In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.

This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.

This literature review focuses on mentoring and induction programs as a solution to what is defined as the problem of early career teacher attrition and retention. The authors found multiple differences in both induction and mentoring programs around issues such as who offers them, the length of time for which they are offered, whether they are government mandated, whether mentors receive further education for the role, how mentors and mentees are matched and so on. The authors also found that principals were seen to have a pivotal role to play in the success of early career induction programs.

The authors examined empirical studies from 2005 to 2010 that addressed the effect of mentoring programs on new teacher retention. The authors identified 14 studies that met their criteria to be included in this literature review. The authors conclude that they propose an understanding of the complex and non-linear nature of both mentoring and teacher retention.

The authors empirically examine the impact that students’ backgrounds, academic experiences, and attitudes have on their likelihood of selecting a STEM major in college. The findings revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences.