Mentoring Effects on Proteges' Classroom Practice: An Experimental Field Study.

Y

11

Beginning Teachers; Classroom Environment; Classroom Techniques; Elementary Secondary Education; Mentors; Professional Training; Student Behavior; Teaching Skills

0022-0671

Compared the classroom practices of beginning teachers assisted by mentors who had completed a formal mentoring program with proteges mentored by experienced teachers with no formal mentor training. Results indicated that proteges of mentors from the mentoring program could more effectively organize and manage instruction and establish more workable classroom routines. Their students had better behavior and engagement. (SM)

ED502720, ED565612

2000

EJ607400