![\"\"](\"http:\/\/create.twu.ca\/awalkinthewoods\/files\/2018\/09\/Lara-Concept-Map-of-Inquiry-Research-Questions.png\")
<\/p>\nBelow you will find a picture of my rather large concept map! \u00a0It became larger and larger as I had to continually go back to the drawing board to further define not just my interests, but to further develop topics that not only had credible research available but that were relevant to current issues in education that warranted further exploration.\u00a0You will most likely have to zoom in to read it! My apologies as I couldn’t make the image any larger.<\/p>\n
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General areas that appealed to me were:<\/p>\n
I had several research questions that I was interested in pursuing, but these were in my top 4 (there are more listed on my map):<\/p>\n
The research question that I ended up choosing was:<\/p>\n
Why is mentorship important in reducing ‘burnout’ in new teachers and necessary to help facilitate success so that new teachers can have a long and prosperous career?<\/em><\/p>\n I chose this question because it is extremely relevant today due to the massive teacher shortage in British Columbia. Brand new teachers are being hired, many right from the classroom without any prior experience and are expected to cope with the same responsibilities and teaching loads as teachers with years of experience without any assistance or supports in place. Many new teachers don’t speak up and ask for help out of fear that they will be perceived as not being competent, especially when it comes to pedagogy or classroom management. \u00a0A lot of teachers leave the profession with the first 5 years due to exhaustion and teacher burn out. \u00a0I have a vested interest in this topic as well because my School District has a new teacher Mentorship Program and I have been a mentor teacher for others.<\/p>\n I combined the following areas in regards to teacher mentorship and honing the craft of teaching thoughts on my concept map to define my question:<\/p>\n I anticipate searching for literature in the following fields of education, leadership, psychology and healthcare as they each relate to my topic.<\/p>\n <\/p>\n Resources<\/p>\n Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-Efficacy, Goal Orientation, and Fear of Failure as Predictors of School Engagement in High School Students.\u00a0Psychology in the Schools<\/em>,\u00a040<\/em>(4), 417\u201327. Retrieved from https:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=eric&AN=EJ671155&site=ehost-live<\/a><\/p>\n Doren, B., Murray, C., & Gau, J. M. (2014). Salient Predictors of School Dropout among Secondary Students with Learning Disabilities.\u00a0Learning Disabilities Research & \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Practice<\/em>,\u00a029<\/em>(4), 150\u2013159. Retrieved from \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 https:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=tr<\/a><\/p>\n Elias, M. J., & Arnold, H. (2006).\u00a0The educator\u2019s guide to emotional intelligence and academic achievement\u202f: social-emotional learning in the classroom<\/em>. Thousand Oaks, Calif.\u202f: Corwin Press, c2006. Retrieved from https:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=cat05965a&AN=alc.178470&site=eds-live<\/a><\/p>\n Goodwin, B. (2016). \u201cHigh touch\u201d is crucial for \u201chigh tech\u201d students.(promoting empathy inside the classroom)(Research Matters)(Column).\u00a0Educational Leadership<\/em>, (1), 81. Retrieved from https:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=edscpi&AN=edscpi.A464028667&site=eds-live<\/a><\/p>\n Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don\u2019t.\u00a0Teaching and Teacher Education<\/em>,\u00a025<\/em>, 207\u2013216. https:\/\/doi.org\/10.1016\/j.tate.2008.09.001<\/p>\n Hudson, P. (2012). How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching.\u00a0Australian Journal of Teacher Education<\/em>,\u00a037<\/em>(7). Retrieved from https:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=eric&AN=EJ995200&site=eds-live<\/p>\n Keogh, J., Garvis, S., & Pendergast, D. (Eds.). (2010). Plugging the leaky bucket\u202f: the need to develop resilience in novice middle years teachers.\u00a0Primary and Middle Years Educator<\/em>,\u00a08<\/em>(2). Retrieved from https:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=edsaed&AN=rmitplus183973&site=eds-live<\/p>\n Lawford, H. L., & Ramey, H. L. (2015). \u201cNow I Know I Can Make a Difference\u201d: Generativity and Activity Engagement as Predictors of Meaning Making in Adolescents and Emerging Adults.\u00a0Developmental Psychology<\/em>,\u00a051<\/em>(10), 1395\u20131406. Retrieved fromhttps:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=eric&AN=EJ1075074&site=ehost-live<\/p>\n Park, S., Holloway, S. D., Arendtsz, A., Bempechat, J., & Li, J. (2012). What Makes Students Engaged in Learning? A Time-Use Study of within- and between-Individual \u00a0Predictors of Emotional Engagement in Low-Performing High Schools.\u00a0Journal of Youth \u00a0and Adolescence<\/em>,\u00a041<\/em>(3), 390\u2013401. Retrieved from https:\/\/ezproxy.student.twu.ca\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=tue&db=eric&AN=EJ956027&site=ehost-live<\/a><\/p>\n\n