Jian Wang is professor of teacher education in the Department of Curriculum and Instruction, University of Nevada, Las Vegas. He serves as an editor of Journal of Teacher Education and a member of commission on teacher mentoring and induction. Sandra J. Odell is a professor of teacher education and chair of the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. She is currently an editor of the Journal of Teacher Education.Renée T. Clift is the associate dean for professional preparation and a professor of teaching, learning, and sociocultural studies at the University of Arizona.

• Part 1 IntroductionPart 2 Part I: Conception and Contexts of Teacher InductionChapter 3 Multiple Meaning of New Teacher InductionChapter 4 Teacher Induction in International ContextsChapter 5 School Cultures and Organizations and Teacher InductionChapter 6 Teacher Induction for Diverse, Urban ContextsChapter 7 Teacher Induction Policies at National and State LevelsPart 8 Part II: Components and Impacts of Teacher InductionChapter 9 Characteristics of Beginning Teacher Role Quality: Connections to Satisfaction, Commitment, and RetentionChapter 10 Influence of Teacher Induction on Teacher RetentionChapter 11 Influence of Teacher Induction on Mentor TeachersChapter 12 Components of 1997-2008 Teacher Induction Programs: Reflections on Comprehensive Induction SystemsChapter 13 Exploring the Potential of Internet-Based Technology for Mentoring and Induction ProgramsChapter 14 The University's Role in Supporting New Teachers: Glimpsing the Future by Examining the PastPart 15 Part III: Example Studies on Teacher Induction and Its EffectsChapter 16 Mentoring for Equity: Focusing New Teachers on English Language LearnersChapter 17 Bringing Content into Induction Programs: Examples from ScienceChapter 18 Linking Induction to Student AchievementChapter 19 An Investigation of the Achievement Effects of Mentoring: A Step Into Uncharted Territory

Past, Present, and Future Research on Teacher Induction addresses directly and unapologetically the impact of mentored learning upon professional development of teachers. Written by some of the leading researchers on mentoring and teacher induction, the collection of chapters starts by establishing underlying concepts and contexts of teacher induction, proceeds to a discussion on components and impacts of well-developed mentoring and induction programs, and ends with compelling research-based examples of the effects that mentoring has upon both faculty performance and student achievement. Effectively combining theory and application, the book is a must-have resource for teacher educators, P–12 teachers and administrators, policy makers, and anyone else committed to developing effective teacher induction programs.