Section archive - Mentoring & Supervision
Page 9/29 288 items
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Updated: Nov. 30, 2016
Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
This article draws on Lampert’s three-pronged model of teaching practice (Lampert, 2001) to explore the possible contributions of elementary classroom teachers to the learning-to-teach-mathematics experiences of preservice teachers (PSTs). The authors focus on a third-space context in which mentor teachers (MTs), PSTs, and university teacher educators collaborated to plan and analyze task-based problem-solving interviews of children. The authors analyzed the MT's contributions to a third-space activity involving the task-based interview. This analysis also suggests ways in which university teacher educators might enhance the development of methods/field third spaces by anticipating and preparing to leverage MT contributions.
Updated: Nov. 23, 2016
The present review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment of test and instructional objectives is a critical determinant of evaluation results.
Updated: Nov. 09, 2016
The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction
The present study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The results revealed that the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented.
Updated: Nov. 07, 2016
Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context
In this article, the author explores how mentoring and role modeling may help facilitate the development of female students’ understanding and practice of leadership in secondary girls’ school contexts. The findings revealed a variety of mentoring relationships existed in the schools studied. It was found that female student leaders were reciprocally mentors and role models to other students, whilst also mentees of older women mentors. Both the influence of and the greater need for female role models were also found to be important in supporting the development of adolescent girls for leadership.
Updated: Nov. 07, 2016
The purpose of this study was to understand the ways in which undergraduates grew and developed through participation in a holistic peer-mentoring experience. Twenty-two patterns of protégé growth emerged from the analysis of the data, which were organized conceptually into six overarching, emergent themes of protégé development: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical wellbeing, and aspiration. The authors argue that the very high rates of protégé growth within the themes of academics, social connectedness, and maturity raise the possibility that growth in these thematic dimensions may be synergistic and mutually reinforcing.
Updated: Nov. 07, 2016
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality
The aim of this investigation was to better understand the mentoring component of an induction program and how the variability may relate to multiple novice teacher outcomes such as self-efficacy, reflection, and quality of student–teacher interactions. The findings revealed that novice teachers and mentors viewed this program as an effective support for early career teachers, and attribute the high new teacher retention rate to supports received in it.
Updated: Nov. 02, 2016
In this study, the authors examined mentors working with at-risk youth in a school-based mentoring program. The authors examined changes in mentor perceptions, motives, and efficacy. The findings reveal that mentors were highly motivated to gain experience. Mentors were less motivated to gain recognition and increase creativity. In addition to motives, the authors considered mentors’ expectations about the relationship. They found that mentors’ initial expectations were not related to mentor satisfaction with the experience, perceived costs or benefits, and time spent mentoring.
Updated: Oct. 25, 2016
In this article, the authors analyze the daily roles of literacy coaches in three schools in one urban US school district. The authors explore how coaches’ responsibilities are shaped by the everyday realities of their school contexts. Further, they discuss how coaches manage those realities through the relationships that they build.
Updated: Sep. 28, 2016
Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching
The purpose of this study was to explore differences in mentoring across three dissimilar clinical settings: student teaching, early field experiences, and entry year teachers. The findings suggested a wide range of Pedagogical Knowledge across all three clinical settings. In each of the three clinical settings, the mentors perceived their roles to be different. Furthermore, two key differences influenced mentoring across these three clinical settings. The first was the amount of interaction time. The second difference was the degree to which the mentor understood university expectations.
Updated: Sep. 28, 2016