東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Comparative Case Study Analysis: E...

Campbell, Shelita.

FindBook

Google Book

Amazon

博客來

A Comparative Case Study Analysis: Effects of Mentor Practices on New Teacher Retention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Comparative Case Study Analysis: Effects of Mentor Practices on New Teacher Retention./
作者:	Campbell, Shelita.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690461
ISBN:	9780355548907

A Comparative Case Study Analysis: Effects of Mentor Practices on New Teacher Retention.
Campbell, Shelita.

A Comparative Case Study Analysis: Effects of Mentor Practices on New Teacher Retention. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 127 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Delaware State University, 2017.

Teacher attrition rates continue to rise at an alarming rate, which contribute to budget problems and decreased educational school quality. Unfortunately, about one-third of all new teachers decide to leave the classroom within the first three years (Darling-Hammond, 2003; Ingersoll, 2001). Half of new teachers do not make it through the fifth year of teaching (Ingersoll & Smith, 2003). The purpose of this case study analysis was to determine which mentoring strategies had the most influence on teacher retention in hopes that these effective strategies can be duplicated later in other settings to promote best practices. Three case studies were examined to explore how mentoring programs will be utilized and its impact on new teacher retention. The research and findings related to these three case studies investigating induction, mentoring program components and new teacher retention had varied results. The findings show that mentoring provides opportunities for networking and classroom competency along with incorporating opportunities for teacher participation, autonomy, and collegial collaboration. These kinds of teacher supports influenced new teachers' beliefs about their profession and commitment to their career. Mentoring programs also provide new teachers with a security that makes them feel better about staying in education in their early years.

ISBN: 9780355548907Subjects--Topical Terms:

529436
Educational leadership.

A Comparative Case Study Analysis: Effects of Mentor Practices on New Teacher Retention.
LDR:02380nmm a2200313 4500 001 2161008
005 20180803131931.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355548907
035 $a (MiAaPQ)AAI10690461
035 $a (MiAaPQ)desu:10063
035 $a AAI10690461
040 $a MiAaPQ $c MiAaPQ
100 1 $a Campbell, Shelita. $3 3348947
245 1 2 $a A Comparative Case Study Analysis: Effects of Mentor Practices on New Teacher Retention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Advisers: Nirmaljit K. Rathee; Patricia W. Carlson.
502 $a Thesis (Ed.D.)--Delaware State University, 2017.
520 $a Teacher attrition rates continue to rise at an alarming rate, which contribute to budget problems and decreased educational school quality. Unfortunately, about one-third of all new teachers decide to leave the classroom within the first three years (Darling-Hammond, 2003; Ingersoll, 2001). Half of new teachers do not make it through the fifth year of teaching (Ingersoll & Smith, 2003). The purpose of this case study analysis was to determine which mentoring strategies had the most influence on teacher retention in hopes that these effective strategies can be duplicated later in other settings to promote best practices. Three case studies were examined to explore how mentoring programs will be utilized and its impact on new teacher retention. The research and findings related to these three case studies investigating induction, mentoring program components and new teacher retention had varied results. The findings show that mentoring provides opportunities for networking and classroom competency along with incorporating opportunities for teacher participation, autonomy, and collegial collaboration. These kinds of teacher supports influenced new teachers' beliefs about their profession and commitment to their career. Mentoring programs also provide new teachers with a security that makes them feel better about staying in education in their early years.
590 $a School code: 1824.
650 4 $a Educational leadership. $3 529436
650 4 $a Teacher education. $3 3172312
650 4 $a Adult education. $3 543202
690 $a 0449
690 $a 0530
690 $a 0516
710 2 $a Delaware State University. $b Educational Leadership. $3 3348948
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 1824
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690461