Defense Date

2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Education

First Advisor

Evelyn Reed

Abstract

The purpose of this study was to describe the content and frequency of interactions that occurred in an electronic mentoring program involving beginning special educators and their mentors. In addition, the characteristics of mentors’ and mentees’ and perceived outcomes of mentees’ were provided. This study sought to address questions about the types of support that new special educators seek and receive. A mixed method research design was utilized to explore the archived transcripts of mentors’ and mentees’ discourse as well as mentees’ and mentors’ post-surveys. Data were analyzed through the use of quantitative and qualitative methods and interpreted through the use of Interstate Teacher Assessment and Support Consortium standards, How People Learn framework, and documented needs and concerns of beginning special educators based on a review of literature. Surveys responses included descriptive information and perceptions of beginning teachers concerning their levels of preparedness at the completion of the pilot program. This study provides an understanding of electronic mentoring within one program in order to inform efforts for mentoring and induction of beginning special educators.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

August 2011

Included in

Education Commons

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