Section archive - Mentoring & Supervision
Page 17/29 288 items
This article provides a case study of a student teacher (ST) whose beliefs about social constructivist pedagogy were reinforced by the competing views of teaching and mentoring that collided during her student teaching. This student teacher was assigned to work with two veteran CTs in English. The authors highlight the significant impact of the cooperating teacher’s approach to mentoring on a student teacher’s developing practice. The authors argue that this case study highlights the influence of mentoring on STs’ pedagogy.
Updated: Jul. 02, 2013
Peer Mentoring Styles and Their Contribution to Academic Success Among Mentees: A Person-Oriented Study in Higher Education
This study had two objectives. The first objective was to examine peer mentoring styles and their correspondence to the mentoring styles associated with traditional mentoring. The second objective was to determine whether mentoring styles were related to the academic performance of mentees. The findings indicated three mentoring styles: Motivating master mentoring, informatory standard mentoring and negative minimalist mentoring. The results indicated that motivating master mentoring had a positive influence on poor academic performers.
Updated: Jun. 25, 2013
To Me It’s Like Having a Kid, Kind Of: Analysis of Student Reflections in a Developmental Mentoring Program
The authors explore the experiences of sixth grade students who participated in the Chapel Buddy program. This program pairs sixth graders with kindergarten students in order to ease the transition to kindergarten and middle school. The findings indicated that the students’ understanding of the mentoring role evolved and matured over the course of the year. Results also indicated that the ability to form an effective relationship with their mentees was the primary factor that influenced the value and satisfaction of the mentors’ experience.
Updated: Jun. 11, 2013
The author explores how Black faculty mentors make meaning of their engagement with Black undergraduates at an elite US university, while also discussing impediments to establishing mutually beneficial relationships between faculty and undergraduates. The findings suggest that Black faculty at an elite research-intensive institution approached the role of mentor to Black undergraduates in different ways, according to faculty rank, age and gender. The author concludes that even under the constraints of the current system of promotion and tenure, deans and senior faculty can demonstrate the importance of mentoring undergraduate students.
Updated: May. 06, 2013
The authors examined empirical studies from 2005 to 2010 that addressed the effect of mentoring programs on new teacher retention. The authors identified 14 studies that met their criteria to be included in this literature review. The authors conclude that they propose an understanding of the complex and non-linear nature of both mentoring and teacher retention.
Updated: Apr. 23, 2013
In this article, the authors examine the degree of effectiveness in the application of the tutorial action programme at the University of Alicante. The results demonstrated that the tutorial intervention has adapted to students in accordance with their training process, as they need different study techniques as well as different cognitive and attitudinal learning strategies depending on the degrees and on their own personality. The tutorial spaces also generated an atmosphere where reflection was permanently encouraged.
Updated: Mar. 04, 2013
The current paper reports on a study of the perspectives of new tutors teaching traditional vocational trades who recently commenced teaching in the Institutes of Technologies and Polytechnics (ITPs) sector in New Zealand. This paper focuses on the transformation process from expert trade worker to effective trades tutor, along with suggestions to assist the ‘boundary crossing’ process between two diverse vocational identities.
Updated: Feb. 27, 2013
Training Teachers to Use Pivotal Response Training With Children With Autism: Coaching as a Critical Component
This investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching.
Updated: Sep. 27, 2012
In this article, the author uses the stories of three teachers to identify the features critical for successful peer mentoring and its effectiveness for teachers. The author found that an important feature was building a relationship, and also significant features were communication, commitment, and a clear structure.
Updated: Aug. 30, 2012
Intensive Mentoring that Contributes to Change in Beginning Elementary Teachers’ Learning to Lead Classroom Discussions
In this article, the authors examined whether intensive mentoring program that is devoted to a specific and important aspect of teaching can have an effect on classroom practice. The authors compared between two groups of beginning teachers.The results show that teachers in the district treatment group improved as compared to a similar group of beginning teachers in the district who did not participate in the treatment.
Updated: Aug. 29, 2012