Improving Professional Practice: An Applied Research Study on the Effects of a Mentoring Program for New Teachers at Wood Hawk Elementary
Saved in:
| Title: | Improving Professional Practice: An Applied Research Study on the Effects of a Mentoring Program for New Teachers at Wood Hawk Elementary |
|---|---|
| Language: | English |
| Authors: | Latisha C. Kimbrough |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, The University of Mississippi. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 121 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Beginning Teachers, Mentors, Program Effectiveness, Faculty Development, Beginning Teacher Induction, Teacher Attitudes |
| ISBN: | 979-83-8319-831-5 |
| Abstract: | This applied research study aims to improve the assistance offered to teachers within their first three years of teaching. As many new teachers enter the profession, they are faced with unexpected challenges and often left isolated and left to navigate teaching alone. This study was conducted based on the collaborative efforts of our leadership team in efforts to detail a plan of action to support new teachers through a new teacher mentor program. The goal was to utilize the mentor program, professional development, and observation and feedback cycle as strategies to help build the capacity of new teachers. The goal was to decrease attrition, increase self-efficacy, and see evidence of instructional growth and development. This study used qualitative and quantitative data to report the findings and outcomes of the program. Utilizing a new teacher focus group, mentor and mentee interviews, and mentee surveys, I was able to collect data to use in the study and report the findings from their participation. Based on the results, new teachers indicate they experienced some success with the professional development and were able to implement strategies directly into their classroom. The observation and feedback cycle did, however, render some difficulties. While there was positive feedback regarding the intent and purpose, some challenges were presented concerning the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31243164 |
| Accession Number: | ED658489 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED658489 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Improving Professional Practice: An Applied Research Study on the Effects of a Mentoring Program for New Teachers at Wood Hawk Elementary – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Latisha+C%2E+Kimbrough%22">Latisha C. Kimbrough</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2024Ed.D. Dissertation, The University of Mississippi. – Name: Avail Label: Availability Group: Avail Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 121 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 979-83-8319-831-5 – Name: Abstract Label: Abstract Group: Ab Data: This applied research study aims to improve the assistance offered to teachers within their first three years of teaching. As many new teachers enter the profession, they are faced with unexpected challenges and often left isolated and left to navigate teaching alone. This study was conducted based on the collaborative efforts of our leadership team in efforts to detail a plan of action to support new teachers through a new teacher mentor program. The goal was to utilize the mentor program, professional development, and observation and feedback cycle as strategies to help build the capacity of new teachers. The goal was to decrease attrition, increase self-efficacy, and see evidence of instructional growth and development. This study used qualitative and quantitative data to report the findings and outcomes of the program. Utilizing a new teacher focus group, mentor and mentee interviews, and mentee surveys, I was able to collect data to use in the study and report the findings from their participation. Based on the results, new teachers indicate they experienced some success with the professional development and were able to implement strategies directly into their classroom. The observation and feedback cycle did, however, render some difficulties. While there was positive feedback regarding the intent and purpose, some challenges were presented concerning the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31243164" linkWindow="_blank">https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31243164</link> – Name: AN Label: Accession Number Group: ID Data: ED658489 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED658489 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 121 Subjects: – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Beginning Teachers Type: general – SubjectFull: Mentors Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Beginning Teacher Induction Type: general – SubjectFull: Teacher Attitudes Type: general Titles: – TitleFull: Improving Professional Practice: An Applied Research Study on the Effects of a Mentoring Program for New Teachers at Wood Hawk Elementary Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Latisha C. Kimbrough IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: isbn-print Value: 979-83-8319-831-5 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
