The study reported here sought to gain insight into the experience of transition into teaching in an international Christian school that could inform the development of a pre-field orientation (PFO) programme for Australian Christian teachers. The experiences of five American teachers who had participated in a pre-field orientation programme was…

A review of current literature related to assistance for beginning teachers focused upon the following questions: (1) In what areas do beginning teachers need assistance? (2) What types of assistance do beginning teachers need? (3) Who should provide the assistance? (4) How should this assistance be timed? and (5) What other important…

The Research and Development Center for Teacher Education at the University of Texas at Austin during the 1984-85 school year developed and field tested a Model Teacher Induction Project (MTIP) to contribute to the knowledge base of teacher induction. In addition, a satellite project aimed at building a network of institutions and individuals…

This article describes a teacher induction pilot program (New York Mentor Teacher Internship Program) which emphasizes the relationship between mentor and intern (novice teacher). Data on the relationship between mentors and interns was collected, via focused logs from participants in this pilot program, and is presented. (IAH)

This study attempted to elicit and organize the experience of 164 teachers who had served as mentors of novice teachers in the third year of the New York State Mentor Teacher-Internship Program. The three basic aspects of the mentoring experience investigated were: (1) the characteristics of individual mentors; (2) the activities of mentoring; and…

This study on induction practices analyzed data collected from collaborative research on more than 150 beginning teachers in Colorado, Kentucky, Michigan, New Mexico, North Carolina, Oregon, Texas, and West Virginia. This paper documents and describes the organization, structure and activities of eight induction programs; identifies and discusses…

The Digest of Helping Programs presented in this volume describes exemplary support programs for beginning teachers in the United States. Twenty-four programs are included, of which four are described in considerable detail. Comprehensive descriptions are given of the following programs: (1) The Stanford University Intern Program; (2) The Resident…

This case study examined the implementation of the California Mentor Teacher Program (CMTP) in a large urban school district. The CMTP is an effort to retain skillful teachers and to improve teaching by promoting direct, rigorous, and consequential activities and relationships between mentors and beginning teachers. The participants in the study…

In this first of four volumes reporting the findings of the study of induction programs for beginning teachers, the problems and issues covered by the study are discussed. A description is given of the methodology used in the study, and a series of recommendations for teacher educators and policymakers are offered. In the first chapter, the human…

Based on previous research on the influence of community context on the needs and concerns of first year teachers and on the implementation of induction program components, this study sought to determine the effects of the community context on the lives of beginning teachers as related to their teaching experience in the classroom. Data were…

This study describes the effects of a pairing induction program of 15 first-year teachers and 15 mentors in a collegial relationship. The site of the study was a school district chosen because of its unusually high teacher turnover, the cultural diversity of the students, and the large number of beginning teachers on school faculties. The program…

This study evaluated an induction year mentorship program in conjunction with the extended Generic Special Education Teacher Training Program at Texas A&M University. A questionnaire was developed and administered in the spring of 1989 to two groups of individuals for an extended year generic special education program, eight student teachers…

A 2-year teacher preparation and induction process for faculty new to teaching is being implemented in Iowa's community colleges. The process includes a series of credit-earning seminars that are sequentially taught at predefined levels of competence and implemented in the teacher's classroom with the assistance of the master teacher and…

This study identifies community colleges that have staff development programs for part-time teachers, determines specific aspects included in these programs, and discovers which components these programs have in common. It also presents a paradigm, or suggested design, that should be contained in any effective staff development program for…