Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors.
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| Title: | Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors. |
|---|---|
| Authors: | Jimerson, Jo Beth1 (AUTHOR) j.jimerson@tcu.edu, Choate, Marnie R.2 (AUTHOR), Dietz, Laurel K.3 (AUTHOR) |
| Source: | Leadership & Policy in Schools. Apr-Jun2015, Vol. 14 Issue 2, p204-232. 29p. |
| Subject Terms: | *Educational leadership, *Effective teaching, *School improvement programs, *Job satisfaction of teachers, *Teacher participation in administration |
| Abstract: | Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not. To address this gap, we examined perceptions about data use in a small Texas district; anticipated differences among comparison groups (i.e., mentors and non-mentors; mentors and ECT) did not emerge. We conclude that without careful selection and supports, mentors may not be able to support data-informed practice to the degree assumed. [ABSTRACT FROM AUTHOR] |
| Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 102578621 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jimerson%2C+Jo+Beth%22">Jimerson, Jo Beth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> j.jimerson@tcu.edu</i><br /><searchLink fieldCode="AR" term="%22Choate%2C+Marnie+R%2E%22">Choate, Marnie R.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dietz%2C+Laurel+K%2E%22">Dietz, Laurel K.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Apr-Jun2015, Vol. 14 Issue 2, p204-232. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22School+improvement+programs%22">School improvement programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+satisfaction+of+teachers%22">Job satisfaction of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+participation+in+administration%22">Teacher participation in administration</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not. To address this gap, we examined perceptions about data use in a small Texas district; anticipated differences among comparison groups (i.e., mentors and non-mentors; mentors and ECT) did not emerge. We conclude that without careful selection and supports, mentors may not be able to support data-informed practice to the degree assumed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=102578621 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15700763.2014.997937 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 204 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: School improvement programs Type: general – SubjectFull: Job satisfaction of teachers Type: general – SubjectFull: Teacher participation in administration Type: general Titles: – TitleFull: Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jimerson, Jo Beth – PersonEntity: Name: NameFull: Choate, Marnie R. – PersonEntity: Name: NameFull: Dietz, Laurel K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 15700763 Numbering: – Type: volume Value: 14 – Type: issue Value: 2 Titles: – TitleFull: Leadership & Policy in Schools Type: main |
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