Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study. NCEE 2010-4027.

By S. Glazerman, Eric Isenberg, Sarah Dolfin, M. Bleeker, Amy Johnson, Mary Grider, M. Jacobus. 2010

234 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/936db78c88eaaccc62570826b8e71195c2915445

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Citations in the corpus

Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement (2015, background): “Of course, many reforms have been tried, including improvements to teacher training, accountability mechanisms, school structures, and curricula, often at high cost and with limited success (e.g., Fullan, 2001; Glazerman et al., 2010).”
Social-Psychological Interventions in Education (2011, background): “For example, of the dozens of randomized controlled trials published by the Institute for Education Sciences in recent years, most have found no effects on student outcomes beyond the initial treatment period, including a one-year new teacher support program (Glazerman et al., 2010), a year-long mid”
The Impact of Induction and Mentoring Programs for Beginning Teachers (2011, methodology): “The Glazerman et al. (2010) study found that it took time—at least 2 years of induction—for any differences in effects to show up in students’ test scores.”
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. (2015, unknown): “There is also some evidence (Glazerman et al., 2010) that a comprehensive induction program providing two years of intensive supports to beginning teachers (e.”
How Does Professional Development Improve Teaching? (2016, background): “One study (Glazerman et al., 2010) mandated school assignments and then offered the program to teachers in treatment schools.”
Does New Teacher Induction Really Improve Retention? (2017, methodology): “Given its ambitions scope and experimental design, the Glazerman et al. (Glazerman et al., 2008; Glazerman et al., 2010) studies provide the strongest evidence to date that induction supports have no causal effect on retention.”
Formal and Informal Mentoring (2014, methodology): “Although our study does not link teacher or student outcomes with the amount of time novice teachers spent with mentors, we consider more time with mentors to be a desirable feature, based on previous research (Glazerman et al., 2010; Rockoff, 2008).”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “…training are increasingly integrating observation and feedback cycles with instructional experts into their designs, it is difficult to disentangle coaching practices from the range of supports provided to new teachers as part of comprehensive induction programs (e.g., Glazerman et al., 2010).”