R&L Education / Association of Teacher Educators (ATE)
Pages: 320
Trim: 6¾ x 9
978-1-57886-385-3 • Paperback • February 2006 • $41.00 • (£32.00)
Julie Rainer Dangel is an associate professor in early childhood education at Georgia State University and currently coordinates the department's doctoral program. Her research interests include teacher development and constructivist theory.
Chapter 1 Foreword
Chapter 2 Introduction
Part 3 Comprehensive Approaches to Induction
Chapter 4 Overview and Framework
Chapter 5 From Mentoring to the Colorado New Consortium
Chapter 6 Linking Teacher Induction, Teacher Developement, and Student Learning
Chapter 7 Induction and Mentoring
Chapter 8 Two Induction Models in One Urban District
Chapter 9 Summary and Conclusions
Part 10 Looking Closely at the Mentoring Experience
Chapter 11 Overview and Framework
Chapter 12 Understanding and Theorizing Exemplary Mentoring through the Use of Metaphor
Chapter 13 Conversations about Teaching
Chapter 14 Studying the Disposition of Mentor Teachers
Chapter 15 Mentoring: A Serendipitous Professional Development Opportunity
Chapter 16 Summary and Conclusions
Part 17 Designing and Implementing Quality Mentoring Programs
Chapter 18 Overview and Framework
Chapter 19 A Longitudinal Study of the Effects of Mentoring Programs on Teacher Performance, Efficacy and Retention
Chapter 20 The Perceived Effectiveness of a Graduate Teaching Fellows Program
Chapter 21 Selecting and Training Mentors
Chapter 22 There's Nothing Easy about Mentoring
Chapter 23 Summary and Conclusion
[Reseach on Teacher Induction's] overall topic, teacher induction and mentoring, has become extremely important in the field of education. ...[the] studies are both intriguing and informative. Recommended.
— CHOICE
The 12 papers in this collection present recent research on different approaches to new teacher induction, the mentoring experience, and the effectiveness of mentoring programs. Topics include a comparison of two induction models in one urban district, mentor disposition as professional judgment and action, and the effects of a mentoring program on teacher performance, efficacy, and retention.
— Reference and Research Book News