In Event: AERA Poster Session Saturday 7:45 am

Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Recruitment, Induction, and Mentoring

A Systematic Review of Novice Perceptions on Mentor Practices - Riku Sayuj, University of Pennsylvania

“Bonus extra mentor teacher”: Exploring the Fourth Person in a Pre-service Teacher Mentorship Triad - Melanie F. Hardy-Skeberdis, University of Maryland

Bridging Policy Gaps through Re-envisioning Mentorship: Supporting Rural and Remote Early Career Teachers - Darriya Starr, RTI International; McCaila Ingold-Smith, RTI International; Guillermo Dominguez, RTI International; Cheyane Mitchell, RTI International; Katherine McKnight, RTI International

Productive Collaboration and Dialogue: The Role of Openness to Mutual Shaping through Transaction in Mentoring - Kristina E. Bell, Virginia Tech

Reimagining Induction: Co-Teaching and Collaborative Action Research as Signature Pedagogies for Professional Relationships and Learning - Ciara Uí Chonduibh, Scoil Naomh Fiach

Shifting Trends, Strategic Needs: Examining Educator Retention in Pennsylvania by Experience Level and Location-Based Characteristics - Megan Foley, Pennsylvania Department of Education; Rhonda Johnson, Pennsylvania Department of Education; Candy M. Miller, Lancaster Lebanon IU13

Supporting Beginning Teachers and Principals: A Systemic Approach to a Persistent Challenge - Ainat Guberman, David Yellin College of Education; Rinat Arviv Elyashiv, Kibbutzim College of Education; Gal Ben-Yehudah, The Open University of Israel

Teachers’ Joys and Stressors: Investigating the Experiences of Novice Teachers - Annie McClellan, University of Illinois at Urbana-Champaign

The Effect of Mental Health Induction Supports on Teacher Mental Health Outcomes: A Causal Machine Learning Approach - Amota Ataneka, University of Cincinnati; Benjamin Kelcey, University of Cincinnati; Leigh McLean, University of Delaware; Peter A. Youngs, University of Virginia; Jean Baptiste Habarurema, University of Cincinnati

Three Years In: Reflective Consultation and Trauma-Informed Practice Mitigate Secondary Trauma in Novice Teachers - Kathryn S. Young, Metropolitan State University of Denver; Ofelia Castro Schepers, Purdue University; Megan Brennan, Resilient Futures

Understanding System Influences on Mentoring Practices for Early Career Teachers - Beth Maloch, University of Texas at Austin; Melissa Mosley Wetzel, University of Texas at Austin; Emily McDonald, University of Texas at Austin; Valerie Taylor, University of Texas at Austin; Kelsie Corriston Burnett, University of Texas at Austin; Angie House, University of Texas at Austin; LeAnne Lesher Hernandez, University of Texas at Austin; Emily Mauer, University of Texas at Austin; Kelly Ocasio, University of Texas at Austin

What Keeps Them Teaching? Rethinking Induction for Special Educators Who Stay - Margaret L. Kamman, University of Florida; Kate Zimmer, Kennesaw State University; Melissa Kypraios Driver, Kennesaw State University; Jocelyn Cooledge, Center Street Consulting

Tailored teacher induction: predicting alignment between changes in motivation and provided induction support - Xiangyuan Feng, University of Groningen; Michelle Helms-Lorenz, University of Groningen