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Full-Text Articles in Education
The Mentoring Experiences Of Early Career Teachers In Australia, Nancy Bonfiglio-Pavisich
The Mentoring Experiences Of Early Career Teachers In Australia, Nancy Bonfiglio-Pavisich
Theses
Mentoring matters for Early Career Teachers (ECTs). As a practice in contemporary Australian schools, mentoring is used to support graduate teachers to assist them in their transition from university to the classroom. Teaching is one of the few professions where graduates move into positions of full accountability. Full accountability means that ECTs are not only responsible for curriculum delivery but also for the legal, social and emotional care of the students in their classrooms. ECTs also have the added responsibility of dealing with parent challenges. Added to the difficulties experienced by ECTs are their transition and socialisation into their respective …
Mentoring Beginning Teachers In Catholic Schools In Western Australia: An Exploratory Study, John Topliss
Mentoring Beginning Teachers In Catholic Schools In Western Australia: An Exploratory Study, John Topliss
Theses
The study identified and explored the mentoring experiences in the transition fromgraduate to Early Career Teacher (ECT) in selected Catholic primary and secondary schools in Western Australia. The research addressed a significant deficit, as presently the lack of a system-wide framework for the mentoring of ECTs, the cessation of the current ECT program and the limited training of mentors, has resulted in less than ideal mentoring experiences for ECTs. The study examined the perceptions of ECTs in the transition from graduate to Beginning Teacher and involved three distinct yet inter-related phases that explored the mentoring experience. The first phase sought …
The Effect Of Participation In An Academic Support Group In Combination With Individual Mentoring Upon At Risk Students Grade Point Average, Robyn Greene
Theses
Studies involving the use of small groups as an academic tool have indicated success in the student's academic and social advancement. It is a widely held belief that self-concept or self-esteem is involved centrally in the learning process either as a contributing cause or an important outcome (O'Dell, Rak, Chermont, & Hamlin; 1994). According to systems theorists the implementation of group intervention will allow an increase of self-concept which constitutes a first order change (Bateson, 1972; Watzlwick, Weakland & Fisch, 197 4; Beckvar & Beckvar, 1991). Students who participate in an academic support group which results in an increased grade …