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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ680006
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0161-4681
Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice.
Athanases, Steven Z.; Achinstein, Betty
Teachers College Record, v105 n8 p1486-1520 Oct 2003
Examined the practice of experienced teacher induction leaders and mentor-new teacher pairs to determine what mentors needed to know and be able to do to sharpen new teachers' focus on individual student learning and growth. Results found that mentors were able to focus new teachers on individual student learning, particularly among underperforming students. Results suggest that mentors can benefit from knowledge, skills, and dispositions in several areas. (SM)
Descriptors: Academic Achievement, Beginning Teachers, Elementary Education, Knowledge Base for Teaching, Mentors, Pedagogical Content Knowledge, Student Evaluation, Teacher Knowledge, Teaching Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California