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ERIC Number: EJ1061766
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0300-4430
An Evaluation of the Intensity of Mentoring: Child Outcomes
Lambert, Richard; Gallagher, Peggy A.; Abbott-Shim, Martha
Early Child Development and Care, v185 n8 p1314-1330 2015
This study examines the intensity effect of a mentoring intervention for Head Start teachers, the Individualised Learning Intervention (ILI), as it impacts child social emotional outcomes. Pairs of Mentor and Protégé teachers across three sites in two states were randomly assigned to intervention and control groups. Mentors in the intervention group participated in a 50-hour mentor seminar and supported the intervention Protégé teachers' professional growth and development across one Head Start school year. Mentors themselves were also supported by a Mentor Coordinator. As part of a quasi-experimental study of implementation fidelity effects, the intensity of mentoring intervention was measured by the Intensity of Intervention Scale and the intervention group was divided into high and moderate intensity levels. Evidence is presented for the effects of high intensity levels of the ILI Mentoring programme, relative to moderate intensity and control conditions, on the children in the Protégé teachers' classrooms. These results lead to practice and policy implications regarding the implementation of mentoring programmes such as the ILI which are designed for early childhood educators and built upon adult self-directed learning experiences and collaborative support.
Routledge. Available from: 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: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Administration on Children, Youth, and Families (DHHS), Child Care Bureau
Authoring Institution: N/A
Grant or Contract Numbers: 90YD0016/02