A Best Evidence Analysis and Synthesis of Research on Teacher Mentoring Programs for the Entry Year Teacher in the Public Elementary and Secondary Schools

 
 
 
 

A Best Evidence Analysis and Synthesis of Research on Teacher Mentoring Programs for the Entry Year Teacher in the Public Elementary and Secondary Schools

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dc.contributor.advisor Gruber, Stephen S. en_US
dc.contributor.author Cernetic, Linda K. en_US
dc.date.accessioned 2008-07-07T02:36:18Z
dc.date.available 2008-07-07T02:36:18Z
dc.date.created 2003 en_US
dc.date.issued 2008-07-07T02:36:18Z
dc.identifier.uri http://rave.ohiolink.edu/etdc/view?acc_num=cedar1065447034 en_US
dc.identifier.uri http://hdl.handle.net/2374.OX/4064
dc.description A best evidence analysis and synthesis of research on teacher mentoring programs culminating in an open ended survey to teachers that have received Pathwise training in preparation for mentoring of entry year teachers in a large city school in Ohio. The surveys asked whether the mentors felt that formal mentor training improved their skills as a mentor. The outcome determined by this research is that it is beneficial. en_US
dc.format application/pdf en_US
dc.format 73p. en_US
dc.rights unrestricted en_US
dc.rights Copyright and permissions information available at the source archive en_US
dc.subject Mentors en_US
dc.subject Beginning Teacher Induction en_US
dc.subject Beginning Teachers en_US
dc.subject Public Schools en_US
dc.subject Elementary Secondary Education en_US
dc.title A Best Evidence Analysis and Synthesis of Research on Teacher Mentoring Programs for the Entry Year Teacher in the Public Elementary and Secondary Schools en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education (MEd) en_US
dc.degree.level masters en_US
dc.degree.discipline Education Department en_US
dc.degree.grantor Cedarville University en_US
dc.contributor.publisher Cedarville University / OhioLINK en_US

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