Sign-in
to your account. New Customer?
Register Here.
v1.2
Help
( 0 Item )
Contact Us
SEARCH
(ASCII Only)
Advanced Search
Students
Parents
Teachers
Administrators
Education Level
Elementary School
Middle School
High School
College/University
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
Education Level
Elementary School
Middle School
High School
College/University
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
Education Level
Elementary School
Middle School
High School
College/University
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
Education Level
Elementary School
Middle School
High School
College/University
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
English
Mathematics
Science
Social Studies
Home
|
Teachers
|
College
| ED005090P
Title:
NCEE 2010-4027 Full Rpt Impacts of Comprehensive Teacher Induction Final Results Controlled Study
Author(s):
Language:
Quantity:
For Download Only
Number of Pages:
267
Web Availability:
PDF
Description:
In 2004, the U.S. Department of Education’s Institute of Education Sciences contracted with Mathematica Policy Research to conduct a large-scale evaluation of comprehensive teacher induction. The purpose of the study was to determine whether augmenting the set of services districts usually provide to support beginning teachers with a more comprehensive program improves teacher and student outcomes. This is the study’s third and final report on the program’s impacts. To evaluate the impact of comprehensive teacher induction relative to the usual induction support, we conducted a randomized experiment in a set of districts that were not already implementing comprehensive induction. We assigned 418 elementary schools in 17 urban districts by lottery to either (1) a treatment group whose beginning teachers were offered comprehensive teacher induction or (2) a control group whose beginning teachers received the district’s usual, less comprehensive or intensive induction services. Random assignment ensures that any systematic differences in outcomes between the treatment and control group can be attributed to comprehensive induction.
Publication ID:
ED005090P
ED ID:
ERIC ID:
Date Added:
08/13/2010
Cover Date:
01/01/1900
Education Level:
Elementary
Publication Type:
Research Report
Subject(s):
Elementary education, Mathematics
Audience(s):
Administrators, Principals, Researchers, Teachers
Sign in
to send us comments about the publication
About ED Pubs
Top 10 Publications
Recently Added Publications
FAQs
Español
FIND PUBLICATIONS BY
Audience
Education Level
Language
Publication Type
Subject
ALTERNATIVE ORDERING:
Phone:
1-877-4ED-PUBS
TTY/TDD:
1-877-576-7734
Fax:
1-703-605-6794
Mail:
ED Pubs
P.O. Box 22207
Alexandria, VA
22304
Para español, llame al
1-877-433-7827
Note: To view the Adobe Portable Document Format (PDF) files, you must download
Adobe Reader
.