Download or read book Beginning Teachers and Mentor s Perceptions of the Mentoring Program in Columbus County Schools written by Dan Strickland and published by . This book was released on 1997 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of the Teacher Mentoring Program by Mentors and Novice Teachers in Talladega County Schools written by Cynthia Bolton Watts and published by . This book was released on 2004 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1998 with total page 656 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentor Perceptions in Urban Middle Schools written by Karen Boyd and published by . This book was released on 2009 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Research supports the use of mentoring programs and induction assistance for retaining quality teachers and easing beginning teachers' transition into the teaching profession. Over the last three decades researchers have looked at the varying levels of the mentoring process. However, few studies have explored the perceptions of the teacher mentors serving in those roles. This qualitative case study was designed to take an in-depth look at the perceptions of teacher mentors working with first year teachers at the middle school level. The research questions that guided this study were designed to determine how experienced teachers serving as mentors describe their experiences and what are the best, most needed or most helpful mentoring practices. The fifteen study participants taught at the middle school level in a suburban school district in North Carolina. The primary methods of collecting information for this study were one-on-one interviews, surveys, and focus group interviews, which allowed for a comprehensive perspective and a crosscheck of information. After a detailed analysis five distinct themes that emerged from the data were: (a) the qualities of the mentor and mentee relationship; (b) willing helper; (c) personal growth for the mentors; (d) support provider; and (e) advocate. The themes were interrelated which led to the factors that are necessary to create an optimal mentoring situation. The findings from this study revealed that mentors must create a positive relationship that is built on trust and respect with the mentee in order to combat the many challenges that occur during the first year of teaching. The experienced teacher must have a desire to help in order to create the optimal conditions be an effective mentor and provide the personal and professional support that many first year teachers need. The role of the mentor extends beyond the one-on-one relationship with the mentee. The mentor serves as an advocate for mentoring by promoting its importance to school and district leaders which in return will hopefully invoke changes in the recruitment, training, and evaluation of the mentoring program."--Abstract from author supplied metadata.
Download or read book Across the Domains written by Andrea M. Kent and published by IAP. This book was released on 2018-01-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the Domains presents research that points to what “really matters” in what is such a complex field of practice. Across the Domains consists of twelve chapters. Both formal and informal mentoring programs are examined, from the perspective of both the mentor and mentee. There are traditional mentor-mentee relationships, e-mentoring, face-to-face mentoring, and blended mentoring studies. Included are mentors from higher education, school-based administrators, teacher leaders, and classroom teachers. Represented is both a national and international perspective. Questions for chapter reflection are included. This book is written for university faculty teaching and interested in furthering the research, development, and dissemination of mentoring programs in Teacher Education, Educational Leadership and Higher Education Programs. In addition, this book would be beneficial for leaders of mentoring initiatives at a State Department of Education; P-12 Central Office Staff Program, Professional Developers, and School-based leaders; and researchers and practitioners who are members of organizations focused on mentoring.
Download or read book Dimensions in Mentoring written by Susan Myers and published by Springer Science & Business Media. This book was released on 2012-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.
Download or read book Do You See what I See written by LaJerne Terry Cornish and published by . This book was released on 2005 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Mentor Training on the Perceived Effectiveness of a Mentor Program written by James Vincent Freemyer and published by . This book was released on 1999 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The state of North Carolina has mandated that every new teacher in the state be appointed a mentor during the first year of teaching. Research has indicated that having a mentor does not necessarily improve instruction or retain quality people in the profession unless the training and the structure of the mentor programs are properly focused upon the real needs of new teachers. Programs that adequately address these beginning teacher needs have a positive impact on instruction and the retention of good teachers. This study examines the perceptions of first-year teachers regarding their primary needs and how effective their mentors were in providing for these needs. Two North Carolina school districts were selected for study based upon adherence to state guidelines regarding the quantity and quality of the training in an effort to measure the perceived impact of mentoring programs on first-year teaching experiences. The results of the study indicated that the districts that provide a more structured approach to mentor training with a focus on the developmental needs of the new teacher, observation, and reflective thought had a statistically significant greater positive impact on new teachers. The impact was examined in the areas of establishing structure of the program, addressing personal needs, improving teacher skills, identifying student needs, and promoting professional growth.
Download or read book The Perceived Effectiveness of Beginning a Teacher Mentoring Program in Central Virginia written by Toni M. Flanagan and published by . This book was released on 2006 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive study examined the perceived effectiveness of a beginning teacher mentoring program in a public school district in Central Virginia. A total of 87 participants, including beginning teachers, new-to-district teachers, mentor teachers, and administrators were surveyed about the perceived effectiveness of the teacher mentoring program and general demographic information. Results from the study indicated that the teachers and administrators surveyed had overall positive perceptions of the effectiveness of the beginning teacher mentoring program in their school district.
Download or read book Mentor Teacher Programs written by Sandra J. Odell and published by . This book was released on 1990 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Case Study of the Stakeholders Perception of the Effectiveness of a South Carolina District Mentorship Program written by Donna P. Floyd and published by . This book was released on 2018 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study is to understand the perceptions of participants in St. John’s County School District concerning the effectiveness of the mentorship program in the county. The Theory of Teacher Development (Fuller, 1969; Katz, 1972) guided the research. This theory states the induction programs should follow pre-service preparation, which will reduce the teacher attrition rate. A single case study was chosen so that the mentorship program could be studied using the perceptions of the participants in the program. The two research questions that guided the study is as follows: “What are the beginning teachers’ perceptions of the effectiveness of the mentorship program in St. John’s County School District?” and “What are the participating mentors’ perceptions of the effectiveness of the mentorship program in St. John’s County School District?” The sample size included 15 individuals including beginning teachers and mentors participating in the program. The data for the study was collected using interviews, observations, and journal entries that the participants made during the study, and the examination of documents by me concerning the mentorship program. The setting was 6 schools throughout the district depending on the number of volunteers. Beginning teachers are defined as teachers with 0-2 years’ experience in the district. The mentors were those actively involved in the program who were assisting these beginning teachers. The data was collected at the site where the individuals were employed. The data was analyzed using the Moustakas’ (1994) Phenomenological Methods-coding, categorizing, and making sense of essential meanings of the phenomena.
Download or read book A Responsive Evaluation of a North Carolina Public School District s Beginning Teacher Mentoring Program written by Amy Elizabeth Huffman and published by . This book was released on 2008 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This program evaluation case study examined the effectiveness of a beginning teacher mentoring program as it was implemented in a school district in western North Carolina. The target population was the stakeholders, beginning teachers, and mentors who participated in the mentoring program. The program had not been evaluated since it was mandated by the state of North Carolina. The purpose of this study was to address the issues and concerns of the stakeholders regarding the effectiveness of the mentoring program. A naturalistic responsive evaluation designed by Guba and Lincoln based on Robert E. Stake's theory of responsive evaluation was used for the study. The four phases of the naturalistic responsive evaluation were the framework for this program evaluation. Prominent concerns and issues of the stakeholders were identified through an online survey, verified through focus-group discussions, clarified through an open-ended survey, and illuminated through interviews. Resulting data was presented in both quantitative and qualitative formats. Analysis of the data revealed that beginning teachers and mentors believe the mentoring program is effective; however, there are areas in which it could be improved. The researcher recommended that the program be continued with modifications made to the matching of mentors to beginning teachers, and adjusted to allow more time for mentoring.
Download or read book Best Practices in Mentoring for Teacher and Leader Development written by Linda J. Searby and published by IAP. This book was released on 2015-10-01 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts. This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts: "You will want to add this high?quality volume on mentoring to your library! What a terrific resource for teachers, leaders, administrators, and mentoring scholars alike. Having first?hand knowledge of mentoring practices and programs for P?12 teachers and administrators can help with the national need to retain teachers and principals through such means as excellent, proven methods, programs, and processes of mentoring" ~ Carol A. Mullen, Educational Leadership Professor, Virginia Tech, U.S. Fulbright Scholar; Kappa Delta Pi Presidential Commissioner "This volume, Best Practices in Mentoring for Teacher and Leader Development, forwards principles of effective mentoring, including the role and importance of talk in mentoring, using tools that make mentoring talk more purposeful, analyzing practice, involving mentors in opportunities to share their practice, providing space for mentees to have a voice in mentoring conversations, and promoting learning at all levels as part of instructional leadership in schools. Much research is still needed to build a sense of urgency that mentoring can matter, and ideas promoted within this book can contribute to this important conversation." ~ Randi Nevins Stanulis, Professor, Department of Teacher Education, Michigan State University, and Director of Launch into Teaching. "This book is a huge first step in a field where best practices have not yet been agreed upon, and it is sure to be a leading voice in research on teacher and principal mentoring. As such, this book helps to bring together a variety of beliefs, evidence, and practices in teacher and principal mentoring, and gives a clear pathway for others trying to establish best practices in their mentoring fields. For those in the K?12 fields, and in all mentoring practices, this is a thought?provoking, must?read." ~ Nora Domínguez, International Mentoring Association, President and CEO
Download or read book Mentoring Programs in Elementary Schools written by Sharon Cryder and published by . This book was released on 2003 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentors in the Making written by Betty Achinstein and published by Teachers College Press. This book was released on 2006 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to a growing interest in mentoring and new teacher induction, the authors offer a unique view of developing quality mentors. Drawing on empirical research, practitioner action inquiry, and field-tested practices from induction programs, they explore effective mentoring in diverse educational contexts. With richly contextualized and thoughtfully analyzed excerpts from actual mentoring conversations and powerful examples of practice, the volume offers educators, researchers, and policymakers a reform-minded vision of the future of mentoring. Challenging conventional wisdom, this essential resource: Argues that mentors are not born, but developed through conscious, deliberate, ongoing learning; Provides a needed link between research and practice in the field of new teacher mentoring, to define a knowledge base for effective mentoring; Documents induction and mentoring practices that focus new teachers on individual learners, equity-oriented curriculum and pedagogy, and the educator's role in reforming school culture; Highlights problems and complexities of enacting mentor knowledge and learning in diverse contexts.
Download or read book Perceptions of Mentors and New Teachers A Case Study of a Mentoring Program in Northeast Tennessee written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated in this study. There were 20 participants in this case study. The study was conducted in the Johnson City School System. This qualitative case study was conducted by interviewing 20 participants in the mentoring program. Eleven mentor teachers and 9 new teachers were chosen through purposeful sampling. A list of possible participants was obtained from the Johnson City Schools Central Office and an email was sent to possible participants explaining the nature of the study. Participants signed an Informed Consent Form (Appendix D) and an interview guide was used (Appendix A). Probes, an interview technique that allows the interviewer to delve deeper following an intervieweeâs response was used to gain a richer understanding of the respondentsâ views (Merriam, 1998). During data analysis, 8 themes were identified as having positive or negative results of the mentoring process. These themes were: (a) relationships, (b) common planning time, (c) similar personality styles, (d) teaching practices, (e) program structure, (f) support system, (g) classroom organization and management, and (h) equal learning opportunities. 3 Based on the research the following conclusions were presented. Mentoring programs are an important part of teacher induction. Positive relationships are critical to fostering successful mentoring teams. Common planning is essential to maximize the mentoring process. Strong support systems assist mentors and new teachers. Mentoring is an important component of successful transitions into a new school. Recommendations for enhancing the mentoring program included the following: 1. To have a long-term study that tracks the progress of new teachers over a 3-year period. 2. To include administration as a part of the initial training program study. 3. To compare and contrast the difference between first career new.
