Relationship of Btsa/Cfasst Engagement and Teacher Practices

Thompson, Marnie; Paek, Pamela L.; Goe, Laura; Ponte, Eva

doi:10.1002/j.2333-8504.2004.tb01958.x

Cited by 6 publications

(15 citation statements)

References 6 publications

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“…The largest and most ambitious of this group of five studies (Thompson, Paek, Goe, & Ponte, 2004) is worth describing in some detail since it is unique in both approach and sample size. In 2002, this research team was commissioned to study the impact of California’s Beginning Teacher Support and Assessment program (BTSA) and its accompanying California Formative Assessment and Support System for Teachers (CFASST).…”

Section: The Effects Of Teacher Induction On Beginning Teachers’ Clasmentioning

confidence: 99%

“…One of these four studies is the project by Thompson and colleagues (2004), described above. In addition to examining the impact on beginning teachers’ teaching practices, this study also examined the relationship between the degree of beginning teachers’ engagement with district induction programs and their students’ academic achievement.…”

Section: The Effects Of Teacher Induction On Student Achievementmentioning

confidence: 99%

“…The analysis found that, across all six subtests of the standardized achievement exam, the students of teachers who had a high level of induction engagement outscored the students of teachers with a low level of engagement, after controlling for other factors. The authors concluded that although none of the score differences was statistically significant, the consistency of the results across all tests suggested that “BTSA/CFASST has a positive impact on student test scores” (Thompson et al, 2004, p. 13).…”

Section: The Effects Of Teacher Induction On Student Achievementmentioning

confidence: 99%

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The Impact of Induction and Mentoring Programs for Beginning Teachers

Ingersoll

Strong

2011

Review of Educational Research

988

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: The Effects Of Teacher Induction On Beginning Teachers’ Clasmentioning

confidence: 99%

Section: The Effects Of Teacher Induction On Student Achievementmentioning

confidence: 99%

Section: The Effects Of Teacher Induction On Student Achievementmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Induction and Mentoring Programs for Beginning Teachers

Ingersoll

Strong

2011

Review of Educational Research

988

654

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“…Five studies focused on the relationship between participation in induction and how well beginning teachers taught, including their skill, practices, development, and pedagogical methods (Davis & Higdon, 2008;Evertson & Smithey, 2000;Roehrig, Bohn, Turner, & Pressley, 2008;Stanulis & Floden, 2009;Thompson, Paek, Goe, & Ponte, 2004). The strength of these studies is their close observation of teachers' actual behavior in classrooms or their careful assessment of teachers' practices through some kind of reflective interview.…”

Section: The Effects Of Teacher Induction On Beginning Teachers' Clas...mentioning

confidence: 99%

“…The largest and most ambitious of this group of five studies (Thompson et al, 2004) is worth describing in some detail because it is unique in both approach and sample size. In 2002, this research team was commissioned to study the impact of California's Beginning Teacher Support and Assessment program (BTSA) and its accompanying California Formative Assessment and Support System for Teachers (CFASST).…”

Section: The Effects Of Teacher Induction On Beginning Teachers' Clas...mentioning

confidence: 99%

What the Research Tells Us about the Impact of Induction and Mentoring Programs for Beginning Teachers

Ingersoll

Strong

2012

Teachers College Record: The Voice of Scholarship in Education

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For decades, education researchers and reformers have called attention to the challenges encountered by newcomers to school teaching. Teaching has traditionally not had the kind of support, guidance, and orientation programs for new employees-widely known as inductioncommon to many skilled blue-and white-collar occupations and characteristic of the traditional professions (Lortie, 1975;Tyack, 1974;Waller, 1932). Although elementary and secondary teaching involves intensive interaction with youngsters, the work of teachers is done largely in isolation from colleagues. School reformers and researchers have long pointed out that this isolation can be especially difficult for new teachers, who, upon accepting a position in a school, are frequently left to succeed or fail on their own within the confines of their classrooms-often likened to a "lost at sea" or "sink or swim" experience (e.g., Johnson, 1990;Johnson & Birkeland, 2003). Others go further, arguing that newcomers tend to end up placed in the most challenging and difficult classroom and school assignments-akin to a "trial by fire" experience (e.g., Lortie, 1975;Sizer, 1992). Indeed, some have assailed teaching as an occupation that "cannibalizes its young" (Ingall, 2006, p. 140).

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