Out on a Limb

Abstract

This article reports the results of a qualitative meta-analysis study of the research and literature on the efficacy of teacher induction on the retention of high-quality secondary school teachers and challenges current assumptions about the efficacy of induction despite the proliferation of induction programs nationwide. A theoretical model for the design of future teacher induction programs that emerged from the research is presented. Recommendations for secondary school leadership, policy, and future research are included.

“I Didn't Make It, but…”: Deselected Athletes' Experiences of the Talent Development Pathway

“…Indeed, previous research has explored the transitional "culture gap" between senior professional and junior academy level sport (Relvas et al, 2010), with authors proposing that early exposure, normalizing operational mechanisms, and the ability to adjust to explicit practices as vital to navigating this "gap" (Morris et al, 2014;Roynesdal et al, 2018). The value and transferability of these formative experiences in a talent pathway to experiences in other areas is supported by literature from the business and academic domains in which reciprocal engagement, effective work inductions Learning takes time and effort "Shoulda, woulda, coulda" Critical self-analysis of areas for improvement and the regulation of professional practice has enhanced transition success (Pentland, 2012;Shockley et al, 2013). Indeed, participant 1 stated:…”

Promoting Change within Special Education Teacher Preparation Program: A Collision of Needs

“…Traditional programs are not known to offer mentorship and support to credentialed graduates. They could use teacher educators or other staff as inschool mentors, explicitly and intensively supporting candidates' development as teachers during their formative early years, all of which improve practice (e.g., Mathews et al, 2017;Ronfeldt & McQueen, 2017;Shockley et al, 2013).…”

Skolekultur, lærerstart og fodfæste

“…Adskillige nytt ige reviews inden for temaet laererstartsordning er blevet publiceret i de sidste årtier (Greenfi eld, 2015;Guarino, Santibañez, Daley, & Santibafi ez, 2006;Hobson, Ashby, Malderez, & Tomlinson, 2009;Ingersoll & Strong, 2011;Schaefer, Long, & Clandinin, 2012;Shockley, Watlington, & Felsher, 2013;Wang, Odell, & Schwille, 2008). Disse reviews peger på, at laererstartsordninger for laerere, der straekker sig ud over den formelle uddannelse og ind i de første år i professionen, giver gode muligheder for netop at laere i og af praksis.…”

“…Disse reviews peger på, at laererstartsordninger for laerere, der straekker sig ud over den formelle uddannelse og ind i de første år i professionen, giver gode muligheder for netop at laere i og af praksis. Adskillige reviews af forskning om laererstartsordninger (Greenfi eld, 2015;Guarino et al, 2006;Hobson et al, 2009;Schaefer et al, 2012;Shockley et al, 2013;Wang et al, 2008) viser, at ordningerne har en positiv eff ekt på nyuddannede laereres professionelle, sociale og personlige udvikling (jf. European Commission Staff Working Document SEC, 2010).…”