Stanulis Randi Nevins & Floden Robert E. (2009). Â« Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction Â». Journal of Teacher Education, vol. 60, nÂ° 2, marsâ€”avril, p. 112–122.
Added by: Feyfant Annie (25 Nov 2009 19:48:24 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Stanulis2009
|Categories: Enseignants, General
Keywords: Ă‰tats-Unis, formation des enseignants
Creators: Floden, Stanulis
Collection: Journal of Teacher Education
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"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 teachersâ€™ AIMS scores from fall to spring was greater for the experimental group than for the comparison group of teachers."
Added by: Feyfant Annie