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BTSA MENTORS: THE COSTS AND BENEFITS TO MENTORS AND THEIR
FIDELITY TO CONSTRUCTIVIST PRACTICE
by
Jorge Alberto Márquez
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment to the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Jorge Alberto Márquez
Object Description
| Title | BTSA mentors: the costs and benefits to mentors and their fidelity to constructivist practice |
| Author | Márquez, Jorge Alberto |
| Author email | gmarquez@usc.edu; marquez_jorge@montebello.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-12-07 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-02-09 |
| Advisor (committee chair) | Baca, Reynaldo |
| Advisor (committee member) |
Gokalp, Gocke García, Pedro |
| Abstract | This study explored the perspectives of current and former California Beginning Teacher Support and Assessment (BTSA) mentors with respect to the benefits and costs of mentoring as well as identifying their pedagogical orientation (constructivist or traditionalist). By implementing a quantitative methodology utilizing selected surveys, mentors were offered opportunities to view themselves in the BTSA induction process. From this perspective, the study analyzed how mentors constructed meaning within the BTSA program and the role they played as participants in the BTSA program. The following research questions guided this study:1.What are the costs and benefits of mentoring as reported by mentors in the BTSA program?2.What impact do instructional beliefs have on BTSA mentors’ perceptions as to the costs and benefits of being a mentor?; A 70-item online survey was developed based on two field-tested surveys designed by Ragins and Scadura (1994, 1999) and Ravitz, Becker, and Wong (2000). Ragins and Scadura (1994, 1999) examined the mentoring relationship found in a business context. Ravitz, Becker, and Wong (2000) structured the survey tool to identify both the teacher’s pedagogical orientation (constructivist or traditionalist) and the teacher’s practiced learning environment. The surveys were randomly e-mailed to various BTSA mentors across California, resulting in 143 completed online surveys.; Frequency data and linear regression analyses were conducted to answer the research questions. Frequency data analyses of cost and benefit factors demonstrated that mentors saw the BTSA Induction program and their role within the program as beneficial. The findings from this survey demonstrated that a large majority of support providers identify themselves strongly with constructivist practices. The findings from the linear regression analyses also clearly indicated that a high average benefit score was a significant predictor of mentors who identified themselves as constructivist.; The focus of this study was on the mentor’s role in the California BTSA Induction program. This study provided credence in supporting and continuing the local and regional BTSA Induction programs across California. However, efforts must be taken to continue research in the mentoring and induction programs, as a way to retain and support effective mentors. This study is only one perspective but it recognizes the continuing labors of mentors in the California BTSA program. |
| Keyword | BTSA mentor; induction teacher; beginning teacher; teacher; mentoring |
| 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-m3652 |
| Rights | Márquez, Jorge Alberto |
| 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-Marquez-4304 |
| Archival file | uscthesesreloadpub_Volume40/etd-Marquez-4304.pdf |
Description
| Title | Page 1 |
| Full text | BTSA MENTORS: THE COSTS AND BENEFITS TO MENTORS AND THEIR FIDELITY TO CONSTRUCTIVIST PRACTICE by Jorge Alberto Márquez ____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment to the Requirements for the Degree DOCTOR OF EDUCATION May 2011 Copyright 2011 Jorge Alberto Márquez |
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