Higher education in the UK has seen a steady increase in the numbers of part-time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under-researched. This qualitative study of 33 part-time teachers from several universities suggests that their involvement in higher education should be…

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section…

The U.S. Department of Education recently published a notice of draft priorities and requirements for applying for "Race to the Top" (RTT) funding--$4.35 billion in competitive federal grants. Even though it constitutes the smallest piece of education stimulus funding in the American Recovery and Reinvestment Act, "Race to the…

This is a study of the practices utilized by four school districts, two with high and two with low retention rates of teachers, to examine how similarities and differences in selected human resources practices relate to the successful retention of teachers in these districts. The factors studied that may impact teacher retention included…

The purpose of this paper is to report on the elementary and secondary school experiences of first year classroom teachers who participated in the Northern State University Teacher Induction Program during the 2007-2008 school year. Most of the participants were primarily employed as classroom teachers in large and small schools across South…

In this article the authors analyze the mentoring of an alternate route beginning teacher to better understand mentoring practices in alternative licensure programs and to identify how such programs might more effectively mentor this growing population of teachers. They draw on models of mentoring from traditional and alternate route programs to…

The present study explores the perspectives of newly qualified teachers (NQTs) in England entering the profession in 2005 and 2006 about their training and induction to meet the needs of pupils with English as an additional language (EAL). Findings from a survey and from interviews revealed that the greatest concerns of NQTs related to the…

A graduate student at a large research university (later a teacher at a small state college in Arkansas) succumbed to, rebelled against, jumped into, and refrained from many varieties of mentoring and being mentored. Mentoring is like institutionalized parenting, containing exchanges analogous to the range of exchanges that happen between parent…

Induction is a common term used to describe the process of introducing new teachers to a campus or district. The most used format includes a mentor assigned to a new teacher/protege. This paper will explore contemporary induction research and its implications to new teachers and their mentors.

Analyzes the literature on mentored learning to teach in ways consistent with the standards reform movement. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring can promote retention but may not be sufficient support for novice teachers learning to teach. (SLD)

Focus groups with beginning teachers examined their perceptions of their own development as reflective practitioners while participating in the California Formative Assessment and Support System for Teachers (CFASST). While teachers often expressed their proclivity to be reflective educators, CFASST's systematic structure and support allowed them…

Observers of Preparing Future Faculty (PFF) programs reviewed a sample of campuses to discover the results of nearly 10 years of participation. Found significant factors in the programs, and strategies for sustaining their momentum, that provide insight into current practices in graduate education and what future faculty need. (EV)

Offers a model and guidelines for a teacher induction program called the "Performance Enhancement Model," with six essential elements: planning, mentors, seminars, coaching, networking, and celebrating. (SR)

Beginning secondary agriculture teachers (n=23) identified assistance having a major impact: support of students and parents, adequate materials, planning time, curriculum guides, and principal feedback. Also important were feeling in control, students' respectfulness, teaching self-confidence, and student success. (Contains 36 references.) (SK)

Describes how one exemplary support teacher defines and enacts his role with beginning teachers. Based on interview and observation data, the article illustrates specific principles and strategies that shape his mentoring practice and discusses how he learned to do this kind of work, offering a vision of educative mentoring and some ideas about…