DOI
https://doi.org/10.25772/X88K-6G59
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