Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Thomas P. Crumpler, Thomas S. Haynes (co-chairs), Aimee D. Adkins, Barbara B. Meyer. Includes bibliographical references (leaves 173-180) and abstract. Also available in print.

Mentor teachers are currently seen as a solution to education's dilemma of how to orient beginners into the profession and provide educational advancement for its most capable, experienced teachers. One goal of Oregon's mentor program is to have mentors provide their proteges with instructional assistance through an observation process. The purpose of this study was to explore the quantity and types of observations being conducted by mentors and discover what factors most affect their ability to complete observations for instructional assistance. In order to determine the possible need for differentiation in training, comparisons were made between elementary and secondary level mentors for the quantity and types of observations conducted and for needs related to attitude, skills, and context. A literature survey provided an initial list of needs and attitudes previous researchers have found to be critical to mentors' success. This list was refined through the work of a Delphi Panel. The resulting survey gathered observation-related information from a random sample of two hundred and twenty-five Oregon mentors distributed throughout the state. Data was analyzed using Analysis of variance and Chi square tests at the .05 level to determine if there were significant differences between elementary and secondary level mentors and between twenty-four observation-related factors. A significant difference was found between observation-related factors, the most important being trust between the mentor and protege, availability of release time, the mentor's teaching in the same building as his/her protege, and the protege's willingness to be observed. No significant differences were found between elementary and secondary level mentors in either the quantity and types of observations conducted or in the perceived importance of various observation-related factors. / Graduation date: 1991

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 110-120). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 272-281). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 272-281). Also available on the Internet.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [196]-210).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Additional advisors: Nataliya Ivankova, Rosemary Newton, Linda Searby, Yu-Mei Wang. Description based on contents viewed Oct. 9, 2008; title from PDF t.p. Includes bibliographical references (p. 174-185).

Thesis (M.S. Education)--Dominican University of California, 2002. / At head of title: Teacher Induction, A California Induction Program. BTSA is a teacher induction program that is administered jointly by the California Department of Education (CDE)and the California Commission on Teacher Credentialing (CCTC). Includes bibliographical references (leaves 32-34).

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 198-212). Also available on the Internet.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 154-162). Also available on the Internet.