Volume XIV of the Teacher Education Yearbook addresses research on teacher induction. It is designed to provide teachers and teacher educators with current research on and practical guidelines for introducing new teachers to educating. Each year, research reports on a particular topic (in this case, teacher induction) are submitted for publication in the Yearbook. All reports are blind reviewed, and two to four are accepted per division. Within divisions, the authors address a variety of issues, illustrating the complex nature of the topic. A responder, a recognized scholar in the field, synthesizes, interprets, and applies results drawn from the selected research papers in each division. By providing interpretations and possible application of research, as well as the research studies, this Yearbook offers recommendations, raises questions, and generates rich conversations about the issues of induction and mentoring.
Julie Rainer Dangel is an associate professor in early childhood education at Georgia State University and currently coordinates the department's doctoral program. Her research interests include teacher development and constructivist theory.
Chapter 1 Foreword Chapter 2 Introduction Part 3 Comprehensive Approaches to Induction Chapter 4 Overview and Framework Chapter 5 From Mentoring to the Colorado New Consortium Chapter 6 Linking Teacher Induction, Teacher Developement, and Student Learning Chapter 7 Induction and Mentoring Chapter 8 Two Induction Models in One Urban District Chapter 9 Summary and Conclusions Part 10 Looking Closely at the Mentoring Experience Chapter 11 Overview and Framework Chapter 12 Understanding and Theorizing Exemplary Mentoring through the Use of Metaphor Chapter 13 Conversations about Teaching Chapter 14 Studying the Disposition of Mentor Teachers Chapter 15 Mentoring: A Serendipitous Professional Development Opportunity Chapter 16 Summary and Conclusions Part 17 Designing and Implementing Quality Mentoring Programs Chapter 18 Overview and Framework Chapter 19 A Longitudinal Study of the Effects of Mentoring Programs on Teacher Performance, Efficacy and Retention Chapter 20 The Perceived Effectiveness of a Graduate Teaching Fellows Program Chapter 21 Selecting and Training Mentors Chapter 22 There's Nothing Easy about Mentoring Chapter 23 Summary and Conclusion