Search results for: Onwuegbuzie Anthony J.
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The purpose of this study was to examine the specific needs of students and junior faculty in counseling programs and to provide a glimpse of the mentorship experience through the lens of the mentee. The authors found that both master’s and doctoral level, and junior faculty alike suggested that a mentor should have certain characteristics, such as being approachable, having a personal style of mentoring, being encouraging, and providing clear and direct feedback to the mentee.
Updated: Nov. 15, 2018
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.
Updated: Aug. 30, 2016
The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring
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.
Updated: Jul. 31, 2016
Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.
Updated: Nov. 10, 2008