Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction

This study examines the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice, focused on a resea...

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Bibliographic Details
Published in:Journal of teacher education 2009-03, Vol.60 (2), p.112-122
Main Authors: Nevins Stanulis, Randi, Floden, Robert E.
Format: Article
Language:English
Subjects:
Analysis
Beginning Teachers
Educational Quality
Elementary Secondary Education
Experimental Groups
First year teachers
Mentoring
Mentoring programs
Mentors
Methods
Practice
Professional development
Program Effectiveness
Quality of education
Teacher education
Teacher Effectiveness
Teaching
Teaching Methods
Training
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Summary:This study examines the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice, focused on a research-based conception of high-quality teaching known as effective balanced instruction, was used to measure the impact of the intervention. Using a matched comparison group design with 24 beginning teachers, the study tested the effects on teaching practice of intensive mentoring. Findings indicate that the improvement in the beginning teachers' AIMS scores from fall to spring was greater for the experimental group than for the comparison group of teachers.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487108330553