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Organization and effectiveness of induction programs for new teachers

Author: Thomas M Smith; Laura M Desimone; Andrew C Porter; National Society for the Study of Education.
Publisher: New York : Teachers College, Columbia University, [2012]
Series: Yearbook of the National Society for the Study of Education, 111th, pt. 2.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
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Document Type: Book
All Authors / Contributors: Thomas M Smith; Laura M Desimone; Andrew C Porter; National Society for the Study of Education.
OCLC Number: 812481546
Notes: "National Society for the Study of Education The 111th Yearbook Issue 2."
Description: vi, 220-498 pages ; 23 cm.
Contents: Learning to teach: an agenda for research on the induction and mentoring of beginning teachers / Thomas M. Smith, et. al. --
The motivation of teachers to produce human capital and conform to their social contexts / Peter Youngs, et. al. --
Addressing the mathematics-specific needs of beginning mathematics teachers / Edward Britton --
Mentoring for diversity and equity: focusing on students of color and new teachers of color / Betty Achinstein --
Learning to teach in New York City: how teachers and schools jointly determine the implementation of a district wide mentoring program / Pam Grossman, et. al. --
Creating conditions for serious mentoring: implications for induction policy / Sharon Feiman-Nemser and Cynthia L. Carver --
New teacher induction: in and out of cyberspace / Barnett Berry and Ann Byrd --
Examining the effects of new teacher induction / Marjorie E. Wechsler, et. al. --
Subject-specific induction programs: lessons from science / Julie Luft --
The state of teacher induction in urban America / Martha Bleeker, et. a. --
What the research tells us about the impact of induction and mentoring programs for beginning teachers / Richard M. Ingersoll and Michael Strong --
Key lessons about induction for policy makers and researchers / Andrew J. Wayne.
Series Title: Yearbook of the National Society for the Study of Education, 111th, pt. 2.
Responsibility: Thomas M. Smith, Laura M. Desimone, Andrew Porter, editors.

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