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Factors the Influence the Classroom Management Style of New TeachersAuthor(s): Glenn Rideout; Sheila Windle
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.

This document has been viewed 701 times.
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 868 times.
Social Justice as a Priority in New Teacher InductionAuthor(s): Laura Pinto; John Portelli; Cindy Rottmann; Karen Pashby
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 505 times.
Supporting Aboriginal Educators in Pre-service Training Programs and in their Careers as TeachersAuthor(s): Julian Kitchen; Lorenzo Cherubini; Lyn Trudeau; Janie Hodson (2010)
This research explored the experiences of six Aboriginal teachers in both mainstream and native teacher education programs in Ontario. These early-career teachers from the Mohawk, Anishinabe and Métis groups reflected upon the challenges they encountered during their teacher preparation courses and first years of teaching. Specifically, this research identified the need to design current teacher education programs that value the individual and cultural identities of Aboriginal teacher candidates.

This document has been viewed 1,738 times.
Transitioning to Canada: The Experience of New Canadian Music TeachersAuthor(s): Leonid Sprikut; Lee Bartel (2010)
This study investigated the experiences of 4 new Canadian music teachers, including the ways in which their instructional approaches and professional values changed, or were challenged, once they began teaching in Ontario.

This document has been viewed 906 times.