New teacher mentoring : hopes and promise for improving teacher effectiveness / Ellen Moir ... [et al.].
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TextPublisher: Cambridge, Mass. : Harvard Education Press, c2009Description: viii, 234 p. ; 24 cmISBN: 9781934742365 (pbk.); 1934742368 (pbk.); 9781934742372 (cloth); 1934742376 (cloth)Subject(s): Mentoring in education -- United States | First year teachers -- In-service training -- United States | Teacher effectiveness -- United StatesDDC classification: 371.1020973 LOC classification: LB1731.4 | .N49 2009| Item type | Current library | Call number | Copy number | Status | Notes | Date due | Barcode |
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Female Library | LB1731.4 .N49 2009 (Browse shelf (Opens below)) | 1 | Available | STACKS | 5195200011330 | |
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| LB1731 .T356 2006 Teacher change and development / | LB1731.4 .B58 2010 Becoming a win-win teacher : survival strategies for the beginning educator / | LB1731.4 .M475 2006 Mentors in the making : developing new leaders for new teachers / | LB1731.4 .N49 2009 New teacher mentoring : hopes and promise for improving teacher effectiveness / | LB1731.4 .Z23 2000 The mentor's guide : facilitating effective learning relationships / | LB1738 .F37 2009 Faculty success through mentoring : a guide for mentors, mentees, and leaders / | LB1738 .H27 2011 Values in higher education teaching / |
Includes bibliographical references (p. 207-213) and index.
In this visionary book, Ellen Moir and her colleagues at the New Teacher Center review what current research suggests - and doesn't - about the power of well-designed mentoring programs to shape teacher and student outcomes.--[book cover]
pt. 1. High-quality new teacher mentoring. What we know and don't know about mentoring and induction -- The principles of high-quality mentoring -- Mentor professional development -- pt. 2. The case studies. Durham Public School -- Boston Public Schools -- New York City Department of Education -- Chicago Public Schools -- pt. 3. Conclusions and recommendations. Analyzing trends: strategies honed, questions raised, levers for change -- Implications and recommendations for educational stakeholders.
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