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Stanulis Randi Nevins & Floden Robert E. (2009). « Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction ». Journal of Teacher Education, vol. 60, n° 2, mars—avril, p. 112–122. 
Added by: Feyfant Annie (25 Nov 2009 19:48:24 Europe/Paris)
Resource type: Journal Article
DOI: 10.1177/0022487108330553
BibTeX citation key: Stanulis2009
Categories: Enseignants, General
Keywords: États-Unis, formation des enseignants
Creators: Floden, Stanulis
Collection: Journal of Teacher Education
Views: 660/2144
Views index: 29%
Popularity index: 7.25%
Abstract     
"This study examines the impact of intensive mentoring as an induction program component aimed at improving teacher
quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student
Engagement (AIMS) measure of teaching practice, focused on a research-based conception of high-quality teaching known
as effective balanced instruction, was used to measure the impact of the intervention. Using a matched comparison group
design with 24 beginning teachers, the study tested the effects on teaching practice of intensive mentoring. Findings indicate that the improvement in the beginning teachers’ AIMS scores from fall to spring was greater for the experimental group than for the comparison group of teachers."
Added by: Feyfant Annie  
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