The DOI matches its Crossref record; 15 of the 15 references it cites were found in a registry or an index.
Mentoring Effects on Protégés' Classroom Practice: An Experimental Field Study
Abstract
The classroom practices of protégés assisted by mentors who participated in a formal mentoring program were compared with protégés mentored by experienced teachers with no formalized mentoring preparation. Forty-six protégé-mentor pairs (23 treatment; 23 comparison) participated in this study conducted in 2 large school consortia in a mid-western state. Data include ratings and narrative records from classroom observations, weekly summaries of mentoring activities, and ratings of students' classroom behavior. Results indicate that protégés of mentors participating in the mentoring program could more effectively organize and manage instruction at the beginning of the year and establish more workable classroom routines. Also, their students had better behavior and engagement. Findings are discussed in light of the possible relationships between particular mentoring practices and protégés' learning to teach.
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Mentoring: Perspectives on School-Based Teacher Education
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The Mentor Phenomenon and the Social Organization of Teaching
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Roles, Responsibilities, and Relationships in Mentoring: A Literature Review and Agenda for Research
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Cited by
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?
Smith, T. M., & Ingersoll, R. M. (2004) · American Educational Research Journal · doi:10.3102/00028312041003681 · Cited by 1,632
Ingersoll, R. M., & Strong, M. (2011) · Review of Educational Research · doi:10.3102/0034654311403323 · Cited by 1,506
Mentoring beginning teachers: What we know and what we don’t
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.09.001 · Cited by 1,146
Mentored Learning to Teach According to Standards-Based Reform: A Critical Review
Wang, J., & Odell, S. J. (2002) · Review of Educational Research · doi:10.3102/00346543072003481 · Cited by 587
Teacher classroom management practices: effects on disruptive or aggressive student behavior
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011) · Campbell Systematic Reviews · doi:10.4073/csr.2011.4 · Cited by 286
Metadata
- Authors
- Evertson, C. M., & Smithey, M. W.
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2000-05
- Volume
- 93
- Issue
- 5
- Pages
- 294-304
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W1967309343
- Cited by
- 281
- References
- 15
- FWCI
- 23.44
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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