Past, Present, and Future Research on Teacher Induction ─ An Anthology for Researchers, Policy Makers, and Practitioners

"This volume brings together the leading thinkers and researchers on teacher induction in a series of helpful chapters that carefully and thoroughly illuminate what we know, what we do not know, and what we need to know. This book is a valuable resource for those concerned... with understanding or helping beginning teachers survive and succeed in our schools."---Richard M. Ingersoll, professor of education and sociology, University of Pennsylvania; author of Who Controls Teachers' Work?

"A good teacher is the most important school-based determinant of student success, so it stands to reason that when we accelerate the effectiveness of our newest teachers ... we begin to close the achievement gap in our schools... Anyone interested in learning more about how teacher induction and mentoring accelerates the effectiveness of new teachers---from theory to program impact---will find this book a valuable resource."---Ellen Moir, chief executive officer, New Teacher Center

"Past, Present, and Future Research on Teacher Induction directly and unapologetically addresses the impact of mentored learning upon the professional development of teachers... Effectively combining theory and application, the book is a must-have resource for teacher educators, P-12 teachers and administrators, policy makers, and anyone else committed to developing effective teacher induction programs."---Annette D. Digby, vice president for academic affairs and provost, Lincoln University; 2009-2010 president of the Association of Teacher Educators

"This volume captures the major components of induction programs theory; policies; research; responsibilities of universities and school districts; impact of technology, ethnicity, and equity; and studies of teacher retention. Its authors and editors bring to the chapters considerable experience with induction and an insider's view, as well as research on the effects of induction on teacher effectiveness and tenure."---W. Robert Houston, Moores Professor of Education, University of Houston

Jian Wang is professor of teacher education in the Department of Curriculum and Instruction, University of Nevada, Las Vegas. He is an editor of the Journal of Teacher Education and a member of the commission on teacher mentoring and induction
Sandra J. Odell is professor of teacher education and chair of the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. She is an editor of the Journal of Teacher Education
Renee T. Clift is associate dean for professional preparation and professor of teaching, learning, and sociocul-tural studies at the University of Arizona