This qualitative exploratory study examines the experiences of induction teachers participating in induction programs throughout Georgia’s Title I elementary schools. Grounded in semi-structured interviews and document analysis, the research investigated how induction programs address educators' unique challenges in high-need settings. Key findings highlight the importance of intentional mentor pairing, scaffolded support structures, and the inclusion of reflective practices to foster professional growth and teacher retention. The study also identifies gaps in existing induction frameworks, including a lack of tailored mentoring for diverse teaching contexts and insufficient clarity in reflective processes. Recommendations are provided to enhance induction practices by incorporating structured mentorship, ongoing professional development opportunities, and explicit reflective frameworks. This research contributes to understanding effective strategies to support induction teachers in Title I schools, offering actionable insights for policymakers, administrators, and educators committed to improving outcomes in at-risk communities.
","abstract_html":"<p>This qualitative exploratory study examines the experiences of induction teachers participating in induction programs throughout Georgia’s Title I elementary schools. Grounded in semi-structured interviews and document analysis, the research investigated how induction programs address educators' unique challenges in high-need settings. Key findings highlight the importance of intentional mentor pairing, scaffolded support structures, and the inclusion of reflective practices to foster professional growth and teacher retention. The study also identifies gaps in existing induction frameworks, including a lack of tailored mentoring for diverse teaching contexts and insufficient clarity in reflective processes. Recommendations are provided to enhance induction practices by incorporating structured mentorship, ongoing professional development opportunities, and explicit reflective frameworks. This research contributes to understanding effective strategies to support induction teachers in Title I schools, offering actionable insights for policymakers, administrators, and educators committed to improving outcomes in at-risk communities.</p>","abstract_has_math":false,"creators":["Thompson, Emilie Cole"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Jessica Banks","Lauren Neal","Anna Hart"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["novice teacher","new teacher induction","mentor","mentee","Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/558","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jessica Banks","Lauren Neal","Anna Hart"]},{"key":"dc:creator","label":"Author","values":["Thompson, Emilie Cole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["novice teacher","new teacher induction","mentor","mentee","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/558"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative exploratory study examines the experiences of induction teachers participating in induction programs throughout Georgia’s Title I elementary schools. Grounded in semi-structured interviews and document analysis, the research investigated how induction programs address educators' unique challenges in high-need settings. Key findings highlight the importance of intentional mentor pairing, scaffolded support structures, and the inclusion of reflective practices to foster professional growth and teacher retention. The study also identifies gaps in existing induction frameworks, including a lack of tailored mentoring for diverse teaching contexts and insufficient clarity in reflective processes. Recommendations are provided to enhance induction practices by incorporating structured mentorship, ongoing professional development opportunities, and explicit reflective frameworks. This research contributes to understanding effective strategies to support induction teachers in Title I schools, offering actionable insights for policymakers, administrators, and educators committed to improving outcomes in at-risk communities.
"]},{"key":"dc:title","label":"Title","values":["An Exploratory Study of New Teacher Induction in Title I Elementary Schools in Georgia"]}]}],"canonical_facts":{"dc:contributor":["Jessica Banks","Lauren Neal","Anna Hart"],"dc:creator":["Thompson, Emilie Cole"],"dc:description.abstract":["This qualitative exploratory study examines the experiences of induction teachers participating in induction programs throughout Georgia’s Title I elementary schools. Grounded in semi-structured interviews and document analysis, the research investigated how induction programs address educators' unique challenges in high-need settings. Key findings highlight the importance of intentional mentor pairing, scaffolded support structures, and the inclusion of reflective practices to foster professional growth and teacher retention. The study also identifies gaps in existing induction frameworks, including a lack of tailored mentoring for diverse teaching contexts and insufficient clarity in reflective processes. Recommendations are provided to enhance induction practices by incorporating structured mentorship, ongoing professional development opportunities, and explicit reflective frameworks. This research contributes to understanding effective strategies to support induction teachers in Title I schools, offering actionable insights for policymakers, administrators, and educators committed to improving outcomes in at-risk communities.
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