This study sought to determine the range of mentoring practices and the perceived effects of those practices utilized by peer mentors in a district-wide curriculum implementation initiative. Research supports the notion that coherent and content-focused professional development employing active learning strategies has the potential to change teachers' beliefs, knowledge, and practices and ultimately improve student achievement. Follow-up seems likely to hold potential for supporting teachers in making these changes. However, due to its limited use by program designers, its effect remains undetermined. Mentoring is one form of professional development that may provide an important function of follow-up and support for teachers engaged in changing beliefs and practices. It has been primarily studied in terms of its use with novice and/or inexperienced teachers, but current practices (e.g., literacy coaches) suggest many districts are implementing peer mentoring programs. Teachers in a suburban Minnesota school district involved in the implementation of a new elementary mathematics curriculum participated in this research. Mentors (n=70) and mentees (n=180) completed surveys and participated in focus group interviews in the mixed-methods design. Results indicate that mentors used both formal and informal arrangements to provide support for their mentees in implementing the new mathematics curriculum. Teachers' practices changed and collaboration in buildings, grade-levels and across the district was enhanced as a result of mentoring. In line with previous research, mentors rated providing emotional support and fostering positive trusting relationships with mentees as very important in their role as mentors.curriculum-writing projects designed to facilitate the movement of mathematics standards into practice. ... Everyday Math is a comprehensive pre-kindergarten through 6th grade mathematics curriculum. ... home/school partnerships, and appropriate use of technology (University of Chicago School Mathematics Project , anbsp;...
|Title||:||Peer-to-peer Mentoring in a Curriculum Implementation Process|
|Author||:||Chad William Schmidt|
|Publisher||:||ProQuest - 2006|