Search results for: Frels Rebecca K.

Page 1/1 2 items
1
Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees
Authors: Frels Rebecca K., Zientek Linda Reichwein, Onwuegbuzie Anthony J.
The purpose of this study was to examine the attitudes of mentors, mentees, and principals pertaining to the first year of mentoring in an induction program. The findings revealed that principals noted little concern with program components and appeared the most satisfied with the mentoring program as a whole. Subsequently, mentors had more positive attitudes than did mentees across grade span, and mentees at the elementary school level had the most positive attitudes among all mentees across grade span. In addition, it was most important to elementary school teachers to participate in mentoring, and also to observe veteran teachers as part of their mentoring activities.
Published: 2013
Updated: Aug. 30, 2016
2
The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring
Authors: Frels Rebecca K., Onwuegbuzie Anthony J.
In this case study, the authors examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors.
Published: 2012
Updated: Jul. 31, 2016