Author ORCID Identifier

https://orcid.org/0000-0003-0800-3102

Defense Date

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Special Education

First Advisor

Kevin Sutherland

Second Advisor

LaRon A. Scott

Third Advisor

Christine Bae

Fourth Advisor

Wendy Rodgers

Abstract

This mixed-method study used the Nominal Group Technique to gain insights into the essential components of mentoring programs for new special education teachers. Mentors and mentees participated in highly-structured focus groups in which they generated, discussed, ranked, and rated ideas about important elements of mentoring and considerations for matching mentors and mentees. Transcriptions of interviews were coded and analyzed to generate themes, and means of rankings and ratings were calculated. Qualitative and quantitative data were compared, and data were disaggregated by the racial background of the participants. Findings indicated that mentoring programs and matches must be thoroughly individualized and focus on special education to be effective.

Rights

© Rachel W. Bowman

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

8-2-2024

Available for download on Saturday, August 02, 2025

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