Effects of Mentoring Programs on New Teacher Retention: A Literature Review

Autor/inn/en	Waterman, Sheryn; He, Ye
Titel	Effects of Mentoring Programs on New Teacher Retention: A Literature Review
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 19 (2011) 2, S.139-156 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Mentors; Teacher Persistence; Literature Reviews; Program Effectiveness; Beginning Teacher Induction; Program Evaluation; Electronic Journals; Participant Characteristics; Educational Quality; School Support; Educational Opportunities; Performance Factors; United States + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; E-Journal; Quality of education; Bildungsqualität; Schulförderverein; Bildungsangebot; Bildungschance; Leistungsindikator; USA
Abstract	Building upon previous literature reviews, this article highlights research and evaluation efforts regarding the effectiveness of mentoring programs for new teacher retention in the USA since 2005. Through the analysis of various mentoring program components, different research methods used, and major findings from these studies, we discuss the non-linearity and complexity of both the mentoring process itself and the study of mentoring on new teacher retention. Based on our review, we offer recommendations for researchers and decision-makers to enhance the quality of such studies and maximize the use of the findings in improving mentoring programs and enhancing teacher retention. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10