This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Bartlett, L. Articles by Johnson, L. S. Social Bookmarking                         What's this?

The Evolution of New Teacher Induction Policy: Support, Specificity, and Autonomy

^* To whom correspondence should be addressed. E-mail: lorab{at}ucsc.edu.

	Abstract

This article analyzes the findings from a three-state study of teacher induction policy. It looks within and across Illinois, Ohio, and Wisconsin to explore the landscape and experience of teacher induction. Although the orientation and conception of each state's policy is similar, the states represent three different structural approaches to induction policy. Based on interviews with state-level and urban district respondents and a review of relevant documents, this article explores the evolution of state-level induction policy and finds that states need to strike a balance between specificity and autonomy in crafting policy that supports effective and equitable induction policy.

First published on October 22, 2009
Educational Policy 2009, doi:10.1177/0895904809341466


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?