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ERIC Number: EJ951207
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1524-0754
Sustainable Practices in Mentoring: Tools to Support Child Outcomes and a Mentoring Protocol in Early Language and Literacy
Zoll, Susan M.; Rosenquest, Bobbi
NHSA Dialog, v14 n4 p213-228 2011
This article seeks to examine 2 federally funded early literacy projects, one an Early Reading First demonstration project, the other an Early Childhood Educators Professional Development Research Study. It describes the respective professional development models that include on-site mentoring support to improve teacher quality. The article illustrates the use of child-level and classroom data to inform an individualized mentoring protocol to impact change in both teacher knowledge and classroom practice, with the ultimate goal of improving outcomes for children in early childhood classrooms. (Contains 1 table.)
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 - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A