NORTI Research Center

Research articles submitted for your review

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A Survival Guide: Seven Practices All Beginning Teachers Should Know
by Dr. Derrick Davis, Alabama A&M University
More than 50% of beginning teachers leave the profession within their first five years in the classroom. In the article, A Survival Guide: Seven Practices All Beginning Teachers Should Know, the author discusses key practices that new teachers should implement within the classroom that will enable them to be more successful their first year in the classroom. Equally important, the article also addresses those practices new teachers should avoid from using sarcasm in the classroom to ignoring classroom rules and beyond . The Survival Guide addresses those key ingredients that all beginning, and even experienced teachers, can benefit from in order to not only have a successful first year, but to aid in the overall development of new teachers in order to have a successful teaching career and stay in the profession altogether.
Submission date - 09/23/2007 09:13 AM
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Teacher Induction in Kansas City: State Policy, District Trends, and Their Implications
by Dr. Lisa Johnson, New Teacher Center
This paper analyzes the findings from a study of teacher induction policy in the Kansas City Metropolitan Area. It looks at 13 districts in the states of Kansas and Missouri to explore the landscape and experience of teacher induction. Special attention is paid to each state’s policy regarding induction as well as the enactment of induction in urban, suburban and rural school districts.
Submission date - 09/17/2007 01:26 PM
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Is Mentoring Worth the Money - NCTAF Presentation
by Drs Liam Goldrick and Michael Strong, New Teacher Center, University of California Santa Cruz
This is a set of PowerPoint slides from a presentation at the 2007 NCTAF Symposium in Philadelphia
Submission date - 07/20/2007 12:31 AM
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The Relation Between Years of Teaching Experience and Student Achievement
by Dr Anthony Villar, Michael Strong and Stephen Fletcher, New Teacher Center, University of California Santa Cruz
REVISED PAPER. Existing research suggests that teacher experience has a weak positive relationship with student achievement that is only visible during the first few years of a teacher’s career. This paper analyzes five years of elementary-level student achievement scores linked to teachers in order to examine the relative contribution of teacher experience to teacher productivity, while taking into account teacher, classroom, and student effects. Findings are that, in general, experience is a poor predictor of teacher effectiveness, that reading and mathematics have different relationship curves from one another, and that a measure of teacher effects is best approached by examining the data that relate the teacher to the student rather than the teachers and their past. Policy and educational implications are drawn.
Submission date - 02/21/2007 03:08 PM
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Pedagogy and teacher induction: A critical moment in professional development
by Dr Jennifer Gore, Cheryl Williams James Ladwig, University of Newcastle, Australia
This paper explores factors in the professional learning and pedagogical success of early career teachers.
Submission date - 02/16/2007 03:22 PM
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Is Mentoring Worth the Money? A Benefit-Cost Analysis and Five-year Rate of Return of a Comprehensiv
by Dr Anthony Villar and Michael Strong, New Teacher Center, University of California Santa Cruz
REVISED VERSION. This study describes a benefit-cost analysis of a comprehensive mentoring program for beginning teachers conducted in a medium-sized California school district. Using actual program cost information and data on student achievement, teacher retention, and mentor evaluations, we performed a benefit-cost analysis to determine whether comprehensive mentoring for beginning teachers makes financial sense. The data showed that, contrary to expectations, increases in teacher effectiveness yielded greater savings than the reduction in costs associated with teacher attrition. Overall, the benefit cost analysis showed that, after five years, an investment of one dollar produces a positive return to society, the school district, the teachers, and the students, and the state almost recoups its expenses. Implications are drawn for both education and public policy.
Submission date - 02/16/2007 03:06 PM
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How to Use Research to Argue for Quality Mentoring Programs
by Liam Goldrick and research team, New Teacher Center, University of California Santa Cruz
A power point presentation from the NTC Symposium, 2007, session 19B.
Submission date - 02/15/2007 04:26 PM
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Focusing New Teachers on Diversity and Equity: Toward a Knowledge Base for Mentors
by Betty Achinstein Steven Z.Athanases, New Teacher Center, University of California, Santa Cruz and University of California, Davis
Preparing new teachers for diversity has generated widespread interest in mentoring, yet little research has explored a knowledge base for equity-focused mentoring. Drawing on expertise of mentors and a case study, this article builds a framework for focusing novices on equity and highlights challenges in tapping this knowledge base.
Submission date - 02/04/2007 05:39 PM
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Toward a Pedagogical Framework
by Ms. Squirrel Main, The University of Auckland
An initial structural analysis of New Zealand’s induction programmes, using preliminary literature review and survey results from 194 beginning teachers from 121 low-decile primary schools. Frequency and perceived effectiveness of current induction practices create a snapshot of the pedagogical framework using the foci of collaboration, reflection, purpose, and capacity.
Submission date - 10/16/2006 11:18 PM
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CPEC Project Evaluation Report
by Drs. Michael Strong and Stephen Fletcher, The New Teacher Center @ UCSC
The New Teacher Center received funds from the California Post-Secondary Education Commission to create a summer school program designed to provide professional development for high school teachers and improve the achievement of struggling students. This report describes the evaluation of the project.
Submission date - 11/16/2006 01:35 PM
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An Investigation of the Effects of Variations in Mentor-Based Induction on the Performance of Studen
by Dr. Stephen Fletcher, Michael Strong, The New Teacher Center @ UCSC
Policy makers are concerned about teacher shortages and the high rate of attrition among new teachers. Mentor-based induction has been shown to reduce the numbers of new teachers leaving schools or the profession. However, staying in the profession does not mean new teachers are effective in helping students learn. Three districts with mentor-based induction programs agreed to supply us with the achievement data of elementary students taught by novice teachers. Hierarchical linear modeling analysis showed that mentor-based induction can have a positive effect on student achievement if the program allows for weekly contact and mentor selectivity is high.
Submission date - 11/07/2006 10:50 AM
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Beyond Mentoring: The Career Paths of Mentor Teachers
by Dr. Susan Hanson and Ellen Moir, The New Teacher Center @ UCSC
This paper is the written version of the authors 2006 AERA presentation. It follows the educational careers of 50 beginning-teacher mentors after they leave mentoring.
Submission date - 10/05/2006 11:07 AM
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Using Retired Educators as Beginning Teacher Mentors:An Opportunity or Hindrance?
by Mr. Sid Klein, New Teacher Center @ UCSC
This study investigates the interest, viability, and effectiveness of using retired teachers and administrators in mentoring roles for beginning teachers. The study was conducted in Nortern California over the 2003-4 school year. Findings are drawn from data collected through focus groups, survey, and individual interviews with retired teacher mentors, beginning teachers, and veteran teacher mentors.
Submission date - 02/02/2006 01:33 PM
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Executive Summary: Teacher Induction in the Midwest: Illinois, Wisconsin, and Ohio
by Dr. Lora Bartlett, Lisa Johnson Diana Lopez, Emily Sugarman, M, University of California at Santa Cruz
This download will access the 22 page Executive Summary of the paper Teacher Induction in the Midwest: Illinois, Wisconsin and Ohio.
Submission date - 11/28/2005 12:02 AM
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Teacher Induction in the Midwest: Illinois, Wisconsin, and Ohio
by Lora Bartlett, Lisa Johnson, Diana Lopez, Emily Sugarman, University of California at Santa Cruz
This paper analyzes the findings from a three-state study of teacher induction policy. It looks within and across the states of Illinois, Ohio, and Wisconsin to explore the landscape and experience of teacher induction.
Submission date - 11/02/2005 05:44 PM
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Research Report to Applied Materials
by Dr. Stephen Fletcher Michael Strong, New Teacher Center, University of California Santa Cruz
This report describes three research studies conducted by the New Teacher Center at the University of California, Santa Cruz. The first study addressed student achievement gains at Evergreen Valley High School EVHS . The second study sought to explore the effects of a summer lab program on student achievement of 8th graders. The third study examined beginning teacher development at EVHS
Submission date - 08/02/2005 03:55 PM
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Researching the domains of mentor development: The transition from veteran classroom teacher to form
by Anthony Villar Colleen Stobbe, University of California
This is PowerPoint presentation of the paper, by the same name, presented at the 2005 New Teacher Center Symposium Issues of mentor development and effectiveness have received surprisingly little attention in academic inquiries of new teacher induction despite insistence that such programs provide meaningful opportunities for professional development. Up to this point, inquiry into the field of induction has focused on the habits and practices of new teachers but ignored similar matters for new mentors. Using focus group discussions, survey responses, personal communications and journal reflections of 1st, 2nd and 3rd year mentors over two years, we take the initial steps to explore and advance a theory of mentor development.
Submission date - 02/17/2005 11:23 AM
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Researching the Domains of Mentor Development: The Transition from Veteran Classroom Teachers to Fo
by Anthony Villar Colleen Stobbe, University of California
Issues of mentor development and effectiveness have received surprisingly little attention in academic inquiries of new teacher induction despite insistence that such programs provide meaningful opportunities for professional development. Up to this point, inquiry into the field of induction has focused on the habits and practices of new teachers but ignored similar matters for new mentors. Using focus group discussions, survey responses, personal communications and journal reflections of 1st, 2nd and 3rd year mentors over two years, we take the initial steps to explore and advance a theory of mentor development.
Submission date - 02/17/2005 11:19 AM
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Why Induction Matters
by Dr. Richard Ingersoll, University of Pennsylvania
PowerPoint slides of Keynote address
Submission date - 02/16/2005 04:36 PM
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The Benefits and Challenges of Using Retired Educators as Beginning Teacher Mentors
by Sid Klein, New Teacher Center, University of California, Santa Cruz
This is a PowerPoint presentation from the 7th National New Teacher Center Symposium, Feb 1, 2005.
Submission date - 02/04/2005 03:47 PM
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