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dc.contributor.authorWilson, Albert G.en_US
dc.date.accessioned2009-07-09T18:38:31Z
dc.date.available2009-07-09T18:38:31Z
dc.date.issued1992-07-09T18:38:31Z
dc.identifier.urihttp://hdl.handle.net/10464/1904
dc.description.abstractFifteen mentoring pairs of teachers were randomly selected from each group of teachers that had participated in the Halton Board of Education "Partners in the Classroom" program during 1988/89, 1989/90, and 1990/91. Each teacher was personally interviewed. Interviews were recorded, transcriptions were prepared and examined and analyzed. During the first part of the interview questions were asked regarding personal and professional demographics. The purpose of the second part of the interview was to gain information relating to the development of the relationships, over a three-year period, between mentor and mentee teacher participants in the "Partners in the Classroom" program. The analysis of the data suggest that there are identifiable changes in the development of the relationship between the mentor teacher and the mentee teacher over time. Implications from the study results that could enhance the induction program for new teachers are discussed.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectMaster teachers--Ontario--Halton (Regional municipality).en_US
dc.subjectMentoring in education--Ontario--Halton (Regionalen_US
dc.subjectFirst year teachers--Ontario--Halton (Regionalen_US
dc.titleIdentification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Programen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-01T01:50:57Z


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