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ERIC Number: EJ817773
Record Type: Journal
Publication Date: 2008-Dec
Pages: 28
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0022-0272
Curriculum for Mentor Development: Problems and Promise in the Work of New Teacher Induction Leaders
Athanases, Steven Z.; Abrams, Jennifer; Jack, Gordon; Johnson, Virginia; Kwock, Susan; McCurdy, Judy; Riley, Suzi; Totaro, Susan
Journal of Curriculum Studies, v40 n6 p743-770 Dec 2008
This study examines four case studies of mentors of new teachers who assumed leadership of teacher induction programmes. Using cycles of action research conducted in a teacher induction leadership network, the case-study authors inquired into the features of the mentor curriculum. Cross-case analyses suggest the need for three elements of mentor curriculum. Tools, scripts, and routines can support the work, but generic scaffolds need to be adapted and tailored to local needs. In a time of standards reform and high-stakes assessment in the US, the needs of new teachers should be tied to students and their learning, the ultimate target of mentor development, particularly in many urban and other high-need districts. Finally, action research and inquiry skills can enable mentors and induction leaders to respond to data about how mentor curriculum must be tailored to the particular needs of mentors, new teachers, and students. (Contains 1 table, 1 figure, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A