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Mentoring teachers for retention.

Weidhofer, Anna R.

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Mentoring teachers for retention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mentoring teachers for retention./
Author:	Weidhofer, Anna R.
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2180.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180407
ISBN:	0542204983

Mentoring teachers for retention.
Weidhofer, Anna R.

Mentoring teachers for retention. - 134 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2180.

Thesis (Ed.D.)--University of Southern California, 2005.

Research indicates experienced educators make a difference in student learning outcomes when compared to newly credentialed teachers (NCT). NCTs who participate in an induction program that includes a trained mentor are more likely to stay in the field. In turn, teachers retained will promote increases in student achievement. This study is a scaled-down replica of one conducted by Southwest Educational Development Laboratories (SEDL) on all districts in Texas in the year 2000. This study analyzed data from one California county. To begin, the same survey as used by SEDL was sent to 100 administrators in Butte County (BC), CA. The survey contains a combination of 18 forced choice, scale, and open-ended questions (alpha = .83). Thirty-five surveys were returned. Additionally, interviews were conducted with three principals from different districts in BC.

ISBN: 0542204983Subjects--Topical Terms:

783747
Education, Teacher Training.

Mentoring teachers for retention.
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245 1 0 $a Mentoring teachers for retention.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2180.
500 $a Adviser: Deborah Chang.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a Research indicates experienced educators make a difference in student learning outcomes when compared to newly credentialed teachers (NCT). NCTs who participate in an induction program that includes a trained mentor are more likely to stay in the field. In turn, teachers retained will promote increases in student achievement. This study is a scaled-down replica of one conducted by Southwest Educational Development Laboratories (SEDL) on all districts in Texas in the year 2000. This study analyzed data from one California county. To begin, the same survey as used by SEDL was sent to 100 administrators in Butte County (BC), CA. The survey contains a combination of 18 forced choice, scale, and open-ended questions (alpha = .83). Thirty-five surveys were returned. Additionally, interviews were conducted with three principals from different districts in BC.
520 $a Statistics were run to determine correlations between key district (N = 14) factors and identified two in BC that are similar to those found nationwide. That is, API scores decrease with an increase in the number of free and reduced lunches in the districts. Also, API scores increase as the average number of years a teacher teaches in a district, increases. Researchers also found that BC administrators are aware and motivated by the correlation between student achievement and mentoring of NCTs. Contrary to expectations, a greater degree of implementation was associated with lower socioeconomic status r(8) = .62, p < .05, lower test performance r(8) = -.75, p < .05, and less experienced teachers r(8) = -.66, p < .05.
520 $a Results also indicated that BC administrators are aware and motivated by the correlation between student achievement and mentoring of NCTs. However, while mentoring activity has increased in the last ten years, funds have decreased. In addition, most administrators are not aware that there is a cost savings associated with mentoring and thus have the misperception that allotting money to a mentor program does not result in a long-term cost savings. The major barriers to mentoring in Butte County, funds and finding a teacher with time could be alleviated by professional development as to how to fund and implement a full-time release model of mentoring.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180407