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Analyzing State Policies and Programs for Beginning Teacher Introduction: A Comprehensive Framework

Author(s):
Wang, Aubrey H.; Tregidgo, Alyson; Mifsud, Venus A.
Publication Year:
2002
Report Number:
RR-02-21
Source:
ETS Research Report
Document Type:
Report
Page Count:
35
Subject/Key Words:
Beginning Teachers, Beginning Teacher Induction, Educational Initiatives, State Policies and Programs

Abstract

Application of this framework to the current policy guidelines of sixteen heterogeneous states in terms of state activities in educational initiatives found that funded mandatory policies on beginning teacher induction: a) are less fragmented, b) have a stronger state role, c) are heterogeneous in their program features, d) have a narrower definition of what constitutes a beginning teacher, and e) generally provide stronger incentives for mentor teachers to participate.

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