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ERIC Number: ED416091
Record Type: RIE
Publication Date: 1997-Nov-13
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effects of a Resident Mentor Teacher on Student Achievement in Mathematics.
Wilkins, Cynthia W.
Early research has shown that using practicing mathematics teachers as mentors results in increased teacher self-respect, improved teaching skills, and renewed enthusiasm for teaching. The purpose of this study was to determine the effects of a resident mentor teacher on student achievement in mathematics. Measures of achievement were obtained from ITBS Performance Assessment scores from eighth grade rural and suburban school students in 1994, 1995, and 1996. One seventh grade mathematics teacher from a rural school and one seventh grade mathematics teacher from a suburban school volunteered to receive instruction from the researcher in performance teaching and analysis and in the creation and use of rubrics. One teaching unit was prepared by the researcher and presented to the teachers. Using this unit as a model, the teachers created three more units and trained teachers in their local schools. Simple analysis of variance using 1995 mean scores as a covariate revealed mean score differences in both treatment schools were statistically significantly higher in graphing and computation. Mean score differences in the rural schools were not statistically significantly different in problem solving. All schools showed a statistically significant decrease in mean scores in measurement. Possible reasons for this decrease are discussed. It is concluded that utilizing a mentor model where a master teacher trains resident mentor teachers results in higher student mean scores when compared with mean scores of non-mentored students. This paper also contains additional evidence that the model helps increase student interest levels in mathematics and increases teacher enthusiasm for teaching. (Author/NB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A