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BEGINNING TEACHERS’ PERCEPTIONS OF EFFECTIVE PRACTICES
USED BY THEIR MENTOR
by
Kathryn Slabodnik-Rivas
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Kathryn Slabodnik-Rivas
Object Description
| Title | Beginning teachers' perceptions of effective practices used by their mentor |
| Author | Slabodnik-Rivas, Kathryn |
| Author email | slabodni@usc.edu; kate.rivas2u@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-12-17 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-02-02 |
| Advisor (committee chair) | Pensavalle, Margo |
| Advisor (committee member) |
Ragusa, Giselle Hirabayashi, Kim |
| Abstract | The purpose of this study was to examine the value of mentoring techniques as perceived by beginning teachers. One specific school district in Southern California using the Beginning Teacher Support and Assessment (BTSA) program was the focus of this study. There were 12 beginning teachers involved in their second year of the BTSA program. The study focused on elementary school teachers (Kindergarten through fifth grade). The beginning teachers were interviewed so the researcher could identify their perceptions of effective techniques used by their mentor during their first year of teaching. This study found four common themes which emerged during the interviews. They were interactive dialogue, collaboration and joint planning, demonstration and modeling, and observation and feedback. All of these findings indicate that beginning teachers need assistance which will promote retention and confidence in the teaching profession. This will help induction program designers and administrators to consider these effective techniques when developing and implementing an induction program. |
| Keyword | mentoring techniques; beginning teachers; BTSA; induction; veteran teachers; collaboration; observation and feedback; demonstration and modeling; interactive dialogue; elementary school beginning teachers; retention; increased confidence; interviews |
| 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 |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2825 |
| Rights | Slabodnik-Rivas, Kathryn |
| 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-SlabodnikRivas-3466 |
| Archival file | uscthesesreloadpub_Volume56/etd-SlabodnikRivas-3466.pdf |
Description
| Title | Page 1 |
| Full text | BEGINNING TEACHERS’ PERCEPTIONS OF EFFECTIVE PRACTICES USED BY THEIR MENTOR by Kathryn Slabodnik-Rivas _________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Kathryn Slabodnik-Rivas |
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