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