The Effects of Mentoring/Induction Support on Beginning Teachers' Practices in Early Elementary Classrooms (K-3)
By Barbara Davis, K. Higdon. 2008
86 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/07b8d1a09b94de362af1c5265de9d4ce6e3bec85
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Matthew Ronfeldt
- Michael Strong
- K. McQueen
- J. Cuddapah
- Christine Clayton
- R. Ingersoll
- Carl B. Hancock
- Thomas M. Smith
Citations in the corpus
- Does New Teacher Induction Really Improve Retention? (2017, result): “Though some prior literature has shown early-career induction to be related to teachers’ instructional quality (Davis & Higdon, 2008; Evertson & Smithey, 2000; Stanulis & Floden, 2009) and student achievement (Fletcher & Strong, 2009; Fletcher, Strong, & Villar, 2008; Rockoff, 2008; Thompson, Paek,…”
- The Impact of Induction and Mentoring Programs for Beginning Teachers (2011, background): “…examined the effects of receiving the existing district or school-based mentoring compared to having an additional mentor supplied by the study (Davis & Higdon, 2008; Roehrig et al., 2008); the fourth study examined the effects of receiving the existing district induction program (entailing…”
- When the going gets tough: Direct, buffering and indirect effects of social support on turnover intention (2010, background): “For example, recent work indicates that utilizing school districteuniversity partnerships can be an effectiveway to implementmentorship programs (Davis & Higdon, 2008) or that matching teachers with the same-grade level mentor is most effective in reducing turnover intentions (Parker, Ndoye, &…”
- Using Wenger’s Communities of Practice to Explore a New Teacher Cohort (2011, background): “Goals of learning communities vary, from those that aim to advance student achievement and school reform (DuFour, 2004; Wood, 2007) to those that enhance content knowledge and/or pedagogy (Grossman, Wineburg, & Woolworth, 2000). Lieberman (1996) found that intentional learning communities invite par”