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Kappa Delta Pi Record Volume 53, 2017 - Issue 2
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Beginning Teachers Improve With Attentive and Targeted Mentoring

Randi N. StanulisMichigan State UniversityView further author information
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Julie BellDepartment of Teacher Education at Michigan State UniversityView further author information
Pages 59-65 | Published online: 29 Mar 2017

Citations (19)

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Read on this site (8)

Lindsay Joseph Wexler. (2023) Supporting mentor teacher learning and reflection through audio recordings in professional development. Reflective Practice 24:5, pages 659-679.
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Julie Bell, Chris Wilcoxen & Amanda Steiner. (2022) Mentoring and Coaching through Induction to Develop Reflective Practices in Beginning Teachers. The New Educator 18:4, pages 281-305.
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Karen Ashton. (2021) Novice teacher agency in the multi-level language classroom. Language, Culture and Curriculum 34:3, pages 242-256.
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Lindsay Joseph Wexler. (2020) “Empowering” Instead of “Crushing an Idea”: One Student Teacher/Mentor Teacher Pair’s Story of Learning and Growing. The New Educator 16:3, pages 265-278.
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Lindsay Joseph Wexler. (2020) How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching. Action in Teacher Education 42:2, pages 167-185.
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Lindsay Joseph Wexler. (2020) ‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach. Professional Development in Education 46:2, pages 211-228.
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Lindsay Joseph Wexler. (2019) Working together within a system: educative mentoring and novice teacher learning. Mentoring & Tutoring: Partnership in Learning 27:1, pages 44-67.
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Wendy Gardiner & Nina F. Weisling. “It’s Probably More Comfortable for Everyone”: Niceness as a Factor in Mentor Decision Making About Inside Practices. The Teacher Educator 0:0, pages 1-18.
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Articles from other publishers (11)

Sue Cronin. (2023) Early career mentoring in England: a case study of professional discretion and policy disconnection. International Journal of Mentoring and Coaching in Education 12:4, pages 366-386.
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Eitan Simon & Yonit Nissim. (2023) The Role and Motivation of Pre-Service Teacher (PST) Mentors from Pro-Social to Cognitive-Effective Perspectives. Education Sciences 13:9, pages 930.
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Stacey E. Pylman & Matthew T. Emery. (2023) Student Perceptions of Effective Simulation Instructor Teaching. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 18:1, pages 51-57.
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Chris Wilcoxen, Amanda Steiner & Julie Bell. 2022. Handbook of Research on the Educator Continuum and Development of Teachers. Handbook of Research on the Educator Continuum and Development of Teachers 289 312 .
Julie Bell, Chris Wilcoxen & Amanda Steiner. 2021. Empowering Formal and Informal Leadership While Maintaining Teacher Identity. Empowering Formal and Informal Leadership While Maintaining Teacher Identity 227 257 .
Auli Toom & Jukka Husu. 2021. Teacher Induction and Mentoring. Teacher Induction and Mentoring 221 241 .
Carina Schott, Henrico van Roekel & Lars G. Tummers. (2020) Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review 31, pages 100352.
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Amy Ward & Randi Stanulis. (2020) Improving Medical Education Through Targeted Coaching. Medical Science Educator 30:3, pages 1255-1261.
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Randi N. Stanulis, Lindsay J. Wexler, Stacey Pylman, Amy Guenther, Scott Farver, Amy Ward, Amy Croel-Perrien & Kristen White. (2018) Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes. Journal of Teacher Education 70:5, pages 567-580.
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Chris Wilcoxen, Julie Bell & Amanda Steiner. (2019) Empowerment through induction: supporting the well-being of beginning teachers. International Journal of Mentoring and Coaching in Education 9:1, pages 52-70.
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Joanne E. Marciano, Scott D. Farver, Amy Guenther, Lindsay Joseph Wexler, Kimberly Jansen & Randi N. Stanulis. (2019) Reflections from the room where it happens: examining mentoring in the moment. International Journal of Mentoring and Coaching in Education 8:2, pages 134-148.
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