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New Teacher And Mentor Contact: An Examination Of Type, Frequency, And Duration, Tiffany R. Lowery
New Teacher And Mentor Contact: An Examination Of Type, Frequency, And Duration, Tiffany R. Lowery
Ed.D. Dissertations
This study focused on three aspects of a new teacher mentor program in a Midwestern elementary school district. The researcher sought to determine whether the type, frequency, and duration of contact between new teachers and their mentors affected the overall usefulness of the mentor program. Within the study, the following types of contact were included on the survey tool: face-to-face contact, email, observation, or other. Frequency was measured by the number of days per month that the new teacher met with the mentor. Duration was measured by the amount of time, in minutes, spent in face-to-face conversation with the mentor. …
The Impact Of Experience On Elementary School Teacher Affective Relationship With Mathematics, John Salzer
The Impact Of Experience On Elementary School Teacher Affective Relationship With Mathematics, John Salzer
Ed.D. Dissertations
This study was designed as an exploratory examination of the impact of teaching experience on elementary school teachers’ affective relationships with mathematics. A self-reporting survey was used to examine a wide variety of experience factors, including factors related to quantity of experience, type of experience, and post-certification training opportunities (n = 275). Participants were also asked to identify services that might impact their affective relationships with mathematics. This study resulted in recommendations for seven follow-up studies to gain insight into factors that significantly correlated to teacher attitudes toward math or to their perceived changes in attitudes over time. Recommended practices …