Deductions about Supportive Induction

Abstract

Although a great deal is understood rela tive to the concerns of beginning teachers, little is known of programs that effectively assist new staff members dur ing the crucial induction period. The authors propose a set of goals for teacher induction programs, with par ticular emphasis on the outcomes of re flection and self-assessrment.

A Descriptive Study of the Oregon Mentorship Program

“…Taking into account the previously cited research findings and in consideration of recent writing by Galvez-Hjornevik (1986) on mentoring, Showers (1982Showers ( , 1984 on peer coaching, Fox and Singletary (1986) …”

The Socialization of CPEP Teachers: Implications for Administration

“…formal InductIon programs are necessary (Hall, 1982;GriffIn, 1985). Investigating the conditions in the workplace (Zeichner, 1982) and the impact of specific induction practices on the development of teachers (Hall, 1982;Zeichner, 1982;McCaleb, 1985) Although there was some type of formal orIentation for the seventy-two begInnIng teachers surveyed by Grant and ZeIchner (1981) Many authors have identified goals for induction programs (Fox & Singletary, 1986;Huling-Austin, 1986a;Varah, Theune, & Parker, 1986), provided detailed descriptions for beginning teacher induction programs (Hall. 1982;Tisher, 1982;Hoffman et al, 1985;Huling-Austin, 1985), and described the effect of certain induction programs (Hoffman, Edwards, O'Neal, Barnes, & Paulissen, 1986;Houston & Felder, 1986).…”

Functional Approach to Identification of New Teacher Needs in an Induction Context

“…It is generally agreed that the nature of the support offered to new teachers should be consonant with their needs (Fox & Singletary, 1986). This implies that a valid Sandra J.…”