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ERIC Number: EJ945109
Record Type: Journal
Publication Date: 2012-Jan
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Intensive Mentoring that Contributes to Change in Beginning Elementary Teachers' Learning to Lead Classroom Discussions
Stanulis, Randi Nevins; Little, Sarah; Wibbens, Erin
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n1 p32-43 Jan 2012
This study examines whether targeted mentoring can make a difference during the induction years. The effects of a mentoring intervention based on principles of instructional quality and effective professional development were studied. Learning to lead classroom discussions is a high-leverage practice related to effective teaching. Forty-two beginning elementary teachers participated in yearlong mentoring to lead discussions for higher-order thinking. These novices were compared to 41 beginning teachers in the same high-poverty school district who did not receive the mentoring treatment. Qualitative and quantitative findings illustrate significant differences in beginning teacher practices based on involvement in the intensive mentoring. (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A