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ERIC Number: EJ1262111
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Examining the Impact of Professional Development and Coaching on Mentoring of Novice Special Educators
Cornelius, Kyena E.; Rosenberg, Michael S.; Sandmel, Karin N.
Action in Teacher Education, v42 n3 p253-270 2020
The similarity of teaching assignments between mentor and novice teachers are typically regarded as necessary prerequisites for successful mentoring relationships. Yet, due to the personnel shortages and specialized teaching assignments in special education, it is not always possible to match novice special educators with veteran special educators. This multiple-baseline across behaviors study investigated specialized professional development and individualized coaching for general education teacher mentors. Outcomes assessed included the intervention's impact on the mentors' special education knowledge, mentors' ability to identify needed components of special education lesson delivery, and novice teachers' improvements in instructional practice. Results indicated a functional relationship between the intervention and mentor knowledge as well as the ability to identify components of specialized instruction. Most important, novice special educators improved their instructional practices after being mentored by those who received the professional development and specialized coaching.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A