Building a Network of Support for New Teachers

Action in Teacher Education

Volumn 28, Issue 4, 2007, Pages 25-35

  Wilkins, Elizabeth A ^a   Clift, Renee T ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77649338589     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2007.10463426     Document Type: Article

References (37)

1. Barrington, R., An investigation into the induction period which considers the perspectives of NQTs and their tutors. Paper presented at the annual conference of the British Educational Research Association, University of Cardiff. Cardiff, Wales, United Kingdom.
2. Cegelka, P., and Malley, K. A., 2002. Training and retaining special education teachers: A collaborative effort between universities and the Beginning Teacher Support and Assessment (BTSA) program Retrieved November 20, 2006, from http://www.lausd.k12.ca.us/District_2/resources/btsa/btsahi.pdf
3. Clift, R. T., and Say, M., 1988. Public schools and preservice teacher education: Collaboration or conflict?. Journal of Teacher Education, 39: 2–7.
4. Clift, R. T., Veal, M. L., Holland, P., Johnson, M., and McCarthy, J., 1990. Collaborative leadership and shared decision making, New York: Teachers College Press.
5. Curran, B., and Goldrick, L., 2002. Mentoring and supporting new teachers, Washington, DC: National Governors Association, Center for Best Practices. (ERIC Document Reproduction Service No. ED 467748)
6. Dangel, J., 2006. Research on teacher induction: Teacher education yearbook 14, Lanham, MD: Rowman & Littlefield Education.
7. Gold, Y., 1996. “ Beginning teacher support: Attrition, mentoring, and induction ”. In Handbook of research on teacher education, 2nd ed., Edited by: Sikula, J., Buttery, T. J., and Guyton, E., 548–594. New York: Macmillan.
8. Fuller, E., 2003. Beginning teacher retention rates for TxBESS and non-TexBESS teachers report, Austin, TX: State Board for Educator Certification.
9. Hardy, L., 1999. Why teachers leave. American School Board Journal, 186 (6): 1–11.
10. Henke, R. R., Chen, X., and Geis, S., 2000. Progress through the teacher pipeline: 1992–1993 college graduates and elementary/secondary school teaching as of 1997, Washington, DC: National Center for Educational Statistics.
11. Herbert, K. S., and Ramsay, M. C., September 2004. Teacher turnover and shortages of qualified teachers in Texas public school districts 2004–2005: Report to the Senate Education Committee September, Retrieved May 15, 2006, from http://www.sbec.state.tx.us/SBEOCOnline/reprtdatarsrch/ReportforSenateEducationCommittee.pdf
12. Horn, P. J., Sterling, H. A., and Subhan, S., Accountability through best practice induction models. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education. New York City. February. (ERIC Document Reproduction Service No. ED464039)
13. Howey, K., Post, L. M., and Zimpher, N., 2006. Recruiting, preparing, and retaining teachers for urban schools, New York: American Association of Colleges for Teacher Education.
14. Huling-Austin, L., 1990. “ Teacher induction programs and internship ”. In Handbook of research on teacher education, Edited by: Houston, R., 535–548. New York: Macmillan.
15. Illinois Association of Deans of the Public Colleges of Education. 2005. Illinois public colleges teacher graduate survey overview and results: Aggregate findings from the twelve Illinois public colleges of education Retrieved June 20, 2006, from http://www.siue.edu/education/IADPCE/ExecutiveSummary.pdf
16. Illinois New Teacher Collaborative. 2005. Champaign, IL: Author. [Brochure]
17. Imazeki, J., 2002. “ Teacher attrition and mobility in urban districts: Evidence from Wisconsin ”. In Fiscal issues in urban schools: Research in education: Fiscal policy and practice, Edited by: Rice, J. K., and Roelke, C., Vol. 1, 119–136. Greenwich, CT: Information Age.
18. Ingersoll, R. M., 1999a. A different approach to solving the teacher shortage problem. Policy Perspective, 2 (2): 1–6.
19. Ingersoll, R. M., 1999b. The problem of under-qualified teachers in American secondary schools. Educational Researcher, 28 (2): 26–37.
20. Ingersoll, R. M., 2001. Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38: 499–534.
21. Ingersoll, R. M., 2002. The teacher shortage: A case study of wrong diagnosis and wrong prescription. NASSP Bulletin, 86: 16–31.
22. Ingersoll, R. M., Does teacher induction matter?. Presentation given at the Illinois New Teacher Collaborative Conference. Springfield, IL. February.
23. Ingersoll, R. M., and Kralik, J., 2004. The impact of mentoring on teacher retention: What the research says, Denver, CO: Education Commission of the States. Retrieved January 13, 2007, from http://www.ecs.org/clearinghouse/50/36/5036.htm
24. Ingersoll, R. M., and Smith, T. M., 2003. The wrong solution to the teacher shortage. Educational Leadership, 60 (8): 30–33.
25. Johnson, S. M., 2004. Finders and keepers: Helping new teachers survive and thrive in our schools, San Francisco: Jossey-Bass.
26. Kennedy, V., and Burstein, N., 2004. An induction program for special education teachers. Teacher Education and Special Education, 27 (4): 444–447.
27. Klostermann, B. K., Presley, J. B., Peddle, M. T., and Trott, C. E., 2003. Teacher induction in Illinois: Evidence from the Illinois teacher study, Edwardsville, IL: Illinois Education Research Council. (Policy Research Report No. 2003–2), Retrieved on June 20, 2006, from http://ierc.siue.edu/documents/IERC_03_2
28. Moir, E., and Bloom, G., 2003. Fostering leadership through mentoring. Educational Leadership, 60 (8): 58–60.
29. Moodle. Welcome to moodle (n.d.), Retrieved December 2, 2006. from http://www.moodle.org
30. Murname, R., Singer, J., Willett, J., Kemple, J., and Olsen, R., 1991. Who will teach? Policies that matter, Cambridge, MA: Harvard University Press.
31. National Commission on Teaching and America's Future. 1997. Doing what matters most: Investing in quality teaching, New York: Author.
32. National Commission on Teaching and America's Future. 2003. No dream denied: A pledge to America's children, Washington, DC: Author.
33. National Commission on Teaching and America's Future. 2005. Induction into learning communities, Washington, DC: Author.
34. Smith, T. M., and Ingersoll, R. M., 2004. What are the effects of induction and mentoring on beginning teacher turnover?. American Educational Research Journal, 41 (3): 681–714.
35. Stinebrickner, T. R., 2001. A dynamic model of teacher labor supply. Journal of Labor Economics, 19 (1): 196–230.
36. Wang, J., and Odell, S. J., 2002. Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72: 481–546.
37. Youngs, P. A., 2002. State and district policy related to mentoring and new teacher induction in Connecticut, New York: National Commission on Teaching and America's Future.