In Event: Poster Session 13

Division K - Teaching and Teacher Education / Section 7: Teacher Induction, Mentoring, and Retention in Different Contexts, Conditions, Including Traditionally Underserved Students

Addressing Quality Teaching in Hard-to-Staff Settings: The Exceptional Teachers for Disadvantaged Schools Project - Bruce Munro Burnett, Queensland University of Technology; Jo Lampert, Queensland University of Technology

How Mentors Learn: Exploratory Analysis of Mentor Teachers’ Professional Learning Conversations - Frances June Langdon, The University of Auckland; Annaline Flint, University of Auckland; Alexis Ryde, University of Auckland

Teacher Attrition and Retention: Root Causes to Solutions - Christine Ruth Probasco, University of New Mexico

Teacher Education and the Choice for a Career in Teaching: A Predictive Study - Isabel Rots, Ghent University; Antonia Aelterman, Ghent University; Geert Devos, Ghent University

Teacher Sorting Across Schools in Chile: Variation in Teachers’ Background and Education - Carolina Milesi, NORC at the University of Chicago; Soledad Ortuzar, The Pontifical Catholic University of Chile; Carolina Flores, The Pontifical Catholic University of Chile

The Development of Beginning Physics Teachers’ Content Knowledge Over the First Three Years of Teaching - Jennifer J. Neakrase, New Mexico State University; Julie A. Luft, University of Georgia

The Emotionality of Leaving Teaching: The Role of Emotions on Early Career Teachers’ Decisions to Leave - Aubrey Scheopner Torres, Education Development Center, Inc.

The Impact of Certification Status on Special Educators’ Predicted Level of Retention - Leman Kaniturk Kose, University of Rochester

The Influence of Induction Programs on Beginning Teachers’ Well-Being and Professional Development: A Mixed-Method Study - Klaas Van Veen, University of Leiden; Chantal Kessels, ICLON, Leiden Univertsity; Douwe Beijaard, Eindhoven University of Technology; Nico Verloop, Leiden University

To Know Is Not Enough: Mentoring Interns Through a Liminal Phase - Teresa Moore, Central Queensland University; Pam S. Gargett, CQUniversity

Toward a Model of Factors Influencing Teacher Motivation and Professional Commitment - Breana Sylvester, The University of Texas - Austin; Jaehak Jung, Texas State University

Using Evaluation Research to Improve Mentoring Program Outcomes - Tyonka Perkins, University of Indianapolis; Jennifer A. Drake, University of Indianapolis; Jill Bradley-Levine, University of Indianapolis; Gina Gabriele Mosier, University of Indianapolis