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ERIC Number: EJ1058914
Record Type: Journal
Publication Date: 2015-May
Pages: 3
Abstractor: As Provided
Reference Count: 6
ISSN: ISSN-0031-7217
A Hybrid Approach Benefits Beginning Teachers
Hochberg, Eric D.; Desimone, Laura M.; Porter, Andrew C.; Polikoff, Morgan S.; Schwartz, Robert; Johnson, L. Joy
Phi Delta Kappan, v96 n8 p70-72 May 2015
Formal mentoring is the cornerstone of most teacher induction programs, but teachers receive support from informal mentors as well. The authors report on findings from a study of 57 first-year mathematics teachers in 11 school districts to describe who teachers' formal and informal mentors are, how teachers work with them, and how the functions of formal and informal mentors serve for beginning teachers. They offer suggestions for how schools and districts can harness the power of these two forms of mentoring by embracing both.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A