This study explored the efficacy of faculty-development programs for new faculty members at a proprietary institution of higher education. The purpose of the study was to determine whether there was an increase in faculty members' self-assessment of topics from the faculty-orientation curriculum as they became more familiar with their new…

Teacher numbers are dwindling in schools and districts across the United States as many leave the profession and the popularity of teacher education programs wanes. As a result, the most qualified candidates can choose from an array of professional options. How do you make sure they will want to commit to your school? In "Make Your School…

The benefits of informal mentorship have been robustly documented. This article makes an argument for formalizing mentorship as professional development in the adult education space so as to capture the advantages of informal mentorship for the success of classrooms, programs, organizations, or institutions. It offers examples of two types of…

Every student should have access to excellent, well-prepared, and well-supported educators who reflect the diversity of our nation. Research repeatedly indicates that teachers are the most important in-school factor for student success. Research also highlights the critical role of school leaders in retaining and supporting teachers to maximize…

Reflective practice has long been considered an important part of professional development for educators; however, accounts of utilizing reflective practice with groups of experienced teachers remain scarce. We consider reflective practice to be an important means of fostering professional discourse among experienced teachers regarding their…

This study seeks to contribute to the research on mentored induction by investigating the practices mentors employ in their work with new teachers in two high-need, high-poverty urban elementary schools. Informed by Schwille's (2008) temporal framework of "educative" mentoring practices occurring "inside" and…

This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on…

This action research study was the creation, implementation, and evaluation of an orientation for adjunct faculty members. The study included an adjunct orientation implemented as a form of professional development and inclusion for adjunct faculty members. The adjunct orientation took place at the research site, a large community technical…

Conducted as part of a multi-country study of the teaching-related experiences and expectations of early career academics (ECAs) in Africa, this study investigated the major influences on the teaching practice of ECAs at Makerere University; the mechanisms by which these academics learn to teach; the teaching-related challenges they experience;…

The problem addressed in this study was the paucity of professional development, mentoring, and orientation opportunities for adjunct faculty in the community college system. The purpose of this qualitative study was to investigate adjunct faculty member perceptions of their orientation, mentoring, and professional development experiences at a…

A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted…

This study examined teachers' learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers' orientation to learning, examining beliefs, practices, and experiences about teachers' learning in relation to change in the workplace. A hypothesis is that teacher learning and…

This investigation examined the effect of a comprehensive new teacher induction program on teacher retention and job satisfaction in one suburban school district. New teachers are retained at low rates, and districts are spending resources in an attempt to decrease this number. New teacher induction includes supports for new teachers in their…

This study explored new faculty satisfaction with participation in a professional development orientation program at a New England-based graduate-level, military institution of higher education. The new faculty orientation program had not been previously explored. The purpose of this study was to describe participant satisfaction with an ultimate…

The Faculty of Education at Brock University and an Ontario, Canada, self-regulatory body for the teaching profession partnered to create an innovative teacher induction project conceptualized to enable new and mentor teachers to self-affirm their professional capacities as autonomous and collaborative professionals. A distinguishing feature of…