Defense Date

2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Leadership

First Advisor

Whitney Newcomb

Abstract

This qualitative study examined, described and analyzed mentoring experiences and perceptions of five first-year alternate route teachers and their five mentors within an urban southeastern school division. The researcher employed a constructivist theoretical model to analyze interview data and frame the adult learning and mentoring experiences to answer the research questions. This investigation explored the benefits, challenges and implications concerning first-year alternate route teachers and their roles in the mentoring relationships.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

November 2011

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