development initiatives. The first section examines what preservice and inservice…

This paper describes several continuing and emerging issues identified in a 4-year study of a teacher induction program in New Brunswick, Canada. The program was designed to link beginning teachers with exemplary experienced teachers so that the transition from student to teacher would be a more positive experience than is often the case. Data…

This book presents data from Recruiting New Teachers, Inc.'s national study that focused on urban teacher induction programs and practices in the United States. The book's seven parts are as follows: (1) "Introduction"; (2) "Induction's Recent History"; (3) "Major Findings of the Program Survey and Site Visits"; (4) "State-Initiated Induction…

Examines four stages of socialization that influence beliefs, behaviors, and perspectives of prospective teachers (pretraining, preservice, field experiences, and induction) and supports the notion that a dialectical process exists during the four stages--a contest between societal expectations and the individual inclinations of prospective…

Discusses the socialization of beginning teachers, examining the relationship between beginning teachers and mentors; presenting a case study of one teacher who had an unsatisfactory mentoring relationship with her mentor during her first year of teaching; discussing expectations for the mentor-protege relationship of teacher educators and their…

This monograph describes Ohio University College of Education's Entry Year Pilot Project. The College of Education was awarded grant money to create and implement a mentoring program to help entry-year teachers through their first year and through the Praxis III assessment. The project involved beginning teachers, school-level mentors, and…

This fastback provides practical information to help teachers better fulfill their roles in the mentoring process. The first section, "Introduction," explains the importance of the mentoring relationship. The second section, "Characteristics of a Good Mentor," highlights four core concepts: a mentor leads through example, a mentor leads through…

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report examines key factors and conditions that contribute to or hinder the success of professional development initiatives, especially as those factors and conditions relate to the financing of these…

This report presents suggestions for retaining beginning teachers. Research indicates that after 5 years, nearly half of new teachers leave teaching in the state where they first taught. Helping new teachers become veterans is an important step in addressing teacher shortages. New teachers tend to leave because of such factors as inadequate…