Intensive mentoring as a way to help beginning teachers develop balanced instruction/ created by Randi Nevins Stanulis and Robert E. Floden

By:

Nevins, Stanulis Randi [author]

Contributor(s):

Floden, Robert E [co author]

Material type: Text

TextSeries: Journal of teacher education ; Volume 60, number 2Thousand Oaks Sage, 2009Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

00224871

Subject(s):

Mentoring -- Induction -- Professional development

LOC classification:

LB1738 JOU

Online resources:

Click here to access online

Abstract: This study examines the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice, focused on a research-based conception of high-quality teaching known as effective balanced instruction, was used to measure the impact of the intervention. Using a matched comparison group design with 24 beginning teachers, the study tested the effects on teaching practice of intensive mentoring. Findings indicate that the improvement in the beginning teachers' AIMS scores from fall to spring was greater for the experimental group than for the comparison group of teachers.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1738 JOU (Browse shelf(Opens below))	Vol. 60, no.2 (pages 112-122)	Not for loan	For in house use only

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Previous	LB1738 JOU Unpacking the “urban” in urban teacher education : making a case for context-specific preparation/	LB1738 JOU A comparison of preservice teachers' responses to cyber versus traditional bullying scenarios : similarities and differences and implications for practice/	LB1738 JOU An examination of preservice teachers’ intentions to pursue careers in special education/	LB1738 JOU Intensive mentoring as a way to help beginning teachers develop balanced instruction/	LB1738 JOU Minding the gate : data-driven decisions about the literacy preparation of elementary teachers/	LB1738 JOU Novice teachers' attention to student thinking/	LB1738 JOU Assessment for learning to teach : appraisal of practice teaching lessons by mentors, supervisors, and student teachers/	Next

This study examines the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice, focused on a research-based conception of high-quality teaching known as effective balanced instruction, was used to measure the impact of the intervention. Using a matched comparison group design with 24 beginning teachers, the study tested the effects on teaching practice of intensive mentoring. Findings indicate that the improvement in the beginning teachers' AIMS scores from fall to spring was greater for the experimental group than for the comparison group of teachers.

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