Lost at Sea: Summary Results of a Meta-Analysis of the Efficacy of Teacher Induction and Implications for Administrative Practice

Autor/inn/en	Shockley, Robert; Watlington, Eliah; Felsher, Rivka
Titel	Lost at Sea: Summary Results of a Meta-Analysis of the Efficacy of Teacher Induction and Implications for Administrative Practice
Quelle	In: AASA Journal of Scholarship & Practice, 8 (2011) 3, S.12-25 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Qualitative Research; Meta Analysis; Program Effectiveness; Beginning Teachers; Beginning Teacher Induction; Teacher Persistence; Faculty Mobility; Mentors; Role; Instructional Leadership; Florida + Suchen Sie Ihr Suchwort? Qualitative Forschung; Meta-analysis; Metaanalyse; Junior teacher; Junglehrer; Rollen; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	This paper summarizes a qualitative meta-analysis of the empirical research on the effectiveness of teacher induction programs over the last decade for the purpose of identifying the essential elements that make them effective in reducing teacher attrition. The study used Herzberg's two-factor theory of motivation as the theoretical framework for analysis. Study conclusions indicate a lack of research measuring the effectiveness of induction programs with inconsistent results regarding their efficacy. Induction programs are on the rise, vary in length and structure, and often focus solely on mentoring. Comprehensive induction may not be as effective as believed with hygiene and motivational factors possibly confounding results. Implications include the need for a comprehensive definition of induction utilizing motivational theory as the framework. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10