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ERIC Number: EJ787158
Record Type: Journal
Publication Date: 2002
Pages: 13
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-0018-1498
Mentoring the Beginning Teacher: Providing Assistance in Differentially Effective Middle Schools
Angelle, Pamela S.
High School Journal, v86 n1 p15-27 Oct-Nov 2002
This article documents the socialization experiences of beginning teachers in five pairs of middle schools and explores the differences in the socialization experiences as they relate to the effectiveness of the middle school where these experiences took place. This research jointly studies school effects and teacher effects through the case study approach, building on the work of Kirby and her colleagues (1992, 1993) and Teddlie and Stringfield (1993). Understanding the role of the socialization experience as it relates to the instructional effectiveness of the new teacher can be crucial to the implementation of a school improvement plan. If the beginning experience contributes to actual teacher effectiveness in the classroom, this will, in turn, contribute to the overall effectiveness of the school. This study was designed to answer the question: Are there differences in the socialization experiences of beginning teachers in more effective middle schools and in less effective middle schools? Following this, what are the processes in differentially effective schools that account for these differences? What role does the quality of mentoring assistance play in the beginning socialization experience? (Contains 4 tables and 1 footnote.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Junior High Schools; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana