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 https://www.learntechlib.org/p/54442/.

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Keywords

• Beginning Teacher Induction
• communities of practice
• distance education
• electronic learning
• focus groups
• instructional design
• Instructional Development
• online courses
• Pilot Projects
• Pretests Posttests
• professional development
• Program Evaluation
• Program Implementation
• Questionnaires
• Teacher Surveys
• teaching methods
• Technology Uses in Education