Jeffrey Keese , Christopher G. Thompson , Hersh C. Waxman , Karen McIntush , Megan Svajda-Hardy
{"title":"A Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs","authors":"Jeffrey Keese , Christopher G. Thompson , Hersh C. Waxman , Karen McIntush , Megan Svajda-Hardy","doi":"10.1016/j.edurev.2022.100505","DOIUrl":null,"url":null,"abstract":"<div><p>This meta-analysis evaluates research literature published from 2010 to 2019 on the topics of novice teacher induction and mentoring programs. Findings included that, overall, induction and mentoring programs had statistically significant effects on teacher and student outcomes such as retention, efficacy, and achievement (Intervention studies: <span><math><mrow><msub><mover><mi>θ</mi><mo>ˆ</mo></mover><mi>i</mi></msub></mrow></math></span> = 0.166, <em>p</em> = .036; Correlational studies: <span><math><mrow><msub><mover><mi>θ</mi><mo>ˆ</mo></mover><mi>c</mi></msub></mrow></math></span> = 0.273, <em>p</em> < .001). Additional analyses revealed that the “comprehensiveness” of these induction programs did not significantly predict higher effects. Last, effects seen in the important Glazerman et al. (2010) study were found to be significantly lower than those observed in other similar studies.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"38 ","pages":"Article 100505"},"PeriodicalIF":9.6000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X22000744","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This meta-analysis evaluates research literature published from 2010 to 2019 on the topics of novice teacher induction and mentoring programs. Findings included that, overall, induction and mentoring programs had statistically significant effects on teacher and student outcomes such as retention, efficacy, and achievement (Intervention studies: = 0.166, p = .036; Correlational studies: = 0.273, p < .001). Additional analyses revealed that the “comprehensiveness” of these induction programs did not significantly predict higher effects. Last, effects seen in the important Glazerman et al. (2010) study were found to be significantly lower than those observed in other similar studies.
期刊介绍：
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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