ion for the mentoring role (Feiman-Nemser & Parker, 1993).
Given the foregoing, it can be stated that the history of mentoring programs was essentially one of reform and empirical research examining the mentoring process has been fairly positive; however, there remains a need for ongoing study of the effectiveness of these programs. Regarding the nature of this needed research, Little (1990) states that there have been few comprehensive, theory-based studies designed to examine in depth the context, content and consequences of mentoring; and that it has only been since 1990 that more in-depth studies have been conducted.
Feiman-Nemser (1996) reports that there is also a need for more comparative studies. For example, some mentoring/induction programs contain an assessment component wherein mentors are expected to evaluate novice teachers; other program do not contain such components. It has been asserted by Feiman-Nemser that novices are more likely to share problems and ask for help if mentors do not evaluate them. According to
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