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ERIC Number: EJ913486
Record Type: Journal
Publication Date: 2010-Dec-30
Pages: 25
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1068-2341
Rethinking Mentoring: Comparing Policy and Practice in Special and General Education
Washburn-Moses, Leah
Education Policy Analysis Archives, v18 n32 Dec 2010
Although teacher mentoring is now mandated in most states, high quality research in mentoring remains scarce (Rockoff, 2008). There is a great need to understand how such policies are implemented (Smith, 2007), particularly in teaching areas with high shortages. The purpose of this study is to compare state and district mentoring policies with practices in special and general education. Survey data were collected from 232 teachers in one state and compared with policy information from the Teacher Rules, Roles, and Rights (TR[superscript 3]) database. Results indicated uneven implementation of policy, in that some stated policy was not adhered to consistently, and consistency in practices was seen in the absence of other policy. Further, special education teachers reported less compliance with some mentoring policies than general education teachers. A new model is proposed to encourage implementation of research-validated practices in teacher mentoring. (Contains 4 tables and 2 figures.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A