This study examined the impact of a beginning teacher induction program on involved mentors' teaching competence. Additionally, it investigated the relationship of mentor's self-efficacy to program impact. Approximately 1,600 beginning teachers and 700 mentors from 56 school districts participated in a state-funded induction program in which…

A multi-perspective qualitative study was conducted during the spring 1996 semester to investigate the impact of a mentoring initiative on the performance of ten adjunct instructors, new to the faculty of Indian River Community College (Florida). The study found that all participants derived a significant value from the mentoring initiative, with…

Volume 12 of the Mid-Western Educational Researcher contains four issues. The first issue includes kick-off, keynote, luncheon, and presidential addresses from the annual meeting of the Mid-Western Educational Research Association (MWERA), held in Chicago, Illinois, in October 1998. Issue 3 is the program for MWERA's annual meeting in Chicago,…

For the sixth consecutive year, the New Brunswick Department of Education, New Brunswick Teachers' Association, and University of New Brunswick organized the Beginning Teacher Induction Program (BTIP) in 12 Anglophone school districts. Beginning teachers were paired with experienced teachers who mentored them throughout the year. This report…

Discusses how academic disciplines are integral to supporting the preparation of future faculty as a natural part of graduate department responsibilities. Explores the role of disciplines within Preparing Future Faculty programs. (EV)

Addresses the need for induction programs for beginning teachers and discusses the theoretical and research support for them. Develops the notion of induction as a community responsibility and describes a university-school induction consortium, a university induction program, an induction program at a middle school, and the role of the principal…

Gives advice for first-year English teachers. Advocates keeping a journal of daily activities, meeting regularly with other teachers, and asking lots of questions. (HB)

Mentors' notes and comments were analyzed to determine their perceptions of roles, activities, and conditions influencing their work with beginning teachers. Mentors had many helping strategies that developed and shaped complex roles. A conceptual framework of eight categories of mentoring activities addressing five domains of beginning teachers'…

This article describes examples of five orientation programs for new college faculty (presemester centralized, presemester mandatory, during semester decentralized, during semester centralized, and adjunct faculty). A summary of results and costs considers attendance, value for individual faculty members, and value for the institution. (DB)

Responses from 270 Ohio trade/industrial teacher participants in state-mandated induction workshops supported the value of site visits and workshops to persons entering teaching from business/industry. Findings indicate that ways to continue this form of induction should be found, despite the expense. (SK)

Study assessed a classroom management program embedded in a mentor and beginning teacher induction program. Researchers assigned mentor/beginning teacher pairs to treatment conditions. Some pairs completed a midyear classroom management intervention workshop. Trained teachers received higher ratings than untrained ones. The presence of mentors did…

Describes formative evaluation strategies for the first year of the California Formative Assessment and Support System for Teachers (CFASST). The evaluation emphasizes perceived effectiveness of training for trainers and support providers, with regular monitoring of reaction to the system by critical stakeholders. The paper discusses plans for…

Reviews the literature related to the specific needs of beginning science teachers. Features programs and practices designed to support beginning teachers. Contains 32 references. (WRM)

Describes a California beginning-teacher support and assessment program, designed and carried out by a public university and two elementary school districts. discusses program strengths and challenges, changes made based on ongoing feedback and evaluation, and lessons learned during the program's first three years. Providing options and allowing…

Reports on a project of the University of California at Santa Cruz in which veteran teacher-advisers meet weekly with beginning teachers to observe and coach them. Notes sources of financial support for the program, the 90 percent retention rate for program participants, and training and renumeration provided to the 40 full-time teacher-mentors…