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ERIC Number: EJ824144
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1361-1267
Developing Effective Beginning Teachers through Mentor-Based Induction
Fletcher, Stephen H.; Barrett, Adele
Mentoring & Tutoring: Partnership in Learning, v12 n3 p321-333 2004
Past research on new teacher induction has focused on changes in retention. Keeping people in the profession is important, but new teachers may need help in learning about curriculum and students in order to be effective instructional leaders. New teachers may also need assistance in learning how to interact with colleagues. We asked new teachers through an on-line survey what they learned from mentors about curriculum, student diversity and collegiality. In addition, achievement gains of classes taught by new teachers and experienced teachers were compared. The results of the study are discussed in terms of implications for teacher training, organizational change, and data usage by districts. (Contains 3 tables and 2 figures.)
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A