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| Autor/inn/en | Athanases, Steven Z.; Achinstein, Betty |
|---|---|
| Titel | Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice. |
| Quelle | In: Teachers College Record, 105 (2003) 8, S.1486-1520Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0161-4681 |
| Schlagwörter | Academic Achievement; Beginning Teachers; Elementary Education; Knowledge Base for Teaching; Mentors; Pedagogical Content Knowledge; Student Evaluation; Teacher Knowledge; Teaching Skills; California |
| Abstract | Examined the practice of experienced teacher induction leaders and mentor-new teacher pairs to determine what mentors needed to know and be able to do to sharpen new teachers' focus on individual student learning and growth. Results found that mentors were able to focus new teachers on individual student learning, particularly among underperforming students. Results suggest that mentors can benefit from knowledge, skills, and dispositions in several areas. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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