DOI
https://doi.org/10.25772/5VK9-VW26
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