Education Commons^™

Mentoring Postsecondary Tenure-Trackfaculty: A Theory-Building Case Study Andimplications For Institutional Policy, Dannielle Joy Davis, Patricia Boyer, Isela Russell

Administrative Issues Journal

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members’ integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for administrators in terms of retention of new faculty members in postsecondary settings.

The Development Of And Relationship Between Elgin U-46'S Teacher Appraisal System And Mentor Program: 1998-2010, Joseph William Schumacher

Dissertations

This study investigated the historical development of Elgin School District U-46's teacher appraisal system and teacher mentor program during the years of 1998-2010. In 1998 a formal mentor program was implemented for the first time in district history. Shortly thereafter, district and union leadership agreed to revamp the twenty-five-year-old appraisal system. The study aimed to explore how district and union leadership prepared for, adopted, and implemented appraisal and mentoring during this time period through the framework of Thomas Sergiovanni's (1992) sources of authority for leadership.

The research questions of this study focused on five topics: the historical development of the …

Mentoring In Teacher Education: Building Nurturing Contexts And Teaching Communities For Rural Primary School Teachers In Sindh, Pakistan, Nilofar Vazir, Rakhshinda Meher

Institute for Educational Development, Karachi

This paper examines how mentoring can improve the performance and level of teacher education in Pakistan, especially in rural areas. It presents a qualitative case study that focuses on two teachers from rural Sindh; one male and the other female. These teachers were participants in the Mentoring Program at the Aga Khan University – Institute for Educational Development (AKU-IED). Data was collected through participant observations, from structured and unstructured interviews, in the classroom and the field, and from reflective journals. The program focused on reconceptualizing the role of these teachers as mentors, developing relevant skills through critical thinking and reflective …

Teacher Retention: Program Evaluation Of A Beginning Teacher And Mentor Program, Janet B. Anthony

Education Dissertations and Projects

This dissertation evaluated a beginning teacher induction and mentor program currently used in a rural, county school system in western North Carolina and its effectiveness in the retention of teachers. The system has 29 schools, around 16,690 students, and employs approximately 1200 certified staff members. Using the CIPP Evaluation Model with a formative approach, information was gathered about the conditions that necessitated the program, procedures and practices used by the system to provide support and assistance to beginning teachers, whether or not established processes were being followed, and the impact of the program on beginning teacher retention. Individual and focus …

The Principal's Role In Teacher Retention, Sametra Danyal Chisolm

Dissertations

As efforts are made to identify factors contributing to teachers leaving or staying in the teaching profession, teacher retention continues to pose a challenge for school administrators. Factors such as principal behaviors, principal leadership, school climate/teacher morale, professional development opportunities, and teacher mentoring programs seem to positively impact teachers' decisions to remain in the profession.

The purpose of this study was to gather data to determine whether principal behaviors, principal leadership, school climate/teacher morale, professional development opportunities, and teacher mentoring programs affect teacher retention. A questionnaire, adapted from the Mecklenburg Citizens for Public Education (formally Charlotte Advocates for Education) research …

Crazy About Teaching, Kausar Waqar

Institute for Educational Development, Karachi

No abstract provided.

An Examination Of The Experiences Of Nine Novice Principals Who Were Participants In New Jersey's Revised Monitoring Program, John C. Anzul

Seton Hall University Dissertations and Theses (ETDs)

.

Developing Teachers’ Skills In Thar Desert Area, Sindh, Pakistan, Saeed Nasim, Parvez Pirzado

Book Chapters / Conference Papers

This paper aims to present AKU-IED’s experiences about working in the Thar Desert Area of Sindh. AKU-IED aimed to develop teachers’ skills and to help them provide quality education to the children of the said underprivileged and remote area of Pakistan.

Teacher Mentoring Programme: A Vehicle To Support Professional Development For Improving The Quality Of Education In Districts Of Sindh And Balochistan Of Pakistan, Rakhshinda Meher, Asghari Ummulbanin, Ghazala Mursaleen

Book Chapters / Conference Papers

In general practices it is noticed that there is greater improvement in teacher’s performance if they refresh themselves by attending different professional development programmes. They start rethinking about their role as effective teacher and how to support novice teachers. In order to support the novice teachers and develop them professionally there is a need of quality teacher education programme. Literature reveals that “Teacher mentoring programs have dramatically increased since the early 1980s as a vehicle to support and retain novice teachers. The vast majority of what has been written about mentoring focused on what mentors should believe and do in …

A Qualitative Study Of The Efficacy Of A Preservice Experience By Alternate Route Teacher Candidates At A Regional Training Site In Union County, New Jersey, Ethel Kozlik

Seton Hall University Dissertations and Theses (ETDs)

.

Finding Faculty Advisors For Student Groups To Deter Violence, Charles G. Eberly

Charles G. Eberly

This paper describes the influence of an experienced fraternity advisor and what undergraduates say they do to role model appropriate behavior, thus reducing the incidence of violence within the organization.

The Cadre Project: A Retention Study, Sheryl Mcglamery, Nancy A. Edick Dr.

Teacher Education Faculty Publications

I his article describes the findings of a study of leachcr retention and the effectiveness of one induction program, the Career Advancement and Development for Recruits and Experienced teachers (CADRE) Project, in helping teachers remain in the profession. National statistics report teacher attrition rate to be 40 percent over five years. CADRE participants have a retention rule ol 89 percent over five years.

The Role Of Mentoring In Developing Professional And Personal Competencies For School Administrators, Marguerite Verble Shook

Legacy ETDs

In the state of Georgia and across the nation there was a shortage of principals. A new supply of administrators was needed to guide education through the 21st century. These leaders needed updated knowledge and skills to address the needs of an educational system affected by educational reform. Effective leadership allowed administrators to view situations in both the eyes of management and leadership. A mentoring program for beginning administrators provided guidance in developing these skills and in recruiting and retaining individuals for these critical positions.

The purpose of this study was to examine the perceptions of a mentoring program for …

A Description Of New Teacher Induction Programs In The State Of Georgia, Judi Harris Wilson

Legacy ETDs

The purpose of this study was to descriptively analyze new teacher induction programs across the state of Georgia regarding the support programs school districts provided for new teachers. Subjects for this study were 500 randomly selected Georgia teachers who completed their first year of teaching during the 1999-2000 school year. Participation in this study required that the subjects complete and return a survey developed in 1990 by Dr. Shelby Talley and modified by the researcher for this study. There were 327 surveys returned with a collective response rate of 65.4%.

This study found that induction practices to socialize new teachers …