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ERIC Number: ED464063
Record Type: Non-Journal
Publication Date: 2002
Pages: 23
Abstractor: N/A
Reference Count: N/A
Into the Mixing Bowl: Combining Mentors, Novices, and Differentiation.
Brimijoin, Kay; Alouf, James; Chandler, Kimberly
This study evaluated a school-college partnership that combined mentors and novices in reform-based professional development for building expertise in mentoring and differentiating curriculum and instruction. Participants were clinical faculty/mentor teachers, administrators, inservice teachers, and preservice teachers who completed a 3-credit course and follow-up summer workshop. Clinical faculty/mentor teachers responded to pre- and post-surveys about their work in summer courses and workshops and mentoring duties during the school year. Preservice and inservice teachers completed pre- and post-surveys about their work in the differentiation study group. Researchers completed a case study of one preservice and one inservice teacher during 12 weeks of intern teaching. Mentoring beginning teachers was very complex. When faced with the challenges of diverse classrooms, even clinical faculty/mentor teachers often operated in "survival mode" as much as they had in their first year of teaching. In order to move clinical faculty/mentor teachers from survival mode to a level of competence and to facilitate the forced maturation of student teachers when faced with meeting individual, diverse student needs, mentors, novices, and differentiation were joined in a best practice, professional development mix. The use of preservice and inservice teacher experiences and evaluations over time to intensify the focus of professional development suggested new dimensions for building expertise in mentoring and differentiation. (Contains 17 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia