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Home
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Teachers
| 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
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