Randi Nevins Stanulis|Robert E. Floden
Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction
Michigan State University|Michigan State University
study examines impact intensive mentoring induction program component aimed improving teacher quality ways link teaching student engagement atmosphere instructioncontent management student engagement aims measure teaching practice focused researchbased conception highquality teaching known effective balanced instruction used measure impact intervention using matched comparison group design 24 beginning teachers study tested effects teaching practice intensive mentoring findings indicate improvement beginning teachers aims scores fall spring greater experimental group comparison group teachers