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MENTORING OUTCOMES IN EDUCATION: THE PERCEIVED IMPACT FOR
MENTORS IN INDUCTION PROGRAMS
by
Jessica C. Decker
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements of the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Jessica C. Decker
Object Description
| Title | Mentoring outcomes in education: the perceived impact for mentors in induction programs |
| Author | Decker, Jessica C. |
| Author email | jdecker@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-03-31 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-24 |
| Advisor (committee chair) | Pensavalle, Margo |
| Advisor (committee member) |
Ragusa, Gisele Baca, Reynaldo |
| Abstract | The purpose of the present study was to investigate perceived mentoring outcomes from the mentor's perspective. One research question with four sub research questions was developed to guide this study: (1) What perceived impact does mentoring have on those who serve as mentors? (1a) What are the perceived short-term and long-term effects of serving as a mentor? (1b) What are the perceived career benefits that exist for those who serve as mentors? (1c) What are the perceived professional detriments for those who serve as mentors? (1d) What impact do the perceptions of mentoring held by mentors' colleagues have on the mentors themselves?; A mixed methods approach was used to accomplish an in-depth analysis of the above research questions. The study focused on mentors serving in the BTSA induction program of a Southern California school district, Tower Unified School District. The district was purposefully sampled based on the fact that it meets statewide standards for BTSA programs and employs a consistent cadre of mentors.; Data analysis revealed that mentors in the BTSA program perceive a range of costs and benefits associated with their positions. Perceived costs include the time commitment involved in the position and the energy expended through mentoring activities. Perceived benefits included creating interpersonal relationships with novice teachers, refreshing classroom practice, and learning from their mentees.; Four major findings emerged from this study: (1) the differences between perceived short-term and long-term effects of mentoring appear to be limited to costs; (2) the perceived benefits of mentoring are both personal and professional in nature; (3) perceived costs of mentoring that emerged from this study were limited to the time commitment of the position and the amount of energy expended; (4) the impact of colleagues' perceptions appears to be minimal in the case of the TUSD BTSA program. Recommendations for mentoring programs include minimizing the perceived costs of mentoring while publicizing the perceived benefits as a recruiting tool. Suggestions for future research include increasing the sample size and accessing those who have left mentoring, as well as those who have never been mentors. |
| Keyword | education; induction; mentoring; outcomes; mentors |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1407 |
| Rights | Decker, Jessica C. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Decker-20080724 |
| Archival file | uscthesesreloadpub_Volume26/etd-Decker-20080724.pdf |
Description
| Title | Page 1 |
| Full text | MENTORING OUTCOMES IN EDUCATION: THE PERCEIVED IMPACT FOR MENTORS IN INDUCTION PROGRAMS by Jessica C. Decker _________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements of the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Jessica C. Decker |
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