ERIC Number: EJ1116226
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
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.
Descriptors: Mentors, Supervisor Supervisee Relationship, Science Education, Mathematics Education, Supervisory Methods, Grounded Theory, Partnerships in Education, School Districts, Teacher Persistence, Faculty Mobility, Professional Education, Teacher Effectiveness, Secondary School Teachers, Qualitative Research, Trainees, Teacher Surveys, Teacher Attitudes, Participant Satisfaction, STEM Education, Structured Interviews, Likert Scales
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
Authoring Institution: N/A
Identifiers - Location: Florida