Theme+Summary


 * __ Thematic Summary __**

** Beginner Teacher Experiences ** || ** Program Implementation and Components ** || ** Implications for the Educational System ** || ** Mentor **** Experiences ** || Mandel, S. (2006). What new teachers really need. //Educational Leadership//, 63(6), 66-69. Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs. //Journal of Research in Science Teaching//, 43(9), 963-985. Gilles, C., Davis B., & McGlamery, S. (2009). Induction programs that work. //Phi Delta Kappan//, 92(2), 42-27. Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. //Educational Leadership,// 30-33. Kent, A. M., Feldman, P., & Hayes, R. (2009). Mentoring and induction new Teachers into the profession: An innovative approach. //International Journal of Applied Educational Studies//, 5, 73-95. Moir, E. (2009). Acceleration teacher effectiveness: Lessons learned from two decades of new teacher induction. //Phi Delta Kappan//, 91(2), 14-19. Renard, L. (2003). Setting new teachers up for failure…or success. //Educational Leadership//, 60(8), 62-64. Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs. //Journal of Research in Science Teaching//, 43(9), 963-985. Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. //Journal of Teacher Education,// 59(2), 132-152. Youngs, P. (2007). District induction policy and new teachers' experiences: An examination of local policy implementation in Connecticut. //Teachers College Record//, 109(4), 797-836. || Gilles, C., Davis B., & McGlamery, S. (2009). Induction programs that work. //Phi Delta Kappan//, 92(2), 42-27. Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. //Educational Leadership,// 30-33. Kelly, L. M. (2004). Why induction matters. //Journal of Teacher Education,// 55(5), 438-448. Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? //American Educational Research Journal,// 41(3), 681-714. || Huling, L. & Resta, V. (2001). Teacher mentoring for professional development. //ERIC Clearinghouse on Educational Management//. (ERIC Document Service No. ED 460125). National Center for Research on Teacher Learning. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers. East Lansing, Michigan: Feiman-Nemser, S. & Parker, M.B. Wollman-Bonilla, J. E. (1997). Mentoring as a two-way street. //Journal of Staff Development//, 18, 50-52. ||
 * Gonzales, F. & Sosa, A. S. (1993). How do we keep teachers in our classrooms? The TNT Response. **// IDRA, Newsletter //**, **** 1, 6-9. **
 * Gonzales, F. & Sosa, A. S. (1993). How do we keep teachers in our classrooms? The TNT Response. **// IDRA, Newsletter //**, **** 1, 6-9. **
 * Holloway, J. H. (2001). The benefits of mentoring. **// Educational Leadership //**, 58(8), 85-86. **
 * Odell, S. J & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. **// Journal of Teacher Education //**, 43(3), 200-204. **
 * Scott, N. H. (2000). Four years later: Issues in teacher induction. **
 * Tillman, B. A. (2000). Quiet leadership: Informal mentoring of beginning teachers. **// Momentum //**, 31(1), 24-26. **
 * Wong, H. K. (2001). Mentoring can’t do it all: New teachers learn best from systematic induction programs. **// Education Week //**, 20(43), 46-50. ** ||
 * Doerger, D. (2003). The importance of beginning teacher induction in your School. **// International Electronic Journal for Leadership in Learning //**, **// 7 //** . Retrieved from **** http://www.ucalgary.ca/iejll/+Daniel+W.+Doerger **
 * Gonzales, F. & Sosa, A. S. (1993). How do we keep teachers in our classrooms? The TNT Response. **// IDRA, Newsletter //**, **** 1, 6-9. **
 * Holloway, J. H. (2001). The benefits of mentoring. **// Educational Leadership //**, 58(8), 85-86. **
 * Scott, N. H. (2000). Four years later: Issues in teacher induction. **
 * Tillman, B. A. (2000). Quiet leadership: Informal mentoring of beginning teachers. **// Momentum //**, 31(1), 24-26. **
 * Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. **// NASSP Bulletin //**, 88(638), 41-58. **
 * Wong, H. K. (2001). Mentoring can’t do it all: New teachers learn best from systematic induction programs. **// Education Week //**, 20(43), 46-50. **
 * Doerger, D. (2003). The importance of beginning teacher induction in your School. **// International Electronic Journal for Leadership in Learning //**, **// 7 //** . Retrieved from **** http://www.ucalgary.ca/iejll/+Daniel+W.+Doerger **
 * Gonzales, F. & Sosa, A. S. (1993). How do we keep teachers in our classrooms? The TNT Response. **// IDRA, Newsletter //**, **** 1, 6-9. **
 * Odell, S. J & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. **// Journal of Teacher Education //**, 43(3), 200-204. **
 * Holloway, J. H. (2001). The benefits of mentoring. **// Educational Leadership //**, 58(8), 85-86. **