Key Lessons about Induction for Policy Makers and Researchers

Bleeker M. , Dolfin S. , Johnson A. , Glazerman S. , Isenberg E. , & Grider M. (2012). The state of teacher induction in urban America. NSSE Yearbook, 111(2), 443–465.

Britton E. (2012). Addressing the mathematics-specific needs of beginning mathematics teachers. NSSE Yearbook, 111(2), 273–288.

Constantine J. , Player D. , Silva T. , Hallgren K. , Grider M. , & Deke J. (2009). An evaluation of teachers trained through different routes to certification (NCEE 2009-4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Decker P. T. , Mayer D. P. , & Glazerman S. (2004). The effects of Teach for America on students: Findings from a national evaluation. Princeton, NJ: Mathematica Policy Research.

Garet M. S. , Cronen S. , Eaton M. , Kurki A. , Ludwig M. , Jones W. , … Sztejnberg L. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Garet M. , Wayne A. , Stancavage F. , Taylor J. , Walters K. , Song M. , … Warner E. (2010). Middle School Mathematics Professional Development Impact Study: Findings after the first year of implementation (NCEE 2010-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Grossman P. , Loeb S. , Myung J. , Boyd D. , Lankford H. , & Wyckoff J. (2012). Learning to teach in New York City: How teachers and schools jointly determine the implementation of a districtwide mentoring program. NSSE Yearbook, 111(2), 309–341.

Luft J. (2012). Subject-specific induction programs: Lessons from science. NSSE Yearbook, 111(2), 417–442.

Ingersoll R. M. , & Strong M. (2012). What the research tells us about the impact of induction and mentoring programs for beginning teachers. NSSE Yearbook, 111(2), 466–490.

National Commission on Teaching and America's Future. (1996). What matters most: Teaching for America's future. New York: Author.

Smith T. , & Ingersoll R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.

Wechsler M. E. , Caspary K. , Humphrey D. C. , & Matsko K. K. (2012). Examining the effects of new teacher induction. NSSE Yearbook, 111(2), 387–416.

Weisberg D. , Sexton S. , Mulhern J. , & Keeling D. (2009). The widget effect: Our national failure to acknowledge and act on teacher effectiveness. New York, NY: The New Teacher Project.

Yoon K. S. , Duncan T. , Lee S. W.-Y. , Scarloss B. , & Shapley K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.

Youngs P. , Frank K. , Thum Y. M. , & Low M. (2012). The motivation of teachers to produce human capital and conform to their social contexts. NSSE Yearbook, 111(2), 248–272.