Publications & Research

The Positive Effect of Supporting Early Career Teachers: What the Research Finds (PDF)

  The Positive Effect of Supporting Early Career Teachers: Cited References from PDF

References:

  1. Ingersoll, R. and Strong, M. (2011). "The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research." Review of Education Research. Vol. 81(2), 201-233. doi: 10.3102/0034654311403323 
  2. Johnson, S., & Birkeland, S. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617 
  3. Sizer, T. (1992). Horace’s compromise: The dilemma of the American high school. Boston, MA: Houghton Mifflin. 
  4. iIngersoll, R., & Perda, D. (2010b). How high is teacher turnover and is it a problem? Consortium for Policy Research in Education, University of Pennsylvania
  5. Murnane et al. (1991). Who will teach?: Policies that matter. Cambridge, MA: Harvard University Press
  6. Glazerman, S., et al. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study. NCEE 2010-4027. Wash., DC: U.S. DOE
  7. Thompson, et al. (2004). Study of the impact of the California formative assessment and support system for teachers; Report 2: Relationship of 52 BTSA/CFASST engagement and teacher practices. ETS-RR-04-31. Washington, DC: Educational Testing Service.  
  8. Cohen, B., & Fuller, E. (2006). Effects of mentoring and induction on beginning teacher retention. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.