Formal induction vs. informal mentoring: Comparative effects and outcomes

Impact of a Collaborative Peer Assistance and Review Model on Entry-Year Teachers in a Large Urban School Setting

“…Findings also support the ability of entry-year teachers to be successful managers and instructors during their first year of teaching while receiving assistance from a teacher support program. Similar to the findings from other studies (Harris, 1991;Huling-Austin & Murphy, 1987;Klug & Saltzman, 1990;Marockie & Looney, 1988;Phelps & Wright, 1986;Summers, 1987;Weller, 1982;Zamparelli, 1992), teachers in this study addressed many of their needs regarding management issues, and then focused their attention on instructional concerns. This concept aligns with Odell's ( 1986Odell's ( , ,1987 findings ' that concerns of first-year teachers move from management-related concerns to instructional concerns more quickly when they receive assistance than when they receive no assistance.…”

Development of an instrument: Mentoring for effective primary science teaching

“…Specifically, mentors need to observe practice in order to provide oral and written feedback on aspects associated with the mentor's pedagogical knowledge (Ganser, 1995;Rosean & Lindquist, 1992), which also includes reviewing plans (Monk & Dillon, 1995) and assisting in developing the mentee's evaluation of teaching (Long, 1995). Linked to the provision of feedback is the mentor's articulation of expectations (Klug & Salzman, 1990;Koki, 1997).…”

Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

“…Research studies on new teacher mentoring have focused on studying the effects of mentoring (e.g., Feiman-Nemser & Parker, 1993), describing, and comparing programs (Klug & Salzman, 1991), with some recent interest in examination of the mentoring process among individual mentors and their students (e.g., Achinstein & Villar, 2002). Most of the emphasis in these studies has been placed on the results of the mentoring for the novice teacher, with relatively little attention paid to the results of the mentoring for the experienced teacher.…”