Despite the Obergefell v. Hodges ( 2015 Obergefell v. Hodges. (2015). 135 S. Ct. 2071. [Google Scholar] ) Supreme Court decision allowing same-sex marriage, the current political climate has emboldened state legislatures in the United States to push for anti-LGBTQ adoption legislation, some citing that LGBTQ couples have a negative effect on children. This meta-analysis synthesized data from 32 studies on 6 developmental outcomes (child gender role behaviour, gender identity, sexual orientation, cognitive function, psychological adjustment, and quality of parent–child relationship). The overall effect size of having same-sex parents on the developmental outcomes of the children was positive and significantly different from that of heterosexual parents. Moderator analyses found that location, socioeconomic status, type of relationship, date of publication, and the child's sexual preference were significant. We provide implications for practitioners and policy, as well as recommendations for future research in this area.

This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents’ open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development.

This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent throughout novice teacher responses. We also use logistic regression to indicate that novice teachers’ ratings of coaching skills and coaches’ beliefs about the induction programme fitting within vertical professional development were positive and significant predictors of perceptions of being well matched. Findings have implications for induction programmes on how to match their coaches with novice teachers to enhance teacher development.