The Importance of Principals: Site Administrators' Roles in Novice Teacher Induction.

By A. Wood. 2005

118 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8b82a8b50c397e22c2f71590cfd4af071ca42af4

How researchers see this paper

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

1. Judith Peters
2. J. Pearce
3. Lisa H. Papatraianou
4. R. Stanulis
5. Rosie Le Cornu
6. A. Wood
7. Caroline F. Mansfield
8. J. Byrne

Citations in the corpus

• Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs (2009, background): “…to discuss student work, (3) observations in novice teachers’ classrooms, (4) collaborative observations by novice teachers and their mentors of other experienced teachers’ classrooms, and (5) site-based formal and informal ways in which novice teachers can interact with each other (Wood, 2005).”
• Relationships and early career teacher resilience: a role for school principals (2012, methodology): “McCormack, Gore, & Thomas, 2006; McCormack & Thomas, 2003) and overseas (see, e.g. Flores & Day, 2006; Wood, 2005) have found that school principals have an important role to play both in developing collaborative school cultures and supporting early career teachers.”
• Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “This confirms the key role that leaders play in establishing collaborative learning cultures (Peters & Pearce, 2012; Wood, 2005).”