ERIC Number: EJ1060764
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 72
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.
Descriptors: Mentors, Beginning Teacher Induction, Beginning Teachers, Best Practices, Evidence, Educational Practices, Experimental Groups, Control Groups, Teacher Competencies, Teaching Skills, Instructional Effectiveness, Instructional Improvement, Capacity Building, Pedagogical Content Knowledge, Mixed Methods Research, Teacher Surveys, Likert Scales, Interviews, Focus Groups, Role Perception, Supervisory Methods, Supervisor Qualifications, Educational Attitudes, Self Efficacy, Skill Analysis, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas