Date of Award

1-1-2012

Document Type

Dissertation

Degree Name

Ph.D.

Department

Educational Administration and Policy Studies

First Advisor

Kent Seidel

Keywords

academic growth, closure of growth gap, mixed methods study, multilinear correlation, new teacher mentoring

Abstract

While much research has explored the positive correlation between mentoring programs

and resulting reduction in teacher attrition, the relationship between mentoring activities

and student learning remains equivocal. The purpose of this study was to investigate the

possible relationship between frequency and depth of mentoring activities in which high

school teachers in their first three years of teaching report engaging, on the 2011

Colorado TELL (Teaching, Empowering, Leading and Learning) Survey, and examining

concurrent student achievement growth and shifts in growth gaps as measured by the

Colorado Growth Model in those teachers' schools. This mixed methods study also

entailed open-ended interviews of five high school teachers in their first three years of

teaching regarding their mentoring experiences. Responses were coded and themes were

captured to add depth of understanding regarding the dynamics of mentoring of teachers

and their students' achievement. As 50% of teacher evaluation in Colorado will be

anchored to student academic growth by 2014, the relationship between mentoring and

student learning is especially salient for school districts implementing mentoring

programs, as well as for teachers who are relying in part on mentoring to help them

positively impact student learning.

Provenance

Recieved from ProQuest

Rights holder

David Shadwell

File size

110 p.

File format

application/pdf

Language

en

Discipline

Educational leadership, Educational administration

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