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ERIC Number: EJ919412
Record Type: Journal
Publication Date: 2011
Pages: 33
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0735-6331
Professional Growth through Online Mentoring: A Study of Mathematics Mentor Teachers
McAleer, DeAnna; Bangert, Art
Journal of Educational Computing Research, v44 n1 p83-115 2011
This article explores how patterns of engagement and program design impact professional learning and development of mathematics mentor teachers as they participate in an asynchronous mentoring program, e-Mentoring for Student Success (eMSS). In specific, this study: 1) sought to determine if activity level was related to mentors' perceived professional growth; 2) explored the effect of program design on a mentors' perceived growth and over what domains this growth occurred; and 3) sought evidence of the mentor teachers' professional growth in the online dialogue. Results of the study indicate that a mentor's activity level does positively relate to perceived professional growth and that much growth occurs "behind the scenes" and may not be evident in participants' posts. The mentor mathematics teachers reported growth in all assessed domains, particularity in their reflective practices, and attributed their growth to participation in the Content Forum discussion areas more than the other assessed areas. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED544210