MENTORING NOVICE TEACHERS: A CASE STUDY ON MENTORING ALTERNATIVELY CERTIFIED TEACHERS IN AN URBAN SETTING

dc.contributor.advisorFreiberg, H. Jerome
dc.contributor.committeeMemberHutchison, Laveria F.
dc.contributor.committeeMemberHorn, Catherine L.
dc.contributor.committeeMemberLee, Mimi Miyoung
dc.creatorClayton, Nicholas J.
dc.creator.orcid0000-0003-0219-2133
dc.date.accessioned2017-04-17T01:28:25Z
dc.date.available2017-04-17T01:28:25Z
dc.date.createdDecember 2016
dc.date.issued2016-12
dc.date.submittedDecember 2016
dc.date.updated2017-04-17T01:28:25Z
dc.description.abstractWhile a plethora of research exists devoted to the topic of mentoring, especially related to improving teacher retention, there is a dearth of research in the understanding of the mentoring relationship as it pertains to the overall socialization process and impacts novice teachers who have come to the profession via an alternative certification route. Often overlooked in their unique needs as they step into teaching for the first time because of their training with organizations such as Teach for America, alternatively certified teachers have become an essential part of the teacher workforce. With most alternatively certified teachers forgoing the student teaching experience and being immediately thrust onto the teaching stage, the alternatively certified novice teacher should not be dismissed in terms of needing transitional support such as mentoring. The research questions addressed in this study are as follows: 1) How are alternatively certified novice teachers in an urban setting supported in their transition to teaching through the use of mentoring? 2) How does mentoring assist the novice teacher in their transition into their new community of practice? 3) What impact, if any, does mentoring have on the formation of a professional teacher identity and retention?
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1718
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectMentorship
dc.subjectAlternatively Certified Teachers
dc.subjectUrban
dc.titleMENTORING NOVICE TEACHERS: A CASE STUDY ON MENTORING ALTERNATIVELY CERTIFIED TEACHERS IN AN URBAN SETTING
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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