國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Comparative Case Study Analysis :/
Reminder of title:	Effects of Mentor Practices on New Teacher Retention.
Author:	Campbell, Shelita.
Description:	1 online resource (127 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (127 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355548907Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparative Case Study Analysis : = Effects of Mentor Practices on New Teacher Retention.
LDR:02595ntm a2200337K 4500 001 915525
005 20180803131931.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355548907
035 $a (MiAaPQ)AAI10690461
035 $a (MiAaPQ)desu:10063
035 $a AAI10690461
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Campbell, Shelita. $3 1188909
245 1 2 $a A Comparative Case Study Analysis : $b Effects of Mentor Practices on New Teacher Retention.
264 0 $c 2017
300 $a 1 online resource (127 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Teacher education. $3 1148451
650 4 $a Adult education. $3 555548
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0530
690 $a 0516
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Delaware State University. $b Educational Leadership. $3 1188910
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690461 $z click for full text (PQDT)