Early Childhood Education Journal

, Volume 37, Issue 4, pp 311–317 | Cite as

Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative

  • Grace Onchwari
  • Jared Keengwe


Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally, educational reform policies such as this imply the need for continuous professional development activities that enhance teacher qualifications, especially for practicing teachers. This study examined the effectiveness of a nation-wide mentor-coach initiative towards enhancing teacher pedagogy and its effect on children’s literacy performance. Forty-four Head Start teachers and classrooms were examined. Results indicated that reading and writing scores benefited significantly more when teachers participated in the mentor-coach initiative. These findings suggest that professional development activities such as mentor-coach initiatives, if offered appropriately, can enhance children’s academic performance.


Mentoring Pedagogy Professional development Children Early literacy Teachers 


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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Department of Teaching and LearningUniversity of North DakotaGrand ForksUSA

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