"Reading" into Statistics: Systems Analysis and Action in an Early Career Mentor Community

Autor/inn/en	Mosley Wetzel, Melissa; Maloch, Beth; Alexander, Kerry; Murdter-Atkinson, Jessica Anne; Ries, Elizabeth; Wright, Audrey; McLean, Jimmy
Titel	"Reading" into Statistics: Systems Analysis and Action in an Early Career Mentor Community
Quelle	In: Literacy Research: Theory, Method, and Practice, 72 (2023) 1, S.278-299 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mosley Wetzel, Melissa) ORCID (Maloch, Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/23813377231184739
Schlagwörter	Novices; Teachers; Mentors; Discourse Analysis; Teacher Leadership; Teacher Attitudes; Experienced Teachers; Elementary School Teachers + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Diskursanalyse; Lehrerfunktionsstelle; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule
Abstract	The pandemic revealed inequities facing educators; in response, a district/university partnership hired seven external mentor/teacher leaders (TLs) to support 100+ early career teachers (ECTs). Drawing on sociocultural theories and a critical discourse analysis of 10 hour-long discussions among mentors, we sought to understand their collectively constructed understandings of systemic inequities facing ECTs. Findings indicate TLs collectively constructed meaning by evoking differing perspectives to make sense of these inequities and working to define their locus of control or ways they could provide support to the ECTs. Implications indicate what is necessary for mentoring in response to professional inequities in schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01