NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1116226
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
Science and Mathematics Mentees and Mentors: Who Benefits the Most?
Taylor, Rosemarye T.; Karcinski, Lisa
Mentoring & Tutoring: Partnership in Learning, v24 n3 p213-227 2016
The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and surveys and analyzed using the grounded theory approach and open coding. Findings revealed that teachers and mentors recommended that future mentor models provide strong support and more face-to-face meetings. The most common change mentors made was that they incorporated new strategies into their teaching. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida