A multifaceted approach to teacher induction

By Dana L. Bickmore, Steven T. Bickmore. 2010

152 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/1fafee3e0ee93bf2202a86537301d6a2c4954fdd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. Kunter
2. Thamar Voss
3. E. Hochberg
4. Laura Desimone
5. Andrew C. Porter
6. L. J. Johnson
7. Robert Schwartz
8. Morgan S. Polikoff

Citations in the corpus

• Formal and Informal Mentoring (2014, background): “In considering the bundle of activities that may comprise good induction programs (e.g., D. L. Bickmore & Bickmore, 2010; D. L. Bickmore, Bickmore, & Hart, 2005; S. T. Bickmore & Bickmore, 2010), informal sources of support can help meet the personal needs of teachers, while formal mentoring is…”
• Teachers’ Everyday Professional Development (2016, unknown): “…identity (e.g., Akkerman & Meijer, 2011; Friesen & Besley, 2013), formally organized communities of practice or networks (e.g., Chang, Chen, & Li, 2008; Sun, Garrison, Larson, & Frank, 2014; Wang & Lu, 2012), and teacher induction (e.g., Anthony, Haigh, & Kane, 2011; Bickmore & Bickmore, 2010).”
• “Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, methodology): “Furthermore, we implemented standardized and validated measurement instruments and followed a multifaceted approach to the study of teacher education (Bickmore & Bickmore, 2010).”