Research
Read the below article for evidenced-based information about the positive effects of providing veteran, experienced teachers for new teachers in their early careers.
The Positive Effect of Supporting Early Career Teachers: Cited References from PDF
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- 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
- Johnson, S., & Birkeland, S. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617
- Sizer, T. (1992). Horace’s compromise: The dilemma of the American high school. Boston, MA: Houghton Mifflin.
- iIngersoll, R., & Perda, D. (2010b). How high is teacher turnover and is it a problem? Consortium for Policy Research in Education, University of Pennsylvania
- Murnane et al. (1991). Who will teach?: Policies that matter. Cambridge, MA: Harvard University Press
- 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
- 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.
- 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.
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ASMP gathers data about student and teacher performance under an ASMP mentor. Published biannually since 2004.
- Research Summary 2004-2020 (PDF)
- Research Summary 2004-2018 (PDF)
- Research Summary 2004-2016 (PDF)
- Research Summary 2004-2014 (PDF)
- Research Summary 2004-2012 (PDF)
- Research Summary 2004-2010 (PDF)
- Research Summary 2004-2008 (PDF)
- Research Summary 2004-2018 (PDF)
- Research Summary 2004-2016 (PDF)
- Research Summary 2004-2014 (PDF)
- Research Summary 2004-2012 (PDF)
- Research Summary 2004-2010 (PDF)
- Research Summary 2004-2008 (PDF)
- No Dream Denied: A Pledge to America's Children (PDF)
- Preparing and Training Professionals: Comparing Education to Six other Fields (PDF)
- Making Sense of Leading Schools: A National Study of Principalship (PDF)
- Connecting Mentor to Student Achievement in Alaska: Results and Policy Implications (PDF)
The only study of comprehensive mentoring to date using a randomized controlled trial (RCT) was conducted by Mathematica Policy Research (MPR). The study compared comprehensive induction support (represented by a treatment derived from programs developed by the New Teacher Center (NTC) and ETS, Educational Testing Service) with business-as-usual mentoring across 17 large school districts. The method included random assignment at the school level and controlled for a number of demographic variables for both students and teachers. The findings for each of the three years of the study can be found at:
- Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study
- Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study
- Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study
In 2011 the Alaska Statewide Mentor Project was awarded a $15 million grant from the U.S. Department of Education, Investing in Innovation grants, known as "i3" that carried along with it a 10% match from private funds. The Alaska Statewide Mentor Project’s grant application was one of just 23 selected for funding. The funding, which started in January 2012, allows ASMP to serve more teachers in urban districts of Alaska than ever before while conducting a randomized controlled trial to assess the effectiveness of the mentoring model.
A thorough review of research conducted around the nation on teacher mentoring can be found in Effective Teacher Induction and Mentoring: Assessing the Evidence by Michael Strong.
Research from the New Teacher Center at the University of California, Santa Cruz:
The New Teacher Center (NTC) research division conducts studies related to mentoring
and the first two years of a teacher's or principal's career. The research division
also conducts evaluation studies on NTC projects, secondary analyses of existing data,
and contract research for collaborating institutions.
NTC researchers publish their findings at national conferences such as American Educational Research Association (AERA), in NTC Working Papers, in refereed journals, and through the Network of Researchers on Teacher Induction (NORTI), accessible through the New Teacher Center website. Reports, draft papers, and finished research papers related to many of the above-mentioned studies are available for download.
Other Online Research Resources:
- American Educational Research Association
- Center for Research In Educational Policy
- Educational Research Service
- Educational Resource Information Center (known as "ask ERIC")
- Harvard University Civil Right Project
- Institute of Social and Economic Research (ISER) at the University of Alaska, Anchorage
- National Center for Research on Teacher Learning
- National Center for Restructuring Education, Schools, and Teaching