Mentoring partnerships in early childhood education: three case studies

This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Family and Child Development

Department dc:contributor.department

Family and Child Development

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1994

Author dc:creator

• Hill, Lynn T.

Chair dc:contributor.committeechair

• Sawyers, Janet K.

Committee members dc:contributor.committeemember

• Fu, Victoria R.
• Stremmel, Andrew J.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-01242009-063105

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/40731