Impact of a Collaborative Peer Assistance and Review Model on Entry-Year Teachers in a Large Urban School Setting

Stroot, Sandra A.; Fowlkes, Judith; Langholz, Joan; Paxton, Susan; Stedman, Pat; Steffes, Leslie; Valtman, Angie

doi:10.1177/002248719905000104

Cited by 21 publications

(15 citation statements)

References 6 publications

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“…We included only evaluative studies of induction that compared outcome data from both participants and nonparticipants in particular induction components, activities, or programs. The majority of empirical studies we initially examined were reports of program evaluations that collected data on outcomes solely from those who had participated in the induction programs being evaluated (e.g., Gregson & Piper, 1993; Mitchell & Scott, 1998; Stroot et al, 1999; Villeme, Hall, Burley, & Brockmeier, 1992; Wilson, Darling-Hammond, & Berry, 2001). Such studies can provide valuable feedback to providers of, and participants in, such programs, but they cannot offer unambiguous conclusions about the effects of participating or not participating.…”

Section: Review Methodsmentioning

confidence: 99%

“…The majority of empirical studies we initially examined were reports of program evaluations that collected data on outcomes solely from those who had participated in the induction programs being evaluated (e.g., Wilson, Darling-Hammond, & Berry, 2001;Mitchell & Scott, 1998;Gregson & Piper, 1993;Villeme, Hall, Burley, & Brockmeier, 1992;Stroot et al, 1999). Such studies can provide valuable feedback to providers of, and participants in, such programs, but they cannot offer unambiguous conclusions about the effects of participating, or of opting out.…”

Section: Comparisonsmentioning

confidence: 99%

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The Impact of Induction and Mentoring Programs for Beginning Teachers

Ingersoll

Strong

2011

Review of Educational Research

966

654

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This review critically examines 15 empirical studies, conducted since the mid 1980s, on the effects of support, guidance, and orientation programs-collectively known as induction -for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement. Of the studies on commitment and retention, most showed that beginning teachers who participated in some kind of induction had higher job satisfaction, commitment, or retention. For classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, developing workable lesson plans, using effective student questioning practices, adjusting classroom activities to meet students' interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in some kind of induction had higher scores, or gains, on academic achievement tests. There were, however, exceptions to this overall pattern -in particular a large randomized controlled trial of induction in a sample of large, urban, low-income schools -which found significant positive effects on student achievement, but no effects on either teacher retention or teachers' classroom practices. Our review closes by attempting to reconcile these seemingly contradictory findings and also by identifying gaps in the research base, and relevant questions that have not been addressed and warrant further research. teacher commitment and retention, teacher classroom instructional practices, and student achievement. Of the studies on commitment and retention, most showed that beginning teachers who participated in some kind of induction had higher job satisfaction, commitment, or retention. Disciplines Teacher Education and Professional DevelopmentFor classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, developing workable lesson plans, using effective student questioning practices, adjusting classroom activities to meet students' interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in some kind of induction had higher scores, or gains, on academic achievement tests. There were, however, exceptions to this overall pattern -in particular a large randomized controlled trial of induction in a sample of large, urban, lowincome schools -which found significant positive effects on ...

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Section: Review Methodsmentioning

confidence: 99%

Section: Comparisonsmentioning

confidence: 99%

The Impact of Induction and Mentoring Programs for Beginning Teachers

Ingersoll

Strong

2011

Review of Educational Research

966

654

View full text Add to dashboard Cite

show abstract

“…There are, however, important limitations to the existing empirical research on the effects of teacher induction and mentoring programs. First, the majority of these empirical studies are program evaluations that collected data on outcomes solely from those who had participated in the particular programs being assessed (e.g., Wilson, Darling-Hammond, & Berry, 2001;Mitchell, Scott, Hendrick, & Boyns, 1999;Gregson & Piper, 1993;Strong & St. John, 2001;Fletcher, Strong, & Villar, 2004;Strong, 1998;Stroot et al, 1999;Scott, 1999). Such studies can provide valuable feedback to both providers and participants of induction programs.…”

Section: Effects Of Induction and Mentoring On Teacher Turnovermentioning

confidence: 99%

What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?

Smith

Ingersoll

2004

American Educational Research Journal

1,034

741

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In recent years there bas been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs-collectively known as induction-have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999-2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to others schools and less likely to leave the teaching occupation after their first year of teaching.

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“…(p. 18) Indeed, many researchers have found that teachers learn their job in stages, and that their concerns and needs change as they gain experience in the classroom (Katz, 1972;Ryan, 1986). During the first year, teachers are typically working just to survive; they are constantly questioning their competence and need encouragement and support with managerial concerns if they are to stay afloat (Stroot et al, 1999). According to Knowles (1988):…”

Section: Preparing and Supporting Teachers For Challenging Workmentioning

confidence: 99%