Keeping New Teachers: A First Look at the Influences of Induction in the Chicago Public Schools. Research Report.

By Kapadia, Kavita, V. Coca. 2007

135 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5a2fad8c2bfb895f8e932b95df2ade8b248f30f3

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Citations in the corpus

The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, methodology): “These results coincide with those of Smith and Ingersoll (2004) and Kapadia et al. (2007), whose studies also showed positive benefits associated with more comprehensive induction support.”
Formal and Informal Mentoring (2014, unknown): “…mentoring thought to improve teacher confidence, knowledge, and instruction; raise student achievement; and increase retention (e.g., Ingersoll & Kralik, 2004; S. M. Johnson & Birkeland, 2003; Kapadia & Coca, 2007; Stanulis & Floden, 2009; Stanulis, Little, & Wibbens, 2012; Villar & Strong, 2007).”
The Impact of Induction and Mentoring Programs for Beginning Teachers (2011, background): “In 2005, Kapadia et al. (2007) evaluated district-wide induction programs in the Chicago”
Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers (2016, background): “Kapadia, Coca, and Easton (2007) and Duke, Karson, and Wheeler (2006) measured teachers’ intentions to stay but did not confirm whether self-reported intentions are strongly related to actual attrition.”
Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction (2019, methodology): “Kapadia, Coca, and Easton (2007) reinforced this finding that it is not enough for an ECT just to have a mentor – the mentorship needs to be of high quality for it to impact upon attrition rates.”