| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 374170 | Teaching and Teacher Education | 2012 | 12 Pages |
This study examines whether targeted mentoring can make a difference during the induction years. The effects of a mentoring intervention based on principles of instructional quality and effective professional development were studied. Learning to lead classroom discussions is a high-leverage practice related to effective teaching. Forty-two beginning elementary teachers participated in yearlong mentoring to lead discussions for higher-order thinking. These novices were compared to 41 beginning teachers in the same high-poverty school district who did not receive the mentoring treatment. Qualitative and quantitative findings illustrate significant differences in beginning teacher practices based on involvement in the intensive mentoring.
► Intensive mentoring targeted leading discussions for higher-level thinking. ► 83 Beginning teachers were observed twice in the school year. ► Treatment group teachers did teach differently post-intervention. ► Improvements include questioning, using evidence, student linking, connecting ideas.
