Download or read book Determining the Effects of a Mentoring Program with Beginning Teachers in Southampton County Public Schools in the Commonwealth of Virginia written by Carolyn H. Wilson and published by . This book was released on 1998 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the effectiveness of the mentoring program established for beginning teachers in Southampton County public schools. Investigates teachers' attitudes and concerns toward the teaching profession.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1998 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Knowledge Base for Teacher Education and Development Programme and process of teacher education written by and published by . This book was released on 2002 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1997 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Knowledge Base for Teacher Education and Development written by Man Tak Chan and published by . This book was released on 2002 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Effects of Mentor Training in a Beginning Teacher Mentor Program written by Barbara Ulschmid and published by . This book was released on 1992 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Impact of Black Teacher Mentors on White Beginning Teachers written by Wendi Ann Moss and published by . This book was released on 2013 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.
Download or read book The Effects of a Mentoring Program on the Socialization Process of First year Teachers in a Public School District written by Susan E. Wilk and published by . This book was released on 1999 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impacts of the Retired Mentors for New Teachers Program REL 2017 225 written by Dale DeCesare and published by . This book was released on 2017 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district's schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less experienced teachers. The program addresses these challenges using master educators who recently retired from the district to provide tailored one-on-one mentoring to new teachers. The program requires mentees to meet weekly one-on-one with their mentor and monthly in school-level groups over the course of two years. This study was undertaken by Regional Educational Laboratory (REL) Central in collaboration with Aurora Public Schools. It used a randomized controlled trial to assess the impacts of the Retired Mentors for New Teachers program on student achievement, teacher retention, and teacher evaluation ratings during the 2013/14 and 2014/15 school years. As part of the study, the district's elementary school teachers were randomly assigned to either a group that received only the district's typical mentoring support (the business-as-usual group) or a group that received both typical mentoring support and added support from a retired mentor under the Retired Mentors for New Teachers program (the program group). The business-as-usual support involved first-year teachers being assigned to work with a more experienced "buddy" teacher for about 15 hours over one school year. The study team collected data on resources and costs associated with running the program and generated a return on investment estimate. The study team also used teacher and mentor surveys and focus groups to investigate whether the program was implemented with fidelity to its model. The following key findings emerged from the study. The first four are causal findings; the last four are exploratory findings from exploratory analyses: (1) At the end of the first year math achievement was significantly higher among students taught by teachers in the program group than among students taught by teachers in the business-as-usual group; (2) While the differences were not statistically significant, reading achievement was also higher among students taught by teachers in the program group than among students taught by teachers in the business-as-usual group; (3) The program had no effect on teacher evaluation outcomes; (4) Although more teachers in the program group than teachers in the business-as-usual group left the district after two years, the effect of the program on teacher retention was not significant; (5) Increased hours of mentoring were associated with higher teacher retention in the second year among teachers who participated in the program; (6) The program had an average annual local cost of approximately $171 per student; (7) Exploratory analysis suggested that the program could yield a return on investment that may pay back the annual cost of the program more than 15 times over through increased student earnings over time; (8) Overall, the program was implemented with fidelity to its intended model. The following are appended: (1) Data, outcome measures, baseline equivalence, and methodology; (2) Sensitivity analysis; (3) Elements considered in the analysis of program cost; (4) Implementation fidelity; and (5) Regression results.
Download or read book The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District written by Judy E. Jackson Palmer and published by . This book was released on 2010 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage problems. Schools experience high rates of attrition for beginning teachers, more than forty percent in the first five years of teaching. Within the next decade, school districts will have to hire a large number of teachers for grades k-12. The traditional sink-or-swim induction of teachers contributes to lower levels of teacher effectiveness such as curriculum and behavioral issues and higher levels of teacher attrition. Beginning teachers experience isolation, difficult students, curriculum challenges, and inadequate preparation which cause them to leave the education field in high numbers. More states and school districts have begun to provide mentoring for their beginning teachers in an effort to help them transition into their first years of teaching. The purpose of this qualitative study was to evaluate the impact of mentoring on beginning teachers in a rural Northeast Georgia school district. The study provided important data about the mentoring practices that were the most meaningful to the beginning teachers. The methodology used to collect data for this study was individual interviews and focus group interviews. Nine purposive sample participants were included for the individual interviews: one from each of five elementary schools and two both from the middle school and high school. The focus group included two elementary teachers, two middle school teachers, and two high school teachers. The analysis of the data revealed the following themes: 1) Mentoring provided support for new teachers in the area of curriculum, discipline, and parental communication. 2) Secondly, the time spent with the mentors had an important effect on the success of the mentoring experience. 3) The variation of attitudes both of the mentor and the administration/school played an important part in a successful mentoring program. The results of this study support the positive results of mentoring on beginning teachers. The data collected correlated with the research questions and supported the idea that mentoring is an important program in the school district. When school districts promote teacher support through mentoring, teacher retention appears to be higher.
Download or read book Mentoring Programs and Their Effects on Beginning Teachers written by Jill Hoffman and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceived Effects of Teacher Mentoring on Mentors and Mentees written by Leonard J. Jurkowski (Jr.) and published by . This book was released on 2011 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the effects of a 2009-2010 mentor training program implemented at the Harvest Valley School District (fictitious name), located in suburban Virginia serving approximately 13,000 students in grades pre K-12 and employs 2,048 full-time personnel. The study explored the perceived effects of the mentor training program on mentor and mentee teachers, with regards to the goals of the mentor training. Mentors and mentees were interviewed to allow them the opportunity to share their lived experiences during the 2009-2010 school year. The discussions held were an attempt to draw out the effects of the mentor training and to discover the most salient characteristic on mentoring for the mentors and mentees through the stories that each shared. Data were collected regarding the participants experiences centering on the goals of the mentor training program to evaluate the programs effectiveness. Data revealed both similarities and differences in mentor and mentee experiences with respect to the goals of the program. Three major themes centering on the following were discovered: role clarification, reflective practice, and adult learning. As a result of the findings, several recommendations were offered to improve the mentor training program. Ultimately, the recommendations could be incorporated into mentor training programs across the county.
Download or read book The Effects of Mentoring Standards as a Policy Instrument on the Mentor mentee Relationship of Beginning Math and Science Teachers in High poverty Middle Schools written by Laurel Kathleen Dietz and published by . This book was released on 2013 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt: Induction and mentoring programs are often portrayed as commonsense policy solutions to lower teacher attrition, build beginning teacher capability and ultimately, raise student achievement. Mentoring standards however, have rarely been examined to see how their interpretation and implementation influence the relationship of mentor-mentee pairs in local contexts under a state voluntary induction and mentoring program. In this multi-cased qualitative study, I interviewed nine mentor-mentee pairs and conducted separate mentor and mentee focus groups as well as observing the mentor and mentee interact during an observational cycle in seven high poverty middle schools under Texas' Beginning Teacher Induction and Mentoring (BTIM) program. I also performed a content analysis of mentor training and support materials. Using Cohen and Moffitt's policy implementation framework I found that due to the lack of specificity and formalness of mentoring standards in BTIM-specific and non-specific documents, and the spottiness of mentor initial training, most mentors and mentees needed to rely on their capabilities and dispositions to define their roles. Consequently, it seemed that in the eyes of the mentors and mentees their relationship was informal; this was reflected in the roles that they assumed. Based on the study results, I recommend that mentoring standards for the mentor and mentee be more specific and formally defined. Indeed, there appears to be a need to formally conceptualize mentoring from its policy aims to its policy instruments within mentoring policy.
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 A Study of the Impact of Mentoring on West Virginia Public School Teachers written by Linda K. Dunlap and published by . This book was released on 1998 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Mentor Conversations on the Classroom Performance of Novice Teachers written by and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: THE IMPACT OF MENTOR CONVERSATIONS ON THE CLASSROOM PERFORMANCE OF NOVICE TEACHERS George J. Mavroulis Under the supervision of Professor Paul V. Bredeson At the University of Wisconsin-Madison The purpose of this exploratory study was to investigate the interactions between mentors and beginning teachers in a Wisconsin suburban school district to find out how different conversation stances impacted the classroom performance of beginning teachers. Research shows that many new teachers do not feel adequately prepared to meet the challenges they face when they first begin teaching in their classrooms. However, beginning teachers report that their practice is enhanced when collaborative relationships with a mentor and among peers are encouraged. While there is a large body of qualitative research on the effects of teacher induction programs, this study quantitatively examined the relationship between mentoring and the classroom performance of novice teachers by addressing the following research question: In what way(s), if any, is the interaction dyad between mentors and beginning teachers (consulting, collaborating, and coaching) related to beginning teachers' written performance evaluations during their first year of teaching in the district? Novice teachers were surveyed to assess the frequency in which their mentor, as part of their interaction dyad, used consulting, collaborating, and coaching conversations during their first year in the school district. The relationship between the cluster scores for each of the three conversation styles found in the survey data and the rating scores on the written performance evaluations of the novice teachers were analyzed to determine if there was a statistically significant relationship that existed. The narrative comments on the written performance evaluations were also examined as a secondary qualitative analysis. It was determined that mentor conversations associated with consulting and coaching stances both had a statistically significant relationship with the performance evaluations of the novice teachers. Specific mentor actions within both the consulting and coaching constructs that were statistically significant were also discovered. The results of this study will provide information to school districts that can be used to help develop effective mentor training programs. Training mentors on how to have learning-focused and reflective conversations with their protégés will accelerate the professional growth of new teachers and will help ensure that they have a successful first year in the classroom, which will enhance student learning.
