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Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors
- Source :
- Leadership and Policy in Schools. 14:204-232
- Publication Year :
- 2015
- Publisher :
- Informa UK Limited, 2015.
-
Abstract
- Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not. To address this gap, we examined perceptions about data use in a small Texas district; anticipated differences among comparison groups (i.e., mentors and non-mentors; mentors and ECT) did not emerge. We conclude that without careful selection and supports, mentors may not be able to support data-informed practice to the degree assumed.
- Subjects :
- Self-efficacy
ComputingMilieux_THECOMPUTINGPROFESSION
Strategy and Management
Multimethodology
media_common.quotation_subject
Best practice
Capacity building
Focus group
Education
Likert scale
ComputingMilieux_GENERAL
Perception
Pedagogy
ComputingMilieux_COMPUTERSANDEDUCATION
Early career
Psychology
media_common
Subjects
Details
- ISSN :
- 17445043 and 15700763
- Volume :
- 14
- Database :
- OpenAIRE
- Journal :
- Leadership and Policy in Schools
- Accession number :
- edsair.doi...........465f5a82691b711830801e37fc5f0166