The purpose of this review was to examine the effectiveness of mentoring programs in the induction of new music educators. The literature found that most mentoring programs, although beneficial for general classroom teachers, are often perceived as ineffective by new music educators. In addition to describing inconsistent mentoring standards, the literature found that ill-fitting mandated mentoring programs frequently do not combat the feelings of isolation or address the lack of emotional support often experienced by new music teachers. Without the guidance of mentoring programs that address these concerns, many new music educators may fall prey to frustration, burnout, and attrition.
American Federation of Teachers. (2001). Beginning teacher induction: The essential bridge (Report No. AFT-13). Washington, DC: American Federation of Teachers. (ERIC Document Reproduction Service No. ED471238)
2.
Carter, K. (1988). Using cases to frame mentor-novice conversations about teaching. Theory Into Practice, 27, 214-222.
3.
Conway, C., & Garlock, M. (2002). The first year teaching K-3 general music: A case study of Mandi. Contributions to Music Education, 29(2), 9-28.
4.
Conway, C., Krueger, P., Robinson, M., Haack, P., & Smith, M.V. (2002). Beginning music teacher induction and mentor policies: A cross-state perspective. Arts Education Policy Review, 104(2), 9-17.
5.
Conway, C.M. (2001a). Beginning music teacher perceptions of district-sponsored induction programs. Bulletin of the Council for Research in Music Education, 151, 1-11.
6.
Conway, C.M. (2001b). What has research told us about the beginning music teacher? Journal of Music Teacher Education, 10(2), 14-22.
7.
Conway, C.M. (2003a). An examination of district-sponsored beginning music teacher mentor practices. Journal of Research in Music Education, 51, 6-23.
8.
Conway, C.M. (2003b). Meeting the induction needs of beginning music teachers: What can policy-makers and program designers do?Ann Arbor: University of Michigan. (ERIC Document Reproduction Service No. ED477736)
9.
DeLorenzo, L. (1992). The perceived problems of beginning music teachers . Bulletin of the Council for Research in Music Education , 113, 9-25.
10.
Fagan, M.M., & Walter, G. (1982). Mentoring among teachers. Journal of Educational Research, 76, 113-118.
11.
Feiman-Nemser, S. (1991). Helping novices learn to teach: Lessons from an exemplary support teacher (Research Report 91-6). East Lansing: Michigan State University, National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. EJ620696)
12.
Feiman-Nemser, S. (1996). Teacher mentoring: A critical review. Washington, DC: ERIC Clearinghouse on Teacher and Teacher Education. (ERIC Document Reproduction Service No. ED397060)
13.
Feiman-Nemser, S., & Parker, M.B. (1993). Mentoring in context: A comparison of two U.S. programs for beginning teachers. International Journal of Educational Research, 19(8), 699-718.
14.
Gold, Y. (1996). Beginning teacher support: Attrition, mentoring and induction. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 548-594).
15.
Gordon, D. (2000). Sources of stress for the public school music teacher: Four case studies. Contributions to Music Education , 27, 27-40.
16.
Gratch, A. (1998). Beginning teacher and mentor relationships. Journal of Teacher Education, 49(3), 220-227.
17.
Gray, W.A., & Gray, M.M. (1985). Synthesis of research on mentoring beginning teachers . Educational Leadership, 42(3), 37-43.
18.
Haack, P., & Smith, M.V. (2000). Mentoring new music teachers. Music Educators Journal, 87(3), 23-27.
19.
Hamann, D.L., Daugherty, E., & Mills, C.R. (1987). An investigation of burnout assessment and potential job related variables among public school music educators. Psychology of Music, 15, 128-140.
20.
Hamann, D.L., & Gordon, D.G. (2000). Burnout: An occupational hazard. Music Educators Journal, 87(3), 34-39.
21.
Hawkey, K. (1997). Roles, responsibilities, and relationships in mentoring: A literature review and agenda for research. Journal of Teacher Education, 48, 325-335.
22.
Healy, C.C., & Welchert, A.J. (1990). Mentoring relations: A definition to advance research and practice. Educational Researcher , 19(9), 17-21.
23.
Heston, M.L., Dedrick, C., Raschke, D., & Whitehead, J. (1996). Job satisfaction and stress among band directors . Journal of Research in Music Education, 44, 319-327.
24.
Huffman, G., & Leak, S. (1986). Beginning teachers' perceptions of mentors. Journal of Teacher Education, 37, 22-25.
25.
Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173-180.
26.
Krueger, P.J. (1996). Becoming a music teacher: Challenges of the first year. Dialogue in Instrumental Music, 20(2), 88-104.
27.
Krueger, P.J. (1999). New music teachers speak out on mentoring. Journal of Music Teacher Education, 8(2), 7-13.
28.
Krueger, P.J. (2000). Beginning music teachers: Will they leave the profession? Update: Applications of Research in Music Education , 19, 22-26.
29.
Krueger, P.J. (2001). Reflections of beginning music teachers. Music Educators Journal, 88(3), 51-54.
30.
Lawson, H.A. (1992). Beyond the new conception of teacher induction . Journal of Teacher Education, 43(3), 163-172.
31.
Montague, M.G. (2001). Processes and situatedness: A collective case study of selected mentored music teachers. Dissertation Abstracts International, 61(07), 2639. (UMI No. 9978591)
32.
Natale, J.A. (1993). Why teachers leave. Executive Educator, 15(7), 14-18.
33.
Odell, S.J., & Ferraro, D.P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200-204.
34.
Ponick, F., Keating, A., Pontiff, E., & Wilcox, E. (2003). Help wanted!Teaching Music, 11, 24-29.
35.
Smith, M.V. (1994). The mentoring and professional development of new music educators: A descriptive study of a pilot program. Dissertation Abstracts International, 55(09), 2759. (UMI No. 9501133)
36.
Stroot, S.A., Fowlkes, J., Langholz, J., Paxton, S., Stedman, P., Steffes, L., et al. (1999). Impact of a collaborative peer assistance and review model on entry-year teachers in a large urban school setting. Journal of Teacher Education, 50, 27-41.
37.
Valli, L. (1992). Beginning teacher problems: Areas for teacher education improvement. Action in Teacher Education, 14, 18-25.
38.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
39.
Wildman, T.M., Magliaro, S.G., Niles, R.A., & Niles, J.A. (1992). Teacher mentoring: An analysis of roles, activities, and conditions. Journal of Teacher Education, 43(3), 205-213.
40.
Zimpher, N.L., & Rieger, S.R. (1988). Mentoring teachers: What are the issues? Theory Into Practice, 27, 214-222.
