Teacher Mentoring and Teacher Retention

Odell, Sandra J.; Ferraro, Douglas P.

doi:10.1177/0022487192043003006

Cited by 181 publications

(101 citation statements)

References 8 publications

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“…Thirty-two percent of the traditionally certified teachers rated a mentor program as not important, as did 28% of the alternatively certified teachers. This finding stands in contrast to the conclusions reached by Kirby and LeBude (1998) and Odell and Ferraro (1992), who emphasized, based on their research findings, the retention-enhancing value of providing a mentor teacher during the first years of a new teacher's career. The present study did not probe the reasons for respondents' lack of enthusiasm for mentors, but it may be that those responding "not important" found a previous mentoring experience not helpful, or, because they had prior non-CTE teaching experience, may have viewed a mentor as not important or not critical to remaining in the profession.…”

Section: Discussioncontrasting

confidence: 99%

“…Employing a mentoring program can reduce early attrition of beginning teachers (Odell & Ferraro, 1992). For the purpose of this study, mentoring is defined as an "intense caring relationship in which persons with more experience work with less experienced persons to promote both professional and personal development" (Caffarella, 1992, p. 38).…”

Section: Teacher Attrition and Retentionmentioning

confidence: 99%

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A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

Azam¹,

Brauchle²

2003

j vocat educ res

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publishes refereed articles that examine research and research-related topics in vocational education, career and technical education, preparation for work, and the workplace. The JVER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in the JVER. Page costs are not typically assessed. However, if a manuscript is accepted, authors will be asked either to supply camera-ready tables and figures, or pay for the costs incurred in preparing complex tables and figures for publication.Printed by The Ohio State University, Columbus, OH. The Journal of Vocational Education ResearchMANUSCRIPT PREPARATION. One (1) electronic copy (on floppy disk, CD, or email) of the manuscript should be submitted to the Editor. The electronic version must be in MS Word version 6 or higher. All lines should be numbered. Manuscripts typically range in length from 20 to 30 double-spaced pages including references, tables, and figures. Text, references, and tables must be prepared according to the guidelines detailed in the Publication Manual of the American Psychological Association (5th edition). The title page should include the title of the article, and the name, affiliation, mailing address, e-mail address, and telephone number for each author. Each manuscript must be accompanied by an abstract of no more than 150 words and all lines in the manuscript must be consecutively numbered. The receipt of all manuscripts will be acknowledged within one week of receipt. Manuscripts are subjected to a double-blind refereed review process. Typically, three individuals, plus the Editor, review each manuscript. Reviewers' comments and a letter indicating the publication decision will be sent to the primary author approximately 3-4 months following receipt. Manuscripts accepted for publication are usually published within one year of formal acceptance. To defray rising publication costs, authors who are not members of AVERA will be required to pay a $50.00 fee if their manuscript is accepted for publication. Published authors will receive two complimentary copies of the JVER. READER COMMENTSThe Journal welcomes comments from readers on articles that have appeared in recent issues. Submitted comments must speak directly to content of the article of reference, not exceed four manuscripts pages, and conform to APA reporting format. These manuscripts may be sent out for peer review at the Editor's discretion. Author(s) of the original article will have an option of responding to published comments of their work. SUBSCRIPTIONSThe JVER is included in regular and student ...

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Section: Discussioncontrasting

confidence: 99%

Section: Teacher Attrition and Retentionmentioning

confidence: 99%

A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

Azam¹,

Brauchle²

2003

j vocat educ res

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“…The pre-service teachers recognized the strengths of their cooperating teachers and worked with them accordingly. This is in keeping with the literature that indicates that student teachers value the support mentors provide (Booth, 1993;Odell & Ferraro, 1992;Perlberg & Theodor, 1975). Barbara felt that her cooperating teacher was honest and gave her constructive criticisms.…”

Section: Experiencing Relationshipssupporting

confidence: 83%

Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice

Pedro

2005

Reflective Practice

117

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“…Tutorial system originated from the undergraduate tutorial system of University of Oxford in Fourteenth Century [1], which purpose is to find ways to approach students, actively communicate with them, effectively solve their problems in life and study, and meet their reasonable needs in the course of their development so that they can finish their studies successfully [2]. Tutorial system has always been one of the most proud institutions in University of Oxford.…”

Section: The Origin and Development Of Tutorial Systemmentioning

confidence: 99%

A Study on the Construction of Tutorial System for Counselors in Private University in China

Fang-fang¹,

Yao²

2017

dtssehs

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Abstract. In view of the situation that current private university counselors have high requirements on occupation, this paper analyzes the current situation of counselors' lack of professionalism, role ambiguity, status of the unstable structure, We conduct special objective training for counselors by constructing Tutorial System, build their own "academic leaders", to accelerate the professionalism and professional growth of counselors

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Teacher Mentoring and Teacher Retention

Cited by 181 publications

References 8 publications

A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

Reflection in teacher education: exploring pre‐service teachers’ meanings of reflective practice

A Study on the Construction of Tutorial System for Counselors in Private University in China

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