This qualitative study examined, described and analyzed mentoring experiences and perceptions of five first-year alternate route teachers and their five mentors within an urban southeastern school division. The researcher employed a constructivist theoretical model to analyze interview data and frame the adult learning and mentoring experiences to answer the research questions. This investigation explored the benefits, challenges and implications concerning first-year alternate route teachers and their roles in the mentoring relationships.
| Identifer | oai:union.ndltd.org:vcu.edu/oai:scholarscompass.vcu.edu:etd-3583 |
| Date | 01 November 2011 |
| Creators | Perkins, Gwendolyn |
| Publisher | VCU Scholars Compass |
| Source Sets | Virginia Commonwealth University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | © The Author |
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