A comparison of effective teaching characteristics of teachers who participated in a mentor-teacher program with teachers who did not Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/0k225d46m

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  • The purpose of this study was to identify the effective teaching characteristics of teachers who participated in the Mentor-Teacher Program and teachers who did not, and then determine if there were any significant differences between the three groups of teachers: (1) Mentor-Teacher Program interns (G.T.A.'s), (2) outstanding O.S.U. graduates, and (3) beginning Beaverton teachers. A survey instrument was utilized to rate teachers in each group by the degree to which they employed each of twenty-three effective teaching characteristics. The one-way analysis of variance (ANOVA) was used at the .05 level of significance to determine whether to accept or reject the null hypothesis that there was no significant difference between the effective teaching characteristics of the three treatment groups of teachers in this study. Based on the findings of this study, there was one major conclusion: there was no significant difference between the teachers who participated in the Mentor-Teacher Program and those teachers who did not. The following recommendations were made: 1. Because there was no significant differences between the groups, the practice of mentoring may best benefit teachers who were not outstanding. Further studies comparing teachers who have participated in the Mentor-Teacher Program with "typical" beginning teachers from various teacher training institutions and mentoring programs might show significant differences between these groups of beginning teachers. 2. Inservice programs aimed at new teachers and their problems might be more effective if they were offered during the first months of teaching, and continued throughout the school year focusing on the problems and needs of first-year teachers. 3. Due to a relatively significant number of outstanding teachers not teaching by the fourth or fifth year, the problem of teacher attrition should be addressed by those teacher training institutions and school districts affected by the loss of so many talented and experienced teachers.
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  • File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6770A in PDF format. CVista PdfCompressor 5.0 was used for pdf compression and textual OCR.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-04-16T17:34:25Z (GMT) No. of bitstreams: 1 HausemanJosephHayes1990.pdf: 4619212 bytes, checksum: 4213bf198374f9e8983c7ba558937a80 (MD5)
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