The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Induction Programs That Keep New Teachers Teaching and Improving
Abstract
This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other's work.
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Citations
Cites
The New Meaning of Educational Change
(2013) · Routledge eBooks · doi:10.4324/9780203609071 · Cited by 8,220
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
The New Meaning of Educational Change
Fullan, M. (2001) · doi:10.4324/9780203986561 · Cited by 4,373
Spillane, J. P. (2003) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737025004343 · Cited by 4,286
Annual Meeting of the American Educational Research Association
Joseph, M. (2000) · Cited by 2,242
The Effect of School Resources on Student Achievement
Greenwald, R., Hedges, L. V., & Laine, R. D. (1996) · Review of Educational Research · doi:10.2307/1170528 · Cited by 1,398
A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002) · Educational Researcher · doi:10.3102/0013189x031005003 · Cited by 1,128
Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?
Darling-Hammond, L., & Youngs, P. (2002) · Educational Researcher · doi:10.3102/0013189x031009013 · Cited by 964
Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions
Johnson, S. M., & Birkeland, S. E. (2003) · American Educational Research Journal · doi:10.3102/00028312040003581 · Cited by 932
Why Public Schools Lose Teachers
Hanushek, E., Kain, J., & Rivkin, S. (2001) · National Bureau of Economic Research · doi:10.3386/w8599 · Cited by 907
Cited by
The impact of mentoring on the Canadian early career teachers' well-being
Kutsyuruba, B., Godden, L., & Bosica, J. (2019) · International Journal of Mentoring and Coaching in Education · doi:10.1108/ijmce-02-2019-0035 · Cited by 81
Metadata
- Authors
- Wong, H. K.
- Venue
- NASSP Bulletin
- Publisher
- SAGE Publications
- Published
- 2004-03
- Volume
- 88
- Issue
- 638
- Pages
- 41-58
- ISSN
- 0192-6365 (ISSN-L)
- 1930-1405
- OpenAlex
- W1996721372
- Cited by
- 340
- References
- 16
- FWCI
- 29.19
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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