Literaturnachweis - Detailanzeige
| Autor/inn/en | Gallagher, Peggy A.; Abbott-Shim, Martha; VandeWiele, Laura |
|---|---|
| Titel | Head Start Mentor Teachers Impact Child Outcomes in Protege Teachers' Classrooms |
| Quelle | In: NHSA Dialog, 14 (2011) 2, S.75-78 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1524-0754 |
| Schlagwörter | Mentors; Disadvantaged Youth; Young Children; Teacher Workshops; Intervention; Beginning Teachers; Experienced Teachers; Professional Development; Child Development; Cognitive Development; Emotional Development; Social Development; Language Acquisition; Early Childhood Education; Federal Programs; Program Effectiveness; Program Evaluation; Head Start Family and Child Experiences Survey |
| Abstract | This study describes the results of an evaluation of the Individualized Learning Intervention, a mentoring program for early childhood educators. This mentoring program includes 3 components: Mentor Teacher Seminar, Mentor teachers supporting professional development of Protege teachers throughout the school year, and Mentor coordinator meetings with Mentor teachers to support them in their mentor role. Sixteen Mentors, experienced teachers who maintained high quality classroom learning experiences, and 16 Proteges, less experienced teachers, in Head Start classrooms were selected and then randomly assigned to treatment and control conditions in the study. The results of this study demonstrate that mentoring, particularly when it is delivered by experienced teachers who have been trained to be Mentors and coupled by support to the Mentors themselves, can enhance the cognitive, language, and social emotional developmental progress of young children. In addition, the experimental Mentors and Protege teachers reported enhanced professional growth. (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 | 2017/4/10 |
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