An Evaluation of the Individualized Learning Intervention: A Mentoring Program for Early Childhood Teachers

Autor/inn/en	Gallagher, Peggy A.; Abbott-Shim, Martha; VandeWiele, Laura
Titel	An Evaluation of the Individualized Learning Intervention: A Mentoring Program for Early Childhood Teachers
Quelle	In: NHSA Dialog, 14 (2011) 2, S.57-74 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Evidence; Mentors; Intervention; Disadvantaged Youth; Children; Early Childhood Education; Preschool Teachers; Experienced Teachers; Beginning Teachers; Independent Study; Federal Programs; School Readiness; Teacher Workshops + Suchen Sie Ihr Suchwort? Evidenz; Benachteiligter Jugendlicher; Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Junior teacher; Junglehrer; Selbststudium; Readiness for school; School ability; Schulreife
Abstract	This study describes the results of an evaluation of the Individualized Learning Intervention (ILI), a mentoring program for early childhood educators that is built upon adult self-directed learning experiences and the collaborative support of others. Sixteen Mentor and 16 Protege teachers in Head Start classrooms were selected for participation in the study. Each Mentor and Protege pair was randomly assigned to either the treatment or control condition. In the treatment condition the Mentors participated in the ILI, which has 3 components including a 50-hr mentor seminar, ongoing mentoring of Proteges by Mentors, and support for Mentors by the Mentor Coordinator. Evidence is presented for the impact of the mentoring program on enhanced child developmental progress as well as on the professional growth of the Mentors and Proteges. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10