An evolving district level induction program for special education teachers
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study is an action research looking at the new teachers, their mentors, and administrators and what each of these groups in a school can do to improve retention of teachers, especially special education teachers in a public school. The changes made through three cycles of action research indicated that retention in this school had improved from the first cycle to the third. A large part of the improved retention was a focus on acculturation, induction activities before the school year began and throughout the school year, and working closely with a mentor.
Access is limited to the campuses of the University of Missouri.