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written by Richard Ingersoll and Jeffrey M. Kralik
In recent years there has been a growth in support, guidance and orientation programs – collectively known as induction – for beginning elementary and secondary teachers during the transition into their first teaching jobs. While the particulars of such programs vary widely, they are generally intended to increase the confidence and effectiveness of new teachers, and thus to stem the high levels of attrition among beginning teachers, which estimates place as high as 40-50% within the first five years. Over the past two decades, numerous studies have been done on a variety of different types of induction programs, and this research has been widely cited by both advocates and reformers. It is unclear, however, whether the soundness of much of this research truly justifies the conclusions often taken from it. To help address this issue, the Education Commission of the States commissioned the present effort as a comprehensive and critical review of existing empirical studies on induction programs. This report's primary objective is to provide policymakers, educators and researchers with a reliable assessment of what is known, and not known, about the effectiveness – the value added – of teacher induction programs. In particular, this review focuses on the impact of induction and mentoring programs on teacher retention.
Series Name:  Research Review: Teaching Quality
Subjects Levels Resource Types
Education Practices
- Teacher Preparation
= Induction and Mentoring
- High School
- Middle School
- Community
Intended Users Formats Ratings
- Educators
- text/html
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Free access
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© 2004 Education Commission of the States
Keywords:
induction, mentoring, retention
Record Creator:
Metadata instance created May 23, 2008 by Bernadette Stewart
Record Updated:
November 2, 2010 by John Stewart
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Record Link
AIP Format
R. Ingersoll and J. Kralik, , 2004, WWW Document, (http://www.ecs.org/clearinghouse/50/36/5036.htm).
AJP/PRST-PER
R. Ingersoll and J. Kralik, The Impact of Mentoring on Teacher Retention: What the Research Says, 2004, <http://www.ecs.org/clearinghouse/50/36/5036.htm>.
APA Format
Ingersoll, R., & Kralik, J. (2004). The Impact of Mentoring on Teacher Retention: What the Research Says. Retrieved July 25, 2014, from http://www.ecs.org/clearinghouse/50/36/5036.htm
Chicago Format
Ingersoll, Richard, and Jeffrey M. Kralik. "The Impact of Mentoring on Teacher Retention: What the Research Says." In Research Review: Teaching Quality. 2004. http://www.ecs.org/clearinghouse/50/36/5036.htm (accessed 25 July 2014).
MLA Format
Ingersoll, Richard, and Jeffrey M. Kralik. The Impact of Mentoring on Teacher Retention: What the Research Says. 2004. 25 July 2014 <http://www.ecs.org/clearinghouse/50/36/5036.htm>.
BibTeX Export Format
@techreport{ Author = "Richard Ingersoll and Jeffrey M. Kralik", Title = {The Impact of Mentoring on Teacher Retention: What the Research Says}, Year = {2004} }
Refer Export Format

%A Richard Ingersoll
%A Jeffrey M. Kralik
%T The Impact of Mentoring on Teacher Retention: What the Research Says
%S Research Review: Teaching Quality
%D 2004
%U http://www.ecs.org/clearinghouse/50/36/5036.htm
%O text/html

EndNote Export Format

%0 Report
%A Ingersoll, Richard
%A Kralik, Jeffrey M.
%D 2004
%T The Impact of Mentoring on Teacher Retention: What the Research Says
%U http://www.ecs.org/clearinghouse/50/36/5036.htm


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