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Teacher Fellows: A School/University Partnership for Beginning Teachers

Teacher Fellows: A School/University Partnership for Beginning Teachers

Barbara H. Davis, Terri Cearley-Key
Copyright: © 2016 |Pages: 14
ISBN13: 9781522502043|ISBN10: 1522502041|EISBN13: 9781522502050
DOI: 10.4018/978-1-5225-0204-3.ch013
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MLA

Davis, Barbara H., and Terri Cearley-Key. "Teacher Fellows: A School/University Partnership for Beginning Teachers." Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, et al., IGI Global, 2016, pp. 281-294. https://doi.org/10.4018/978-1-5225-0204-3.ch013

APA

Davis, B. H. & Cearley-Key, T. (2016). Teacher Fellows: A School/University Partnership for Beginning Teachers. In T. Petty, A. Good, & S. Putman (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning (pp. 281-294). IGI Global. https://doi.org/10.4018/978-1-5225-0204-3.ch013

Chicago

Davis, Barbara H., and Terri Cearley-Key. "Teacher Fellows: A School/University Partnership for Beginning Teachers." In Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, Amy Good, and S. Michael Putman, 281-294. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0204-3.ch013

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Abstract

This chapter describes the Teacher Fellows Program. This program is a school/university partnership that has provided comprehensive mentoring and induction support to more than 400 teachers over the past 20 years. The program is grounded in social-constructivist, cognitive-developmental and teacher development theories. Both qualitative and quantitative data collection methods have been used to determine the program's effectiveness over time. Results from analyses of the data indicate the program (a) improves teacher retention, (b) increases teacher effectiveness, (c) fosters collaboration between the university and public schools, and (d) impacts student learning.

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