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1. |
Record Nr. |
UNINA990003704870403321 |
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Titolo |
AMERICAN Policy and the Reconstructions of West Germany, 1945-1955 / edited Jeffry M. Diefendorf, Axel frohn, Hermann-Josef Rupieper |
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Pubbl/distr/stampa |
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Washington : German Historical Institute ( (Cambridge) : Cambridge University press, 1993 |
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ISBN |
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Descrizione fisica |
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Locazione |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910480242903321 |
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Autore |
Jonson Kathleen Feeney |
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Titolo |
Being an effective mentor [[electronic resource] ] : how to help beginning teachers succeed / / Kathleen Feeney Jonson |
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Pubbl/distr/stampa |
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ISBN |
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1-4522-9403-8 |
1-4833-2956-9 |
1-4522-8247-1 |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (225 p.) |
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Disciplina |
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Soggetti |
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Mentoring in education - United States |
First year teachers - Training of - United States |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Preface to the Second Edition; Acknowledgments; |
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About the Author; Part I - Setting the Stage for the Teacher-Mentor; Chapter 1 - Passing the Torch; Enter the Mentor; The Role of the Teacher-Mentor; The Good Mentor: What Does it Take?; Conclusion; Chapter 2 - Setup for Success; Exemplary Programs Across the United States; Qualifications of a Good Mentor; Effective Training; Mentor Support; Mentor-to-Mentee Pairing; Establishment of the Mentor-Mentee Relationship; Recognition of Service; Program Evaluation; Alternative Mentor Programs; Conclusion |
Chapter 3 - Remembering the First DaysPreservice Training; The Need for Warm Bodies; Reality Shock; Fears and Anxieties of beginning Teachers; Conclusion; Chapter 4- Beyond Survival; Teaching Skills; Interpersonal Skills; Coping Skills; Conclusion; Chapter 5 - Moving Toward Professionalism; Teacher Induction Programs; A Model: the Santa Cruz New Teacher Project; From Novice to Professional; Mentoring Programs for Professional Growth; Conclusion; Part II - Effective Strategies for the Good Mentor; Chapter 6 - Working as a Partner with the Adult Learner; Beliefs about Supervision and Mentoring |
Phases in the Mentoring Relationship: Three ModelsGetting to Trust; Adult Lives, Adult Learning Styles; The Importance of Reflection; Conclusion; Chapter 7 - Stages in Teacher Development; The First Year: The New Teacher Center Model; Through the Years: The Katz Model; Conclusion; Chapter 8 - Practical Strategies for Assisting New Teachers; Direct Assistance; Demonstration Teaching; Observation and Feedback; Informal Contact; Assistance with an Action Plan for Professional Growth; Role Modeling; Assessing Student Work; Conclusion; Chapter 9 - Overcoming Obstacles and Reaping the Rewards |
The PitfallsFinding Time; Defining the Role; Working with Difficult Mentees; Underutilizing Professional Growth Opportunities; The Payoffs; Conclusion; Part III - Putting it all together; Month-by-Month Mentoring Activities; Year-at-a-Glance Checklist; Appendix A: First-Day Checklist; Appendix B: Mentor-Mentee Action Plans; Appendix C: Supervisory Beliefs Inventory; References; Index |
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Sommario/riassunto |
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Thoroughly embedded in the current research, theories, and best practices of mentoring, this book provides the support and knowledge that mentor teachers need to help new teachers through their critical first years. |
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