Found in Profiling Teacher Research Participation Programs: An Approach to Formative Evaluation, The National Center for Improving Science Edcuation of the NETWORK, Inc. with support from the United States Department of Energy, November, 1993.
The authors found five factors related to effective implementation of a research internship program: (1) mentors, project staff, and teachers share goals and expectations, have open, frequent communication; (2) teachers have articulated project or research assignment; (3) curriculum development component facilitated by expert, focus on process rather than product; (4) follow-through with implementation and dissemination at regional, national, and local levels; and (5) multiple methods of ongoing evaluation.
This is an essay supported by research describing the emergence and meaning of mentor programs for teachers and the nature of the mentoring process in education where autonomy has traditionally been the norm. Evidence suggests that the time mentors spend with their mentees is a key factor in how effective they are seen to be by their mentees. The author cites the dearth of well designed research on what features are most desirable in formal mentor programs.
A synthesis of research and best practice on teacher development (especially Chapter 2), this book includes a rationale for the importance of understanding the process of engaging in a new experience and sensitivity to teachers' concerns, needs, and recognition; explicit connections to use of new ideas and materials in the classroom; and the unfolding of an experience over time and the key role of follow-up.
These three books draw from research and best practice to directly address attributes of programs which focus on improving the knowledge, skills, and teaching strategies of science teachers.
This booklet provides an overview of the research and best practice literature on mentoring and teacher mentors, including the desirable characteristics, assignment, and training of mentor teachers.
A summary of best practice and a pilot study of training of supervising teachers to promote their phychological growth. The article advocates significant role taking experiences; guided reflection; a balance between real experience and reflection; personal support and challenge; and continuous programming. The findings support the need for further research on effective methods of training supervisors.