Comprehensive Induction or Add-on Induction: Impact on Teacher Practice and Student Engagement

In recent years, we have seen a rapid expansion of policies and resources devoted to new teacher induction. Most of these policies are based on an assumption that induction programs have a positive influence on teacher quality and student learning. Yet there is little evidence to support claims for such policies regarding the distinct components of induction programs or their effectiveness (Wang, Odell & Schwille, 2008). Scholars have argued for targeted mentoring that addresses the learning needs of beginning teachers with regard to instructional practice (Feiman-Nemser, 2001). Some suggest that induction efforts may increase teacher knowledge, student achievement, teacher satisfaction, and retention (Darling-Hammond, 1999; Fletcher, Strong & Villar, 2008; Smith & Ingersoll, 2004).There is, however, insufficient data to assist educators and policy makers in determining the most effective or critical components of induction programs. There is scant consensus around a number of induction issues, for example: the most effective mentoring condition (full-time or add-on mentoring); the amount of time required to enhance the development of beginning teachers; the amount of professional development mentors need to be effective; and the level of match (subject or grade level) required between mentor and beginning teacher. Furthermore, few studies explore the different components of induction and their effects on teacher and student outcomes.Given such a dearth of evidence and the current state of induction policy, this study was developed to examine differences in student engagement and teacher instructional practice in two types of induction conditions: comprehensive full-time induction and add-on induction. These two conditions differed in- the amount of mentor participation in professional development on induction;- the amount of time mentors could spend on structured observations, reflection, and feedback focused on pedagogy;- mentors' abilities to prioritize induction efforts;- mentors' abilities to serve as liaisons between beginning teachers and administrators; and- the amount of professional development mentors could offer beginning teachers.The goal of this study was to examine the instructional practice of beginning teachers who were mentored in these two conditions and to explore differences in instructional practice and student engagement

Convergence Among the U.S. States: Absolute, Conditional, or Club?

This paper attempts to ascertain which of the convergence hypotheses – absolute, conditional, or club – best describes the economic development of the U.S. states since 1950. We use regression tree analysis to identify convergence clubs among the states and argue that the club characterization of the data dominates the other two. We find three convergence clubs with a state's age and it's initial densities of post offices and telephone cable determining club membership. Abstracting from catch-up effects, those states with higher densities tend to grow faster.

On the Assessment of Stability and Patterning of Speech Movements

Speech requires the control of complex movements of orofacial structures to produce dynamic variations in the vocal tract transfer function. The nature of the underlying motor control processes has traditionally been investigated by employing measures of articulatory movements, including movement amplitude, velocity, and duration, at selected points in time. An alternative approach, first used in the study of limb motion, is to examine the entire movement trajectory over time. A new approach to speech movement trajectory analysis was introduced in earlier work from this laboratory. In this method, trajectories from multiple movement sequences are time- and amplitude-normalized, and the STI (spatiotemporal index) is computed to capture the degree of convergence of a set of trajectories onto a single, underlying movement template. This research note describes the rationale for this analysis and provides a detailed description of the signal processing involved. Alternative interpolation procedures for time-normalization of kinematic data are also considered

Supporting New Teachers of Color and Cultural Diversity

Educators and policy makers are calling for increasing the racial and cultural diversity of the teacher workforce, given the widening cultural gap between students and teachers (see Figure 1), and the widening achievement gap between students of color and White students. Some research suggests teachers of color can address the needs of students of color through culturally relevant practices (Quiocho & Rios, 2000). However, recent studies reveal teachers of color suffer greater job dissatisfaction and higher turnover than White teachers (Ingersoll & Connor, 2008; Marvel et al., 2007).Furthermore, cultural practices of teachers of color, if valued in our schools, need to be developed rather than assumed (Sheets, 2000). Given these circumstances, educators are faced with the following questions:- What factors impact retention and attrition of new teachers of color?- What factors support new teachers of color to develop and implement practices that address the needs of students from culturally and linguistically diverse backgrounds?These questions are addressed by a team of researchers at the New Teacher Center, UCSC in a study that followed 21 teachers of color over five years, from preparation through four years of teaching in high-need California schools serving low-income and high-minority student populations

An Analysis of Major Facilitators to Their Success as Reported by Successful Women Administrators.

This qualitative study was designed to review the history of women in leadership and to evaluate the identified facilitators of success for women in leadership positions. Participants were asked to identify the facilitators that they considered important to their success. The facilitators were then compared to determine the most commonly occurring and the most influential among those cited by the participants. The results reflected those facilitators such as mentoring programs, training programs, as well as informal opportunities. Emotional intelligence was also examined in the context of this research. The findings of this qualitative study yielded the facilitators of success as identified by successful women leaders. Facilitators identified included familial or parental support, intrinsic motivation, educational opportunities, professional growth opportunities, emotional intelligence and mentors

The Impact of Writing Medium on the Quality of Student Writing

The impact of writing medium on student writing was examined through the writing scores and responses of twenty third graders who underwent separate writing treatments involving an authentic audience. Students were pretested on writing ability, systematically assigned to blogger or response journal treatment groups and were posttested on writing ability after their treatment. All participants responded to the same writing prompts and were required to respond to their peers\u27 writing within their respective groups. Findings indicate that both treatments were successful, but blogging was more successful, particularly in the area of mechanics. Combined with qualitative data, these findings suggest that blogging induces more anxiety in students, pressuring them to write higher quality work the immediate feedback from technology and peer conversations that blogging affords leads to its success over journaling

Moves - Spaces - Places

In the complex and multi-layered process of migration and identity-building, classical migration theories and approaches of transnationalism seem no longer able to grasp how belonging and home are to be found in movement. This ethnography leads the reader into the lives of five Jamaican women in Montreal; their daily practices and experiences, their spaces of communion, their memories and projections for the future. Lisa Johnson sheds light on the mobile biographies and migratory agency of her interlocutors by following the intricate mental and physical trajectories of their deep-rooted yearning to return home

Moves - Spaces - Places: The Life Worlds of Jamaican Women in Montreal; An Ethnography

In the complex and multi-layered process of migration and identity-building, classical migration theories and approaches of transnationalism seem no longer able to grasp how belonging and home are to be found in movement. This ethnography leads the reader into the lives of five Jamaican women in Montreal; their daily practices and experiences, their spaces of communion, their memories and projections for the future. The author sheds light on the mobile biographies and migratory agency of her interlocutors by following the intricate mental and physical trajectories of their deep-rooted yearning to return home

Teacher Induction in Kansas City: State Policy, District Trends, and Their Implications

Analyzes findings from a study of teacher induction policy in the Kansas City metropolitan area and illustrates the effects of these policies on district practices governing mentoring, professional development, and new teacher support programs