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Past, Present, and Future Research on Teacher Induction : An Anthology for Researchers, Policy Makers, and Practitioners

By: (Edited by) Jian Wang , (Edited by) Renee T. Clift , (Edited by) Sandra J. Odell

Manufacture on Demand

Ksh 9,900.00

Format: Paperback / Softback

ISBN-10: 160709763X

ISBN-13: 9781607097631

Publisher: Bloomsbury Publishing Plc

Imprint: Rowman & Littlefield Education

Country of Manufacture: GB

Country of Publication: GB

Publication Date: Jul 16th, 2010

Print length: 268 Pages

Weight: 394 grams

Dimensions (height x width x thickness): 22.70 x 15.70 x 2.00 cms

Product Classification: Teaching staff
Teacher training

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This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.
This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators'' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE''s membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.

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