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Factors the Influence the Classroom Management Style of New TeachersAuthor(s): Rideout, G. and Windle, S. (2010)
This study investigated whether any relationship exists between new teachers classroom management style and: (a) teachers’ own beliefs about education, (b) the mentorship teachers receive from
experienced colleagues, (c) teachers’ participation in the New Teacher Induction Program (NTIP), and (d) whether administrators at the school displayed a “transformational leadership” style.

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How Teacher-Educator’s Perceive Ontario’s New Teacher Induction Program (NTIP)Author(s): Sarah Barrett; R. Patrick Solomon; Donatille Mujiuwamariya; John Portelli; Jordan Singer (2009)
In 2006 Ontario’s Ministry of Education introduced the New Teacher Induction Program (NTIP) to offer assistance to teachers during their first year of teaching.

This study investigated how teacher-educators (or professors at faculties of education across Ontario who teach pre-service teachers) perceive the impact of the NTIP on the experiences of pre-service teachers, new teachers, and K-12 students in Ontario. In particular, the study focussed on identifying any “hidden curriculum” that teacher-educators may perceive within NTIP.

This document has been viewed 877 times.
Social Justice as a Priority in New Teacher InductionAuthor(s): Pinto, L., Portelli, J., Rottmann, C. and Pashby, K. (2012)
This research study explored the degree to which social justice was prioritized by Ontario school administrators, as part of the New Teacher Induction Program (NTIP). This study aimed to understand the ways in which administrators influenced the social justice practices of beginning teachers.

This document has been viewed 537 times.