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The effects of a formal mentoring pr...

Lakehead University (Canada).

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The effects of a formal mentoring program on teacher retention and benefits to proteges and mentors.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of a formal mentoring program on teacher retention and benefits to proteges and mentors./
Author:	Hope, Larry L.
Description:	70 p.
Notes:	Adviser: Mary Clare Courtland.
Contained By:	Masters Abstracts International40-01.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ60847
ISBN:	9780612608474

The effects of a formal mentoring program on teacher retention and benefits to proteges and mentors.
Hope, Larry L.

The effects of a formal mentoring program on teacher retention and benefits to proteges and mentors. - 70 p.

Adviser: Mary Clare Courtland.

Thesis (M.Ed.)--Lakehead University (Canada), 2001.

This thesis is an evaluation research study into the effects of a formal mentoring program on teacher retention and the benefits to mentors and proteges. The program studied took place in the Keewatin-Patricia District School Board in Northwest Ontario during the 1999--2000 school year, and involved the collection and subsequent examination of experiential data collected from participants in the program. The respondents included experienced teachers who served as mentors and new or beginning teachers who were the proteges. A review of the literature outlined the benefits to mentors and proteges as well illuminated such issues as mentor selection and training and descriptions of several other mentoring programs. Further, characteristics of mentor teachers are discussed. The data collected are coded into categories based on benefits to mentors from a personal as well as a professional viewpoint. Benefits to proteges are discussed in terms of qualities of mentor teachers, technical support provided, and communication between mentors and proteges. Teacher retention is defined by school board statistics relating to the number of beginning teachers who made the decision to continue teaching with the school board the following year.

ISBN: 9780612608474Subjects--Topical Terms:

626654
Education, Sociology of.

The effects of a formal mentoring program on teacher retention and benefits to proteges and mentors.
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245 1 4 $a The effects of a formal mentoring program on teacher retention and benefits to proteges and mentors.
300 $a 70 p.
500 $a Adviser: Mary Clare Courtland.
500 $a Source: Masters Abstracts International, Volume: 40-01, page: 0031.
502 $a Thesis (M.Ed.)--Lakehead University (Canada), 2001.
520 $a This thesis is an evaluation research study into the effects of a formal mentoring program on teacher retention and the benefits to mentors and proteges. The program studied took place in the Keewatin-Patricia District School Board in Northwest Ontario during the 1999--2000 school year, and involved the collection and subsequent examination of experiential data collected from participants in the program. The respondents included experienced teachers who served as mentors and new or beginning teachers who were the proteges. A review of the literature outlined the benefits to mentors and proteges as well illuminated such issues as mentor selection and training and descriptions of several other mentoring programs. Further, characteristics of mentor teachers are discussed. The data collected are coded into categories based on benefits to mentors from a personal as well as a professional viewpoint. Benefits to proteges are discussed in terms of qualities of mentor teachers, technical support provided, and communication between mentors and proteges. Teacher retention is defined by school board statistics relating to the number of beginning teachers who made the decision to continue teaching with the school board the following year.
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650 4 $a Education, Teacher Training. $3 783747
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773 0 $t Masters Abstracts International $g 40-01.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ60847