Description
Volume XIV of the Teacher Education Yearbook addresses research on teacher induction. It is designed to provide teachers and teacher educators with current research on and practical guidelines for introducing new teachers to educating.
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The 12 papers in this collection present recent research on different approaches to new teacher induction, the mentoring experience, and the effectiveness of mentoring programs. Topics include a comparison of two induction models in one urban district, mentor disposition as professional judgment and action, and the effects of a mentoring program on teacher performance, efficacy, and retention. No index is provided. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)
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