Beginning teacher Induction: What the data tell us

Phi Delta Kappan

Volumn 93, Issue 8, 2012, Pages 47-51

  Ingersoll, Richard M ^a  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84860185710     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172171209300811     Document Type: Article

References (9)

1. Goldrick, L., Osta, D., Barlin, D., & Burn, J. (2012). Review of state policies on teacher induction. Santa Cruz, CA: New Teacher Center. www.newteachercenter.org
2. Ingersoll, R. (2003). Is there really a teacher shortage? Philadelphia, PA: University of Pennsylvania, Consortium for Policy Research in Education.
3. Ingersoll, R. & May, H. (2011). Recruitment, retention, and the minority teacher shortage. Philadelphia, PA: University of Pennsylvania, Consortium for Policy Research in Education.
4. Ingersoll, R. & Merrill, L. (2010). Who's teaching our children? Educational Leadership, 67 (8), 14-20.
5. Ingersoll, R. & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47 (3), 563-595.
6. Ingersoll, R. & Perda, D. (in press). How high is teacher turnover and is it a problem? Philadelphia, PA: University of Pennsylvania, Consortium for Policy Research in Education.
7. Ingersoll, R. & Smith, T. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88 (638), 28-40.
8. Ingersoll, R. & Strong, M. (2011). The impact of induction and mentoring for beginning teachers: A critical review of the research. Review of Educational Research, 81 (2), 201-233.
9. Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41 (3), 681-714.