An Evaluation of the Intensity of Mentoring: Child Outcomes

Autor/inn/en	Lambert, Richard; Gallagher, Peggy A.; Abbott-Shim, Martha
Titel	An Evaluation of the Intensity of Mentoring: Child Outcomes
Quelle	In: Early Child Development and Care, 185 (2015) 8, S.1314-1330 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.992426
Schlagwörter	Mentors; Early Intervention; At Risk Students; Preschool Teachers; Quasiexperimental Design; Program Implementation; Fidelity; Observation; Rating Scales; Seminars; Teacher Education; Surveys; Age Differences; Gender Differences; Mothers; Depression (Psychology); Family Environment; Enrichment Activities; Pretests Posttests; Scores; Control Groups; Experimental Groups; Comparative Analysis + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung; Rating-Skala; Seminar; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Mother; Mutter; Familienmilieu; Bereicherungsprogramm
Abstract	This study examines the intensity effect of a mentoring intervention for Head Start teachers, the Individualised Learning Intervention (ILI), as it impacts child social emotional outcomes. Pairs of Mentor and Protégé teachers across three sites in two states were randomly assigned to intervention and control groups. Mentors in the intervention group participated in a 50-hour mentor seminar and supported the intervention Protégé teachers' professional growth and development across one Head Start school year. Mentors themselves were also supported by a Mentor Coordinator. As part of a quasi-experimental study of implementation fidelity effects, the intensity of mentoring intervention was measured by the Intensity of Intervention Scale and the intervention group was divided into high and moderate intensity levels. Evidence is presented for the effects of high intensity levels of the ILI Mentoring programme, relative to moderate intensity and control conditions, on the children in the Protégé teachers' classrooms. These results lead to practice and policy implications regarding the implementation of mentoring programmes such as the ILI which are designed for early childhood educators and built upon adult self-directed learning experiences and collaborative support. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01