000			01648nam a22002537a 4500
003			ZW-GwMSU
005			20241001070749.0
008			241001b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aNevins, Stanulis Randi _eauthor
245	1	0	_aIntensive mentoring as a way to help beginning teachers develop balanced instruction/ _ccreated by Randi Nevins Stanulis and Robert E. Floden
264	1		_aThousand Oaks _bSage, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 2
520	3		_aThis 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.
650			_aMentoring _vInduction _xProfessional development
700			_aFloden, Robert E. _eco author
856			_uhttps://doi.org/10.1177/0022487108330553
942			_2lcc _cJA
999			_c167435 _d167435