Mentoring Effects on Protégés' Classroom Practice: An Experimental Field Study

By C. Evertson, Martha Smithey. 2000

326 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3654672dbd7aeb5bd41b814a36a1c6a1560fe742

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Citations in the corpus

Beginning teacher success: an investigation into the feedback from mentors of formal mentoring programs (2010, background): “Further, Evertson and Smithey ( 2000 ) reported that pairing mentors who had undergone training to be a mentor with beginning teachers yielded the latter with higher‐level teaching skills.”
From student to teacher: reducing practice shock and early dropout in the teaching profession (2003, background): “Evertson and Smithey (2000) found that the students of trained mentors gave betterorganised lessons and used clearer concepts and rationales in describing and accounting for them.”
An Investigation of the Effects of Variations in Mentor-Based Induction on the Performance of Students in California (2008, background): “Evertson and Smithey (2000) randomly assigned 46 experienced teachers either to receive or not receive mentor training.”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “There is some evidence that training mentor teachers matters, because it may influence their mentoring behaviour during mentoring dialogues (Edwards & Green, 1999; Evertson & Smithey, 2001; Harrison, Lawson, & Wortley, 2005; Timperley, 2001).”
Does New Teacher Induction Really Improve Retention? (2017, result): “Though some prior literature has shown early-career induction to be related to teachers’ instructional quality (Davis & Higdon, 2008; Evertson & Smithey, 2000; Stanulis & Floden, 2009) and student achievement (Fletcher & Strong, 2009; Fletcher, Strong, & Villar, 2008; Rockoff, 2008; Thompson, Paek,…”
Mentoring beginning primary teachers for exemplary teaching practices (2008, background): “Mentor training most often follows the model of knowledge transmission (e.g., Evertson & Smithey, 2000; Stallion & Zimpher, 1991; Wang & Odell, 2002).”
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention (2012, background): “As attention shifts from specific mentoring and induction programs to collegial support and developing a teaching identity and socialization into the profession (Feiman-Nemser, 2001; Flores & Day 2006), the issue of continuity of experience for beginning teachers gains significance. Continuity of ex”
Mind Activity in Teaching and Mentoring. (2005, background): “Evertson and Smithey (2000) found that new teachers who worked with mentors in a formal induction program were better able to manage instruction, establish routines, and keep students engaged in academic tasks than new teachers paired with mentors who had no formal opportunity to develop their…”
Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs (2009, background): “Evertson and Smithey (2000) found mentor preparation to be an important factor influencing novices' classroom practices.”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, unknown): “In a similar manner, Evertson and Smithey (2000) demonstrated the effectiveness of a training program that was designed to increase the quality of mentoring, and a longitudinal field study with 150 preservice teachers indicated that poor mentoring quality could even hinder the professional growth…”