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Mentor's view of the observation process in Oregon's beginning teacher support programHamlin, Karen DeShon 03 October 1990 (has links)
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
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A descriptive study on the effect of a teacher mentoring program on teacher retentionDeLong, Melissa K. January 2002 (has links)
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002. / Source: Masters Abstracts International, Volume: 45-06, page: 2733. Typescript. Abstract precedes thesis as, preliminary leaves i-ii. Includes bibliographical references (leaves 43-47).
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An exploratory study of professional development experiences for new middle school science teachers in a suburban school districtWitt, David J. Scribner, Jay Paredes, January 2009 (has links)
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.
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An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction program /Willey, Leslie Swanda. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 272-281). Also available on the Internet.
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An examination of the literacy curriculum decisions and actions of two beginning teachers enrolled in a university teacher induction programWilley, Leslie Swanda. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 272-281). Also available on the Internet.
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An examination of email-based novice teacher mentoring: proposing a practitioner-oriented model of online reflectionFrench, Karen Dorothy 28 August 2008 (has links)
Not available / text
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An exploration of learning: beginning teachers building knowledge about culture and literacyDooley, Caitlin Elizabeth McMunn 28 August 2008 (has links)
Not available / text
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Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schoolsCasey, Patricia Jeanne 28 August 2008 (has links)
Not available / text
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First-year teachers’ perceptions of writing and writing instruction in their primary classroom : three case studiesMcDonnold, Kathleen Whitby 22 June 2011 (has links)
This interpretive case study is an investigation of three first-year teachers’ perceptions of student writing and writing instruction in second grade classrooms. The portrayals describe each teacher’s early experiences with literacy and their professional path that led them to the classroom. The case studies also present the knowledge and the resources these three teachers report drawing on during their first year as a professional. A description of the each classroom and an account of writing instruction further contextualizes the interpretation of the perceptions about student writing and writing instruction each teacher.
Classroom observation and interview data were collected during the spring semester of these three teachers first year as a professional in the classroom. Data analysis was ongoing and inductive (Glaser & Strauss, 1967). Recurring themes and patterns across the cases were used to build representations that most exemplified each teacher’s perceptions.
The findings in this study suggest that novice teachers draw from multiple sources of knowledge as they teach writing for the first time. The findings also suggest that the strongest influences on beginning teachers’ writing instruction are their own experiences as a writer, their assigned mentor, and their grade-level team members. From the classroom observations and debriefing interviews, the findings further suggest that beginning teachers assume writing ideas come from teachers and that there is a particular writing process that is to be followed systematically. The findings also suggest that beginning teachers believe public displays of student work should be perfect and therefore place great importance on the conventions and mechanics of writing.
The implications for this study and suggestions for future research relate to the potential for first year teachers to draw from multiple sources in their teacher education programs, the potential for school-based mentoring programs where mentor teachers receive training to support their work with new teachers especially as it impacts their practice and develops their expertise as they teach writing, and the potential for first year teachers to take the initiative for their own professional development as they continue to improve their practice teaching writing. / text
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The induction of beginning teachers in a Hong Kong secondary schoolLam, Chi-tak., 林{213d7e}德. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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