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Perceptions of Beginning Teachers in an Urban Setting: Does Mentoring Make a Difference?.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Freiberg, Melissa R. |
| Copyright Year | 1994 |
| Abstract | This study analyzed the effectiveness of a mentoring program in which 18 experienced teachers were released from teaching duties to act as full-time mentors for 10 new teachers each in an urban school district. Analysis of data gathered via surveys of and interviews with beginning teachers, principals, and mentors indicated that: (1) teaching in a large urban school district was problematic because of feelings of insignificance and isolation, late hires, changes of teaching assignments after hire, and placement in fields inconsistent with training or experience; (2) the most often stated need was for assistance in gaining knowledge of district and building policies and procedures, followed by the needs for resources, a clearer definition of what was expected of them, and more feedback on how they were doing; (3) almost all teachers who worked with mentors acknowledged gaining some benefit; (4) high school and specialty teachers were more inclined to be disappoin:-Ad with a "generalist" mentor; (5) mentored teachers tended to seek ,ut help from more people, more often, and for more needs than r.id nonmentored teachers; and (6) teachers identified as being "at risk" regarding retention included new teachers between the ages of 31 and 35, middle school teachers, whites, and those hired on short notice. (Contains 15 references.) (JDD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Perceptions of Beginning Teachers Perceptions of Beginning Teachers in an Urban Setting: Does Mentoring Make a Difference? ResearcE Paper Presented at the Annual Meeting of the Association of Teacher Educators Atlanta, Georgia February, 1994 Melissa Freiberg, Ph.D. Department of Curriculum and Instruction University of Wisconsin-Whitewater Whitewater, Wisconsin John Zbilmwski., Ph.D. Department of Curriculum and Instmction University of Wisconsin-Whitewater Whitewater, Wisconsin Tom Ganser, Ph.D. Director of Field Experiences University of Wisconsin-Whitewater Whitewater, Wisconsin -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 U.S. DEPARTMENT OF EDUCATION (Deice ol Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originatmg 0 Minor changes have been made tO improve reproduction quality Points ol view or opinions slated in thisdocrr . ment do not necessanty represent official OERI position or policy |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED367637.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
