Inductive Approach (Inductive Reasoning) - Research.
Beyond Traditional School-Based Teacher Induction. Surrette, Timothy N. ProQuest LLC, Ed.D. Dissertation, University of Cincinnati. A challenge for public schools is to successfully support and professionally develop early career teachers and thereby prepare them for long and successful careers in education. Multiple studies have indicated high levels of turnover in the profession of teaching.State Policy Review: Teacher Induction 1. Teachers Served: State policy should require that all teachers receive induction support during their first two years in the profession. The state requires all first-year teachers to participate in an induction program. Newly employed educators with prior school experience, substitute teachers, and other.Studies have shown school districts across the United States strive to meet the needs of first-year teachers by adding various components within a beginning teacher induction program. The purpose of this study was to determine if a relationship existed between beginning teacher induction programming and the overall TEAM observation scores of beginning teachers over a two-year period.
The purpose of this study was to describe the relationship between the degree of implementation of teacher induction programs and the teacher retention rates for high-performing rural school districts. For the purposes of this study, rural school districts were defined as those with 650 or fewer students enrolled. The sample population was 291.In recent years, teacher induction programs have been implemented to circumvent attrition in hopes of retaining novice teachers. These programs often pair novice teachers with veteran teachers. This qualitative study investigated teachers’ and leaders’ perceptions of the effectiveness of their induction program's influence in retaining.
AACTE to Award Dissertation on Teacher Identity for Inclusion in Urban Schools. By Kristin McCabe. AACTE will honor Molly Baustien Siuty, assistant professor of inclusive teacher education at Portland State University (OR), with the 2018 AACTE Outstanding Dissertation Award for her study (Re)constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.
