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Report: Impacts of Comprehensive Teacher Induction:Results from the Second Year of a Randomized Controlled StudyCategoriesAreasPRACTITIONER:leadership for learning, SCHOOL:governance and leadership for equity, DISTRICT:inclusive leadership for equity and outcomes AuthorsEric Isenberg , Steven Glazerman , Martha Bleeker , Amy Johnson , Julieta Lugo-Gil , Mary Grider , Sarah Dolfin , Edward Britton , Melanie Ali Published2009 PublisherNational Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education AbstractThe report, Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study, compares outcomes of teachers offered intensive induction activities with full-time mentors to those of teachers with less intensive, less structured induction activities using an experimental study design. This second report includes information from10 districts in which teachers were offered one year of comprehensive induction services ("one-year" districts) and 7 districts in which teachers were offered two years of comprehensive induction services ("two-year" districts). In two-year districts, treatment teachers reported receiving more support than did their counterparts during their second year in the classroom. For one-year districts, treatment teachers received less support than their counterparts during their second year in the classroom. In both one-year and two-year districts, there was no impact on teacher retention rates or overall student achievement. Files |
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