Literaturnachweis - Detailanzeige
| Autor/in | Garza, Ruben |
|---|---|
| Titel | Improving Mentoring for Beginning Alternatively Certified Teachers: Is Functional Feedback a Viable Means? |
| Quelle | In: Journal of the National Association for Alternative Certification, 4 (2009) 2, S.1-17 (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1947-9727 |
| Schlagwörter | Mentors; Feedback (Response); Beginning Teachers; Alternative Teacher Certification; Teaching Methods; Qualitative Research; Grounded Theory; Written Language; Interviews; Focus Groups; Teacher Attitudes; Teacher Behavior; Classification; Observation; Classroom Techniques |
| Abstract | Despite a plethora of studies that describe the characteristics of effective mentors and the qualities of effecting mentoring initiatives, the research does not examine the nature of written feedback provided to beginning alternatively certified teachers. In addition, there is a gap in the literature that identifies the most useful type of feedback that enhances instructional practice as part of the mentoring process. This qualitative study examined written feedback provided to 20 beginning alternatively certified teachers. The findings support the use of functional feedback for mentoring and suggest that alternatively certified teachers perceived functional feedback as more useful. (As Provided). |
| Anmerkungen | National Association for Alternative Certification. PO Box 5750, Washington, DC 20016. Tel: 202-277-3600; Fax: 202-403-3545; e-mail: info@alternativecertification.org; Web site: http://www.alternativecertification.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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