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New-Teacher Induction 2.0
ARTICLE

Journal of Digital Learning in Teacher Education Volume 28, Number 1, ISSN 2153-2974

Abstract

The purpose of this program evaluation study was to design, implement, and evaluate the effectiveness of incorporating an online learning community as part of a comprehensive new-teacher induction program. The researcher, who serves as the middle school principal and new induction coordinator for the school district, used a mixed-method approach to collect and analyze the results of the study. First, the researcher created an online learning community model based on the results of a comprehensive review of literature and a previous year's pilot study. Next, the researcher implemented an online learning community in the form of a wiki. The study evaluated the implementation of the model through the perspectives of all the participants: new teachers and contributors (veteran teachers, principals, central office administrators, and professors from schools of education). The data (pre- and postsurveys, questionnaires, and focus-group sessions) revealed positive results for the new induction online learning community format. (Contains 9 tables and 3 figures.)

Citation

Taranto, G. (2011). New-Teacher Induction 2.0. Journal of Digital Learning in Teacher Education, 28(1), 4-15. Retrieved February 16, 2019 from .

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Cited By

  1. Induction and professional development of teachers. Pilot experience of Newly Qualified Teachers 2014/2015

    Giuseppina Mangione, Maria Pettenati, Alessia Rosa, Patrizia Magnoler & Pier Rossi

    Journal of e-Learning and Knowledge Society Vol. 12, No. 3 (Jun 22, 2016)

  2. New Teacher Academies: Building Digital Teacher Induction through Blogs and Social Media

    Amanda Hurlbut, Sarah McMahan, Rebecca Fredrickson & Karen Dunlap, Texas Woman's University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2274–2279

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