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ERIC Number: EJ867591
Record Type: Journal
Publication Date: 2010-Jan
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1082-3301
Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative
Onchwari, Grace; Keengwe, Jared
Early Childhood Education Journal, v37 n4 p311-317 Jan 2010
Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally, educational reform policies such as this imply the need for continuous professional development activities that enhance teacher qualifications, especially for practicing teachers. This study examined the effectiveness of a nation-wide mentor-coach initiative towards enhancing teacher pedagogy and its effect on children's literacy performance. Forty-four Head Start teachers and classrooms were examined. Results indicated that reading and writing scores benefited significantly more when teachers participated in the mentor-coach initiative. These findings suggest that professional development activities such as mentor-coach initiatives, if offered appropriately, can enhance children's academic performance.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001