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

Impact of a mentoring and induction ...

Szymanski, Dolores M.

FindBook

Google Book

Amazon

博客來

Impact of a mentoring and induction program on academic and career and technical education teacher retention at the Burlington County Institute of Technology.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Impact of a mentoring and induction program on academic and career and technical education teacher retention at the Burlington County Institute of Technology./
作者:	Szymanski, Dolores M.
面頁冊數:	209 p.
附註:	Adviser: Michael S. Czarkowski.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3277342
ISBN:	9780549201700

Impact of a mentoring and induction program on academic and career and technical education teacher retention at the Burlington County Institute of Technology.
Szymanski, Dolores M.

Impact of a mentoring and induction program on academic and career and technical education teacher retention at the Burlington County Institute of Technology. - 209 p.

Adviser: Michael S. Czarkowski.

Thesis (Ed.D.)--Wilmington University (Delaware), 2008.

This descriptive study was undertaken to explore the perceptions of those staff members who were involved in the mentoring and induction program at the Burlington County Institute of Technology regarding the effectiveness of the program. Novice teacher participants included traditional route teachers and those teachers who enter teaching directly from the trades, business, and industry. The study participants were novice teachers assigned to the district's mentoring and induction program during the 2005-2006 and the 2006-2007 school years. The study also sought to determine which induction strategies were deemed valuable and impacted the novice's decision to remain in the district. Finally, the study examined the perceptions of novice teachers, mentors, and administrators regarding the design and implementation of the existing mentoring and induction plan.

ISBN: 9780549201700Subjects--Topical Terms:

626645
Education, Administration.

Impact of a mentoring and induction program on academic and career and technical education teacher retention at the Burlington County Institute of Technology.
LDR:03346nam 2200325 a 45 001 958194
005 20110704
008 110704s2008 ||||||||||||||||| ||eng d
020 $a 9780549201700
035 $a (UMI)AAI3277342
035 $a AAI3277342
040 $a UMI $c UMI
100 1 $a Szymanski, Dolores M. $3 1281653
245 1 0 $a Impact of a mentoring and induction program on academic and career and technical education teacher retention at the Burlington County Institute of Technology.
300 $a 209 p.
500 $a Adviser: Michael S. Czarkowski.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3364.
502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2008.
520 $a This descriptive study was undertaken to explore the perceptions of those staff members who were involved in the mentoring and induction program at the Burlington County Institute of Technology regarding the effectiveness of the program. Novice teacher participants included traditional route teachers and those teachers who enter teaching directly from the trades, business, and industry. The study participants were novice teachers assigned to the district's mentoring and induction program during the 2005-2006 and the 2006-2007 school years. The study also sought to determine which induction strategies were deemed valuable and impacted the novice's decision to remain in the district. Finally, the study examined the perceptions of novice teachers, mentors, and administrators regarding the design and implementation of the existing mentoring and induction plan.
520 $a The novice teachers perceived the value of selected pieces of the mentoring and induction program conducted at the Burlington County Institute of Technology. Most believed that they received valuable assistance from their mentors in the areas of understanding the teaching/learning/assessment process, classroom management, securing needed resources, becoming acclimated to the school culture, and personal support. Many of the novice teachers from all four cohorts felt that they did not get adequate support from their mentors in the form of classroom observations and the follow up conference feedback. The majority of the novice teachers from all cohorts felt that they had ample time to meet with their mentors and they felt as though they were genuinely supported by their mentors. The novice teachers ranked personal support as the number one benefit of having a mentor. On average, Career and technical education novice teachers found the after school workshops to be of greater value than the academic teachers did.
520 $a The focus group centered discussion on the roles and responsibilities of the mentor. The focus group concluded that the current mentoring and induction plan is a good one that effectively differentiates for the teachers who hold different types of certification and the attendant needs associated with that background. Communication and implementation were identified as issues to be addressed.
590 $a School code: 1517.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Vocational. $3 1017499
690 $a 0514
690 $a 0530
690 $a 0533
690 $a 0747
710 2 $a Wilmington University (Delaware). $3 1020874
773 0 $t Dissertation Abstracts International $g 68-08A.
790 $a 1517
790 1 0 $a Czarkowski, Michael S., $e advisor
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3277342