The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research

Published in the June 2011 issue of the Review of Educational Research, the objective of this 32-page paper is to provide policymakers, educators, and researchers with a reliable assessment of what is known, and not known, about the effectiveness of beginning teacher induction and mentoring programs -- that is, empirical studies that address the question: do induction and mentoring matter? A secondary objective of this project is to identify important research questions concerning teacher induction that have not yet been addressed. 

Citation:
Ingersoll, R., & Strong, M. (2011, June). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233