東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mentoring and retention in first-yea...

Morina, Sam F., Jr.

Linked to FindBook

Google Book

Amazon

博客來

Mentoring and retention in first-year teachers: A mixed-methods study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mentoring and retention in first-year teachers: A mixed-methods study./
Author:	Morina, Sam F., Jr.
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2385.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409192
ISBN:	9781124064475

Mentoring and retention in first-year teachers: A mixed-methods study.
Morina, Sam F., Jr.

Mentoring and retention in first-year teachers: A mixed-methods study. - 127 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2385.

Thesis (Ph.D.)--Capella University, 2010.

This study collected relevant information from first-year teacher proteges about mentorship effectiveness and anticipated turnover. The primary goal of this study was to examine a first-year-teacher mentoring program to determine its perceived effectiveness for first-year-teacher proteges and to examine their perceptions of the essential components of the mentoring program. A second goal was to obtain information on the effect, if any, of mentoring on the retention of new K-12 teachers. This study used a mixed-methods design to investigate the perceptions held by first-year-teacher proteges in one program site. The participants in the study perceived that the most essential components of the mentoring program were that their mentors were supportive and provided guidance and practical advice; that their mentors were available, approachable, and accessible; that their mentors were knowledgeable and experienced; and that they had a good working atmosphere. The majority of the participants, 47.5%, perceived that the mentoring program in which they participated was effective. A smaller percentage, 17.5%, perceived that the program needed improvement. An additional 17.5% perceived that the mentoring program was not effective. This study found that mentorship effectiveness predicted retention of first-year teacher proteges in the 21-35-year old group who were female and held only a bachelor's degree. Additionally, almost half of the teacher respondents in this study indicated that their mentoring program was effective. Approximately 36% indicated that the program needed improvement or was not effective. This study also found that a formalized and consistent mentoring program for first-year-teacher proteges was effective in acclimating new teachers as well as helpful in retaining them in teaching.

ISBN: 9781124064475Subjects--Topical Terms:

1035576
Education, Leadership.

Mentoring and retention in first-year teachers: A mixed-methods study.
LDR:02827nam 2200313 4500 001 1394246
005 20110506085312.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124064475
035 $a (UMI)AAI3409192
035 $a AAI3409192
040 $a UMI $c UMI
100 1 $a Morina, Sam F., Jr. $3 1672850
245 1 0 $a Mentoring and retention in first-year teachers: A mixed-methods study.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2385.
500 $a Adviser: Patricia M. Marin.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a This study collected relevant information from first-year teacher proteges about mentorship effectiveness and anticipated turnover. The primary goal of this study was to examine a first-year-teacher mentoring program to determine its perceived effectiveness for first-year-teacher proteges and to examine their perceptions of the essential components of the mentoring program. A second goal was to obtain information on the effect, if any, of mentoring on the retention of new K-12 teachers. This study used a mixed-methods design to investigate the perceptions held by first-year-teacher proteges in one program site. The participants in the study perceived that the most essential components of the mentoring program were that their mentors were supportive and provided guidance and practical advice; that their mentors were available, approachable, and accessible; that their mentors were knowledgeable and experienced; and that they had a good working atmosphere. The majority of the participants, 47.5%, perceived that the mentoring program in which they participated was effective. A smaller percentage, 17.5%, perceived that the program needed improvement. An additional 17.5% perceived that the mentoring program was not effective. This study found that mentorship effectiveness predicted retention of first-year teacher proteges in the 21-35-year old group who were female and held only a bachelor's degree. Additionally, almost half of the teacher respondents in this study indicated that their mentoring program was effective. Approximately 36% indicated that the program needed improvement or was not effective. This study also found that a formalized and consistent mentoring program for first-year-teacher proteges was effective in acclimating new teachers as well as helpful in retaining them in teaching.
590 $a School code: 1351.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0514
690 $a 0530
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Marin, Patricia M., $e advisor
790 1 0 $a Richardson, Diane J. $e committee member
790 1 0 $a Sabet, Behrooz $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409192