The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Mentored Learning to Teach According to Standards-Based Reform: A Critical Review
Abstract
This article analyzes literature on mentored learning to teach in ways consistent with the standards reform movement. It suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring practices promote novices’ retention but may not support their learning to teach. Although mentoring practices alone cannot be expected to reform teaching, case studies can illustrate practices for novices learning to teach in reform-minded ways. We argue that policymakers need to find effective ways to educate mentoring program developers and that mentors and researchers need to explore the content and process of reform-minded mentoring.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
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Relationships of Knowledge and Practice: Teacher Learning in Communities
Cochran-Smith, M., & Lytle, S. L. (1999) · Review of Research in Education · doi:10.2307/1167272 · Cited by 2,288 · cited 9×
“Third, in selecting and training mentors, teacher mentoring programs with a situated apprentice perspective stress mentors’ practical knowledge about teaching, teaching resources, and teaching contexts in the places where novices are learning to teach (Cochran-Smith & Lytle, 1999).”
BackgroundInfluentialProfessional Growth Among Preservice and Beginning Teachers
Kagan, D. M. (1992) · Review of Educational Research · doi:10.3102/00346543062002129 · Cited by 1,960
Teaching Student Teachers to Reflect
Zeichner, K., & Liston, D. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j18v7162275t1w3w · Cited by 1,192
The 1987 Presidential Address Learning In School and Out
Resnick, L. B. (1987) · Educational Researcher · doi:10.3102/0013189x016009013 · Cited by 1,035
Learning to Teach against the Grain
Cochran-Smith, M. (1991) · Harvard Educational Review · doi:10.17763/haer.61.3.q671413614502746 · Cited by 667
Cited by
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
The professional practice of mentoring
Schwille, S. A. (2008) · American Journal of Education · doi:10.1086/590678 · Cited by 224
Voss, T., & Kunter, M. (2020) · Journal of Teacher Education · doi:10.1177/0022487119839700 · Cited by 201
Mind activity in teaching and mentoring
Norman, P. J., & Feiman-Nemser, S. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2005.05.006 · Cited by 159
Jackson, A., & Burch, J. (2016) · Professional Development in Education · doi:10.1080/19415257.2015.1052090 · Cited by 37
Lin, P.-J., & Acosta-Tello, E. (2017) · ZDM · doi:10.1007/s11858-016-0829-1 · Cited by 9
Geng, G., Midford, R., Buckworth, J., & Kersten, T. (2017) · Student Success · doi:10.5204/ssj.v8i1.363 · Cited by 4
Elshafie, M., Cole, M. W., & Zhang, J. (2023) · Journal of Education, Language, and Ideology · doi:10.67372/dd687d05 · Cited by 3
“Several researchers have stressed the importance of mentorship in producing quality teachers (Goerling, 2013; McCann, 2013) and introducing positive change in the framework of educational programs (Wang & Odell, 2002).”
Metadata
- Authors
- Wang, J., & Odell, S. J.
- Venue
- Review of Educational Research
- Published
- 2002-09
- Volume
- 72
- Issue
- 3
- Pages
- 481-546
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2096636430
- Cited by
- 587
- References
- 11
- FWCI
- 69.03
- Type
- journal article
- Language
- en
- Open access
- closed
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