NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1060764
Record Type: Journal
Publication Date: 2015
Pages: 29
Abstractor: As Provided
Reference Count: 72
ISSN: ISSN-1570-0763
Supporting Data-Informed Practice among Early Career Teachers: The Role of Mentors
Jimerson, Jo Beth; Choate, Marnie R.; Dietz, Laurel K.
Leadership and Policy in Schools, v14 n2 p204-232 2015
Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not. To address this gap, we examined perceptions about data use in a small Texas district; anticipated differences among comparison groups (i.e., mentors and non-mentors; mentors and ECT) did not emerge. We conclude that without careful selection and supports, mentors may not be able to support data-informed practice to the degree assumed.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas