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ERIC Number: EJ1118472
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2167-8693
The Story of Mentoring Novice Teachers in New York
Roff, Kimberly A.
Journal of Educational Research and Practice, v2 n1 p31-41 2012
This case study addressed a gap in literature by focusing on how teachers perceived the impact of mentoring programs on the support and collaboration of first-year teachers. A qualitative case study design was conducted using semistructured interviews and documents. A sample of 16 teachers from two different school districts in New York State participated. The main findings indicated that mentoring benefitted all of those involved in the program. Mentees and mentors in both school districts benefitted from lesson planning, collaborating, and supporting each other. Findings of this study may foster additional support and collaboration for mentees and mentors and possible improvements to existing mentoring programs. These improvements may promote social change by providing teachers with a positive environment where collaboration among all educators is encouraged.
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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: New York
Grant or Contract Numbers: N/A