Being an Effective Mentor : How to Help Beginning Teachers Succeed

By K. Jonson. 2002

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The Components of Effective Professional Development Activities in terms of Teachers' Perspective (2014, background): “…the school day affect teachers positively (Birman, Desimone, Porter, & Garet, 2000; Boydak & Dikici, 2001; Carver & Katz, 2004; Desimone, Porter, Garet, Yoon, & Birman, 2002; Easton, 2008; Jonson, 2002; McCaughtry, Martin, Kulinna, & Cothran, 2006; McLaughlin & Talbert, 2006; Moir & Gless, 2001).”
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity (2015, background): “Statistics show a 50% attrition rate for beginning teachers within their first five years of teaching in developed countries (Ingersoll, 2003; Jonson, 2002; Ramsey, 2000).”
Learning from Experience: Initial Findings of a Mentoring/Induction Program for Novice Principals and Superintendents. (2006, background): “Mentoring and peer relationships in the areas of teacher education (Jonson, 2002; Showers, 1985) and teacher professional growth (McCann & Radford, 1993; Wilkin, 1992; Zimpher & Rieger, 1988) have also been well established for several years.”