Literaturnachweis - Detailanzeige
| Autor/in | Smith, Marye Mathis |
|---|---|
| Titel | Enhancing Mentoring Practices as a Framework for Effective Mentoring |
| Quelle | (2013), (209 Seiten)
PDF als Volltext Ed.D. Dissertation, Walden University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3036-8655-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Mentors; Teaching Methods; Beginning Teachers; Rural Schools; High Schools; Secondary School Teachers; Beginning Teacher Induction; Interviews; Administrator Attitudes; Teacher Attitudes; Coding; Program Effectiveness; Georgia |
| Abstract | Mentoring has been identified as an effective way to provide support for new teachers. As a strategy to support new teachers and to address teacher attrition, a rural high school in West Central Georgia sought to identify the concepts needed for an effective mentoring program. The purpose of this case study was to explore best practices in mentoring through literature and to gather empirical data through a face-to-face interview with an administrator and by online anonymous interviews with 8 mentors and 15 mentee teachers. Danielson's 22 components and 4 domains from Frameworks for Teaching were used to code emerging patterns and themes. The overarching question that informed the research focused on elements needed for an effective mentoring program. The conceptual framework for the study was based on a constructivist approach in which mentoring experiences were examined from the participants' perspectives. Findings indicated that the most effective mentoring program is developed from a nonlinear perspective, and provided within a comprehensive induction design wherein professional collegiality is stressed and formal and informal mentoring is practiced. Consequently, a policy recommendation for an effective mentoring program was created that addressed the mentoring needs for the school under study. This study is significant in that it will provide an effective mentoring program that will meet the needs of the mentors, beginning teachers, administrators, students, policymakers, and the teaching profession. Further, the school under study, as well as other school districts, organizations, and industries, will be afforded integral data to help plan and develop effective mentoring programs or to improve and align existing mentoring programs with optimal results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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