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Record Details - ED399631

Title:
The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers.Beginning Teacher Induction Programs.

Related Items
Principals' Roles in Supporting the Induction of Special Education Teachers How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources The Relationship of Professional Identity to Mentoring for Veteran Teachers in an Urban School District

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Click on any of the links below to perform a new search Title:

The name assigned to the document by the author. This field may Beginning Teacher Induction Programs. also contain sub-titles, series names, and report numbers.

Blazing New Trails: Preparing Leaders to Improve Access and Equity in Today's Schools. The 2011 Yearbook of the National Council of Professors of Educational Administration Revealing the Principal's Role in the Induction Process: Novice Teachers Telling Their Stories More Related Items

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Authors:
Personal author, compiler, or editor name(s); Brock, Barbara L.; Grady, Marilyn L. click on any author to run a new search on that name.

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Descriptors:
Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term.

Administrator Responsibility; Administrator Role; Beginning Teacher Induction; Beginning Teachers; Elementary Secondary Education; Instructional Leadership; Mentors; Principals; Teacher Orientation; Teacher Supervision

Source:
The entity from which ERIC acquires the content, including journal, N/A organization, and conference names, or by means of online submission from the author.

PeerReviewed:
An indication of

N/A

whether the document came from a peer-reviewed U.S. Department of Education or journal publication. Note: Applies primarily to materials published 2004 forward.More Info: Help

Publisher:
Publisher name and contact information, as provided by the N/A publisher; updated only if notified by the publisher.

Publication Date:
The date the document or article was published.

1996-08-00

Pages:
The total number of 20 pages including all frontmatter.

Pub Types:
The type of document (e.g., report) or publication medium.

Speeches/Meeting Papers; Reports Research

Abstract:
A brief narrative description of the journal article, document, or resource.

The literature on first-year teachers identifies the difficulties of this transition period and supports the need for first-year teacher-induction programs. Little attention, however, has been paid to the principal's role in the induction of beginning teachers. This paper presents findings of a study that examined the perceptions of principals and beginning teachers regarding the problems, role expectations, and assistance that pertain

to the first year of teaching. Data were derived from a survey of 75 Nebraska elementary and secondary teachers who were beginning their second year of teaching in both public and nonpublic schools. The response rate was 65 percent (n=49). An additional nine teachers were interviewed. A survey of 75 Nebraska principals from elementary and high schools and from public and nonpublic schools elicited a 75 percent response rate (n=56). Beginning teachers reported that their principals' interaction and guidance were important to them. Both groups ranked classroom management and discipline as the number-one problem. Teachers reported the need for a yearlong induction program that included mentoring. Ninety-four percent of the principals said that they assigned mentors; however, much variance existed in the selection, assignment, and training of mentors. It is suggested that orientation programs be tailored to the school context and teachers' unique needs. (Contains 23 references.) (LMI) Abstractor:
Source of the abstract: ERIC or Author; prior to 2005, N/A abstractor initials appeared at the end of the abstract.

Reference Count:
The number of bibliographic references included in the indexed item.

N/A

Note:
Additional information about the document that does not fit in any of the other fields; not used after 2004.

Paper presented at the Annual Meeting of the National Council of Professors in Educational Administration (50th, Corpus Christi, TX, August 6-10, 1996).

Identifiers:

N/A

An indexing term that provides specific identifying information in a category: geographic names, laws and legislation, or tests and testing.

Record Type:
A high level indicator of the type of material Non-Journal processed, e.g., nonjournal, in the ERIC collection.

Level:
An indication of whether or not the document can be accessed in an ERIC microfiche 1 - Available on microfiche collection. Applicable only to those documents indexed prior to 2005.

Institutions:
The names of authoring organizations, e.g., a research foundation, government N/A agency, school district, or university responsible for the intellectual content of the document.

Sponsors:
The agency or organization that supported or funded the work or production of the document

N/A

via a contract or grant.

ISBN:
International Standard Book Number (ISBN) N/A - a unique number assigned to the document.

ISSN:
International Standard Serial Number (ISSN) N/A - a unique number assigned to the serial or journal.

Audiences:
The author's intended audience.

N/A

Languages:
The name of the primary language in which the document was written. From 2005 forward, primary language is English.

English

Education Level:
The level of education that Elementary Secondary Education is addressed in the document or article.

Direct Link:
URL or DOI provided by the publisher. Links to information on the publishers Web site which may include full text. Back to Search Results
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