The purpose of this study is to examine how documents used in new teacher induction and mentoring programs from five different school districts reflect and acknowledge the complexity of the programs of which they are a part. Extensive research has been conducted regarding various aspects of these two programs, often utilizing linear approaches to these programs. Research has called for analysis of the complexity of these programs. New teacher induction and mentoring documents were collected from each of the five districts, resulting in approximately 76 documents total. Documents were categorized into three main groups: mentor documents, mentee documents, and district documents. Each document was read and analyzed through two phases of data analysis. Phase I of analysis reports on the language contained in the documents related to seven emergent categories. Phase II of analysis connects the language of the documents of the seven emergent categories to the eight indicators of complexity as outlined by Davie and Sumara (2006). Two appendices contain the details of analysis, one appendix for each phase. Findings suggest that most documents contained elements reflecting and acknowledging the complexity of the two programs as well as elements of linear thinking. Lack of reflection of complexity is addressed. Suggestions for further research are given.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Larsen, Carol S., "Content Analysis of New Teacher Induction and Mentoring Documents in Five Partnership Districts: Reflections and Acknowledgments of Complexity" (2013). Theses and Dissertations. 3944.
new teacher induction, mentoring program, complexity theory, document analysis