Abstract
The Utah Mentor Teacher Academy has existed since 1986, but no data were available to indicate whether or not mentors actually disseminated their skills and knowledge. This study of dissemination by mentors was conducted in three phases. Phase I used statewide mentor, principal, and special education director questionnaires; Phase II used general faculty questionnaires in selected schools; and Phase III involved focus group interviews with selected mentor clients. The data revealed that the majority of mentors disseminated their skills and knowledge through inservice and consultation. Behavior management was the topic most often addressed, followed by other topics pertaining to the needs of students at risk. Characteristics of effective mentors were derived from focus group teacher comments.
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Schedule a callMore From: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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