Case Study in Educational Mentoring Among Novice Elementary School Teachers PDF Download
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Author: Phyllis A. Green
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 328
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Book Description
Author: Phyllis A. Green
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 328
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Book Description
Author: Sandra J. Odell
Publisher: Rowman & Littlefield
ISBN: 0912099372
Category : Education
Languages : en
Pages : 158
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Book Description
This survey of best practices is extremely useful to those charged with setting up state and local mentoring programs and provides a logical framework to convince policy makers to support teacher-induction programs. Case studies and discussion questions make this a valuable textbook for teacher education courses and tool for faculty in the school setting.
Author: Nicholas J. Clayton
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
While a plethora of research exists devoted to the topic of mentoring, especially related to improving teacher retention, there is a dearth of research in the understanding of the mentoring relationship as it pertains to the overall socialization process and impacts novice teachers who have come to the profession via an alternative certification route. Often overlooked in their unique needs as they step into teaching for the first time because of their training with organizations such as Teach for America, alternatively certified teachers have become an essential part of the teacher workforce. With most alternatively certified teachers forgoing the student teaching experience and being immediately thrust onto the teaching stage, the alternatively certified novice teacher should not be dismissed in terms of needing transitional support such as mentoring. The research questions addressed in this study are as follows: 1) How are alternatively certified novice teachers in an urban setting supported in their transition to teaching through the use of mentoring? 2) How does mentoring assist the novice teacher in their transition into their new community of practice? 3) What impact, if any, does mentoring have on the formation of a professional teacher identity and retention?
Author: Carol Pelletier Radford
Publisher: Corwin Press
ISBN: 1506345050
Category : Education
Languages : en
Pages : 297
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Book Description
Use this updated resource to prepare for your journey into teaching This newly revised and updated 2nd edition of The First Years Matter provides key actions steps and a flexible twelve-month curriculum - including July for reflection and planning - to help you proactively prepare for your first few years in the classroom. Maximize your effectiveness in the classroom as you: Apply mentoring lessons to differentiate instruction Integrate student voice Prepare for teacher observations and standardized testing Gather evidence to document your progress This updated version includes a robust companion website featuring videos, downloadable forms, and a journal for reflection. Use with Mentoring in Action, the companion guide for mentors!
Author: Juliana Othman
Publisher: Routledge
ISBN: 0429780958
Category : Education
Languages : en
Pages : 181
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Book Description
In their book, Othman and Senom provide a unique insight into the challenges faced by novice English as a Second Language (ESL) teachers and establish how mentoring can provide effective support for new teachers’ professional development. The book demonstrates the theoretical background for viewing mentoring as a process crucial to novice teachers’ development, particularly to the teachers’ ability to succeed and grow in a specific workplace environment. Using case studies from a Malaysian context, this book provides a comprehensive understanding of how mentoring can serve as a strategy to facilitate the transition of novice ESL teachers from a teacher education programme to life in real classrooms. Through its case studies, the book will examine both theoretical and practical issues for mentors, teacher educators, policymakers, and administrators when mentoring new ESL teachers. This book will be valuable to researchers who are particularly interested in exploring novice teachers’ identity development, and experienced teachers to help guide new teachers through the socialization process in their schools.
Author: Sandra J. Odell
Publisher: R&L Education
ISBN: 1461732662
Category : Education
Languages : en
Pages : 158
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Book Description
This survey of best practices is extremely useful to those charged with setting up state and local mentoring programs and provides a logical framework to convince policy makers to support teacher-induction programs. Case studies and discussion questions make this a valuable textbook for teacher education courses and tool for faculty in the school setting.
Author: Karla Deneen Potts
Publisher:
ISBN:
Category :
Languages : en
Pages : 77
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Book Description
This applied dissertation was designed to examine the influence of a mentoring program on novice elementary school teachers in several suburban elementary schools in the Tidewater area of southeastern Virginia. The purpose of this study was to examine the relationship between mentoring programs and the attrition and retention rates of novice teachers. The writer organized the study around four research questions: 1. How effective are mentoring programs in decreasing teacher attrition and increasing teacher retention rates? 2. How does being involved in a mentoring program influence the novice teacher's decision to remain in the profession? 3. Do novice teachers believe that they receive the needed support during their 1st year of teaching? 4. How important is the role of the mentor to the novice teacher? Evaluation and nonexperimental research methods were used in this study. Cross-sectional surveys that used Likert scales and written responses were mailed to the participating schools. Self-addressed, stamped envelopes for return to the researcher accompanied the surveys. Descriptive statistics were also used in reporting the data that were obtained from the surveys. The results of the surveys revealed that novices who participated in mentoring programs were influenced to remain in the teaching profession. These results may prove beneficial to school districts in improving the mentoring programs they have in place. Appendices include: (1) Principal Response Form; (2) Survey; and (3) Schedule of Novice-Mentor In-Service Meetings.
Author: Geneva J. Feaster
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 161
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Book Description
This study addressed the problem of retention for novice teachers in struggling schools. The purpose of this qualitative case study was to explore a mentoring program in a large school district in Louisiana. Data were collected using questionnaires derived from the teacher questionnaire of the National Teacher and Principal Survey 2015–2016 School Year, in-depth mentor and novice teacher interviews, and mentoring artifacts. Findings indicated that friendships, relationships, common planning times, modeling, feedback, reflection, and training were critical to the success of novice teachers. Additional findings revealed that the end-of-year reflection, cohesiveness, communication, and reciprocity were the most effective components of the mentoring program for the mentor teachers. For novice teachers, cohesiveness, communication, and reciprocity were the most effective components. It was concluded that this study’s district should consider having mentors meet their novice teacher at the beginning of the school year and provide additional training on the curriculum, classroom management, and relationships. In addition, novice teachers need training on teaching special needs and English Language Learners and school processes such as providing remediation for struggling students and tracking students’ progress. Mentors and novice teachers would benefit from having a schedule that allows for common planning times and availability to improve the components of classroom observations, observation feedback, and end-of-year reflection. It was recommended to increase the number of days for the induction program to reduce stress for the novice teachers.
Author: Hasina Banu Shirin
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Arlene Ruth Clarke
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
"Google was my only mentor!" These were the words of a novice teacher who desperately wanted the support of a senior mentor. "If you are a teacher and you cannot be considered a mentor, what does that say about your professional being?" asked a senior teacher actively involved in mentoring her novice colleagues. These sentiments are indicative of the stories shared by teachers in this study that explored (1) the motivations of senior teachers who become mentors and (2) the representations of novice teachers regarding the contributions of their senior mentors. Situated in the interpretive constructivist paradigm and using the lived experiences of mentors and mentees, participant stories were collected and analyzed in the context of rapid enrolment decline and limited hiring of new teachers in Nova Scotia. While senior teachers indicated that they entered into mentoring relationships with a sense of duty to the profession, the novice teachers reported that help was not always forthcoming. An undercurrent that novices had to pay their dues to the profession was suggested. Both mentors and mentees were probed as to the value they placed on the mentoring relationship and data analysis indicated all participants greatly valued the experience. An examination of the themes emerging from the data include a discussion of the effects of school culture on the motivation of senior teachers to engage as mentors and the use of a network of mentors to encourage and develop the professional growth of novice teachers.
