rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Exploring the Influence of Virtual Mentoring and Coaching on In-Service Teachers
  name:
    name part: Gamez, Yessenia
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Tong, Fuhui
    role:
      role term: thesis advisor.
  name:
    name part: Lara-Alecio, Rafael
    role:
      role term: thesis advisor.
  name:
    name part: Texas A&M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2023
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: The purpose of this research was to investigate the influence of virtual mentoring and coaching (VMC) on in-service teachers' professional growth and perception through participation in Project ETELL (Empowering Teachers of English Language Learners, Grant Award No. T365Z160229). In Chapter II, I conducted a systematic review to better understand the research on synchronous VMC on in-service teachers. The findings indicated that VMC had a positive effect on instructional practices as well as perceptions through the literature identified. In Chapter III, I examined mentored teachers' professional growth over six weeks using a mixed-methods approach. Pre and post-classroom observations were collected during the six weeks of intervention and analyzed using a validated classroom observation instrument. Additionally, mentees' perception of their VMC experience was analyzed through a post-course mentoring survey. Quantitative and qualitative results suggested that VMC impacted teachers' professional growth. Specifically, the data indicated growth in the use of dense language content during instructional observation videos and overall positive perceptions of the VMC intervention. In Chapter IV, I further investigated the VMC experience by analyzing five recorded sessions between mentors and in-service teachers. I compared the types and frequencies of interactions during the VMC sessions using Interaction Process Analysis (IPA). The majority of the codes were identified as Positive Reactions, while Negative Reaction codes were not present. VMC sessions facilitated opportunities for mentoring dyads to have constructive interactions and result in positive teacher self-perception. Additionally, through the use of thematic analysis of the transcriptions, I identified the following themes: emergent bilinguals (EBs), COVID impact, instructional self-reflections, and establishing mentor-mentee relationships. I concluded with implications and recommendations for future research and…
  note: by Yessenia Gamez.
  note: "Major Subject: Educational Psychology"
  note: Includes vita.
  note: Doctor of Philosophy Texas A&M University 2022 https://hdl.handle.net/1969.1/198654
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Educational Psychology
  subject:
    topic: virtual mentoring and coaching (VMC)
  subject:
    topic: in-service teachers
  subject:
    topic: professional development (PD)
  subject:
    topic: emergent bilinguals (EBs)
  subject:
    topic: mentoring dyads.
  identifier: https://hdl.handle.net/1969.1/198654
  record info:
    record content source: TXA
    record creation date: 241105
    record change date: 20250326141426.4
    record identifier: in00005621158
    language of cataloging:
      language term: eng