The purpose of this study was to determine how continuous on-line communication could help meet the needs of beginning teachers, foster reflection of both the mentor and the protégé, and serve as a medium for open dialogue. Two problems that this study directly addressed were (a) current mentoring programs not offering support which is systematic and ongoing; (b) the lack of training provided for mentor teachers. The significant findings from this study can be grouped into three categories: (a) how on-line communication influenced discussions, (b) how on-line communication influenced group cohesion, and (c) how on-line communication paralleled and differed from traditional mentoring parameters.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-1778 |
| Date | 01 January 1999 |
| Creators | Cyr, Eileen M |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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