Research Abstracts

The New Teacher Center at the University of California, Santa Cruz is dedicated to promoting excellence in induction. The NTC research division conducts original research studies, evaluation studies, secondary analyses of existing data, and contract research for collaborating institutions.Visit and review our research abstracts and briefs below or download the full pamphlet.

Part 1: Effects of Induction

Student Achievement:

An Investigation of the Effects of Variations in Mentor-Based Induction on the Performance of Students in California
Stephen Fletcher, Michael Strong, and Anthony Villa

An Investigation of the Effects of Teacher Experience and Teacher Preparedness on the Performance of Latino Students in California
Michael Strong and Stephen Fletcher

Does New Teacher Support Affect Student Achievement? Some Early Research Findings
Michael Strong

Retention:

Induction, Mentoring and Teacher Retention: A Summary of the Research
Michael Strong

A Study of Teacher Retention: The Effects of Mentoring for Beginning Teachers
Michael Strong and Linda St. John

Mentoring New Teachers to Increase Retention: A Look at the Research
Michael Strong

Part 2: Mentoring Knowledge and Processes

Mentors' Knowledge and Practices:

Mentors in the Making: Developing New Leaders for New Teachers
Betty Achinstein and Steven Z. Athanases

New Visions for Mentoring New Teachers
Betty Achinstein and Steven Z. Athanases

Mentoring Relationships and New Teacher Learning: Collaboration and Complexity
Betty Achinstein and Anthony Villar

Focusing New Teachers on Individual and Low Performing Students: The Centrality of Assessment in the Mentor's Repertoire of Practice
Steven Z. Athanases and Betty Achinstein

Mentors' Knowledge of Formative Assessment: Guiding New Teachers to Look Closely at Individual Students
Steven Z. Athanases and Betty Achinstein

An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses
Michael Strong and Wendy Baron

Mentor-Novice Conversations about Teaching: A Comparison of Two U.S. and Two Chinese Cases
Jian Wang, Michael Strong, and Sandra Odell

Developing Effective Beginning Teachers through Mentor-Based Induction
Stephen Fletcher and Adele Barrett

Researching the Domains of Mentor Development: The Transition from Veteran Classroom Teacher to Formal Mentor Status
Anthony Villar and Colleen Stobbe

Beyond Mentoring: How the Mentoring Experience Improves the Professional Practice of Experienced Teachers
Susan Hanson and Ellen Moir

Using Retired Teachers as Mentors for Beginning Teachers: An Opportunity or a Hindrance?
Sidney Klein

Supporting the New Principal: Managerial and Instructional Leadership in a Principal Induction Program
Michael Strong, Adele Barrett, and Gary Bloom

Equity Focused Mentoring:

(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice
Betty Achinstein and Adele Barrett

Focusing New Teachers on Diversity and Equity: Toward a Knowledge Base for Mentors
Betty Achinstein and Steven Z. Athanases

Mentors' Knowledge of Equity and Diversity: Maintaining a Bifocal Perspective on New Teachers and Their Students
Betty Achinstein and Steven Z. Athanases

Mentored Learning to Teach for Equity: How Mentors' Conceptions of Equity Inform New Teachers' Practice in Addressing the Needs of Diverse Students
Betty Achinstein, Wendy Baron, and Adele Barrett

Part 3: Policy and Organizational Contexts of Induction

Induction Policy Issues:

Is Mentoring Worth the Money? A Benefit-Cost Analysis and Five-year Rate of Return of a Comprehensive Mentoring Program for Beginning Teachers
Anthony Villar and Michael Strong

Teacher Induction in the Midwest: Illinois, Wisconsin, and Ohio (Download PDF)
Lora Bartlett, Lisa S. Johnson, Diana Lopez, Emily Sugarman, and Marguerite Wilson

Organizational and Political Contexts of Induction and Socialization of Novices:

Are We Creating Separate and Unequal Tracks of Teachers? The Impact of State Policy, Local Conditions, and Teacher Background on New Teacher Socialization
Betty Achinstein, Rodney T. Ogawa, and Anna Speiglman

(In)fi delity: What New Teacher Resistance Reveals about Professional Principles and Prescriptive Educational Policies
Betty Achinstein and Rodney T. Ogawa

Mentors' Organizational and Political Literacy in Negotiating Induction Contexts
Betty Achinstein

New Teacher and Mentor Political Literacy: Reading, Navigating and Transforming Induction Contexts
Betty Achinstein

Building a Community of Learners and Leaders for Transformational Induction: A Case Study of a Network of California Beginning Teacher Support and Assessment Programs
Betty Achinstein