This longitudinal trend study (Gall, Borg & Gall, 1996) examined the
effectiveness of a one-semester university-based teacher induction program as compared
to a two-semester university-based teacher induction program based on the observation
scores of classroom teaching behaviors urban novice teachers exhibited during the first
year of teaching. These scores were further analyzed in relation to the socio-economic
level of the school and the grade level taught. Additionally, the study explored the past
participantsâ perceptions of the teacher induction program components of a one-semester
program and a two-semester program during their fifth year of teaching. Their
perceptions were also examined in relation to the socio-economic level of the school and
the grade level taught.
The study examined the observation scores of classroom teaching behaviors of 145
urban novice teachers participating in either a one-semester or two-semester universitybased
teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching
behaviors. However, the length of the university-based teacher induction program did
not affect the observation scores of classroom teaching behaviors. Further, neither the
socio-economic level of the school nor the grade level taught affected the observation
scores of classroom teaching behaviors.
Although the three components of the university-based teacher induction program
received high means, 82 past participants of a one-semester or a two-semester teacher
induction program responding to the Teacher Induction Program Participant Survey
(TIPPS) recognized formative observation as the most effective component. Peer
support and professional development were perceived second and third respectively. No
statistical significant differences of the one-semester or two-semester past participantsâÂÂ
perceptions of peer support, professional development or formative observation were
found related to the socio-economic level of the school or the grade level taught.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/4265 |
| Date | 30 October 2006 |
| Creators | Moon Merchant, Vickie V |
| Contributors | Carter, Norvella P. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | 2245679 bytes, electronic, application/pdf, born digital |
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