Induction Links
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T-LINC
NCTAF T-LINC Demonstration Project
Tapped In
Induction Program & University of Virginia - Teachers for a New Era Initiative

eMSS
e-Mentoring for Student Success
New Teacher Center
eMSS page on New Teacher Center
eMSS Video
eMSS White Paper

EDC - Education Development Center
EDC Online PD Tour
EDC Resources

Other Models
My eCoach
LearnCentral Beta
EdTech Leaders Online
PBS TeacherLine
Louisiana Algebra 1 Curriculum

How People Learn: Teacher Learning
How People Learn: Technology to Support Learning

Proposal in Buzzword
Online PD Providers

Youngs, P. 2007. District Induction Policy and New Teachers’ Experiences: An Examination of Local Policy Implementation in Connecticut. Teachers College Record, 109(4), pp. 797-837. Retrieved April 7, 2009 from http://www.tcrecord.org. ID Number: 12872.

- District level induction policy is linked to quality of induction offered to beginning teachers.

Breuleux, A., Laferriere, T. & Bracewell, R. (1998). Networked learning communities in teacher education. SITE.

Wright, V. H., Wilson, E. K., Gordon, W., & Stallworth, J. B. (2002). Master technology teacher: A partnership between preservice and inservice teachers and Teacher Educators. Contemporary Issues in Technology and Teacher Education, 2(3). Retrieved April 4, 2009 from http://www.citejournal.org/vol2/iss3/currentpractice/article1.cfm

Herrington, A., Herrington, J., Kervin, L., & Ferry, B. (2006). The design of an online community of practice for beginning teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 6(1). Available: http://www.citejournal.org/vol6/iss1/general/article1.cfm

Lin, H. (2008). Blending online components into traditional instruction in pre-service teacher education: The good, the bad, and the ugly. International Journal for the Scholarship of Teaching and Learning, 2(1). Retrieved on April 4, 2009 from http://academics.georgiasouthern.edu/ijsotl/v2n1/articles/Lin/index.htm.

O'Dwyer, L., Carey, R. & Kleiman, G. The Louisiana Algebra I online initiative as a model for teacher professional development: Examining teacher experiences. http://www.sloan-c.org/publications/jaln/v11n3/v11n3_5odwyer_member.asp

Simard, D. & Lowry, B. (2002). Building a National PT3 Online Learning Community. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2002 (pp. 1679-1680). Chesapeake, VA: AACE.
http://www.editlib.org/?fuseaction=Reader.NoAccess&paper_id=15092

University of Virginia
University of Virginia's Comprehensive Induction Program, based on the New Teacher Center model, meets Smith & Ingersoll's guidelines (or at least the first two):
* one-to-one mentoring
* professional learning opportunities
* collaboration with university
Induction Program@ University of Virginia

Student Achievement Link
IES: The Effects of Hybrid Secondary Courses on Teacher Practices, Classroom Quality and Adolescent Learning

Chris Dede @ Harvard
oTPD Conference @ Harvard 2005
CV Chris Dede
Chris Dede Faculty Page
Interview by Picciano

Dede, C. (2003). Distributed learning communities as a model for educating teachers. National Commission on Teaching and America's Future.

Dede, C. (2004). Enabling distributed learning communities via emerging technologies, Part II. THE Journal. Retrieved on April 4, 2009 from http://thejournal.com/the/printarticle/?id=16972

Dede, C. (2007). Online professional development for teachers: Emerging models and methods. Cambridge: Harvard Education Press. http://www.hepg.org/hep/book/6

References from oTPD Conference Proceedings
Barab, S., Kling, R. & Gray, J. (Eds.) (2004).Designing for virtual communities in the service of learning. Cambridge University Press. http://www.cambridge.org/catalogue/catalogue.asp?isbn=0521817552
Excerpt

About Computer Based Teaching Methods PD
Computer Based Teaching Methods Course & Research Project

Barnett, M., Harwood, W., Keating, T., and Saam, J. Using emerging technologies to help bridge the gap between university theory and classroom practice: challenges and successes. School Science and Mathematics. Retrieved on April 4, 2009 from http://www.cimm.ucr.ac.cr/usodetecnologia/Uso%20de%20tecnologia/PDF,%20Viejos%20y%20Nuevos%20(uso%20de%20tecnologia)/Barnett,M.%20Harwood,W.%20Keating,T.%20Seam,J.%20Using%20emerging.PDF

Fishman, B., Marx, R., Best, S., & Tal, R. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643—658.

Harris, J., & Grandgenett, N. (2002). Teachers' authentic e-learning. Learning & Leading with Technology, 30 (3), 54-58.

Mouza, C. (2003). Learning to teach with new technology: Implications on professional development. Journal of Research on Technology in Education, 35 (2), 272-289. Homepage

Schaverien, L. (2003). Teacher education in the Generative Virtual Classroom: Developing learning theories through a web-delivered, technology-and-science education context. International Journal of Science Education 25(12):1451—1469.

Schlager, M. S. & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? In S. Barab, R. Kling, and J. Gray (Eds.), Designing Virtual Communities in the Service of Learning. Cambridge University Press.

Wearmouth, J., Paige-Smith, A. & Soler, J. (2004). Computer conferencing with access to a 'guest expert' in the professional development of special educational needs coordinators. British Journal of Educational Technology, 35(1), pp. 81–93. doi: http://dx.doi.org/doi:10.1111/j.1467-8535.2004.00370.x

WestEd. 2000. Teachers who learn, kids who achieve: A look at schools with model professional development. San Francisco. Retrieved April 4, 2009 from http://www.wested.org/cs/we/view/rs/179


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