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Degree

Master of Education (M.Ed.), Cedarville University, Education Department, 2003.

Abstract

A best evidence analysis and synthesis of research on teacher mentoring programs culminating in an open ended survey to teachers that have received Pathwise training in preparation for mentoring of entry year teachers in a large city school in Ohio. The surveys asked whether the mentors felt that formal mentor training improved their skills as a mentor. The outcome determined by this research is that it is beneficial.

Keywords

Mentors; Beginning Teacher Induction; Beginning Teachers; Public Schools; Elementary Secondary Education

Advisor

Stephen S. Gruber

Pages

73p.

Document number: cedar1065447034
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=cedar1065447034

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