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Section archive - Mentoring & Supervision

Page 19/29 288 items
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181
Mentoring the Mentors: First-Order Descriptions of Experience-In-Context
Authors: Rajuan Maureen, Tuchin Irena, Zuckermann Trudy
The purpose of this article is to make a contribution to the neglected area of study of mentor training by presenting some examples of innovative practical techniques designed to link theory with practice. The authors' experiences suggest that mentoring presents an opportunity to reevaluate teaching practices in collaboration with a mentee, as well as within a supportive community of fellow mentor teachers, thereby contributing to ongoing learning and development.
Published: 2011
Updated: Jul. 17, 2011
182
From Mentorship to Tenureship: A Storied Inquiry of Two Academic Careers in Education
Authors: Ciuffetelli Parker Darlene, Scott Ruth McQuirter
The current paper elaborates a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring. In addition, the authors describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process.
Published: 2010
Updated: Jul. 05, 2011
183
Evaluation of a University‐Based Mentoring Program: Mentors’ Perspectives on a Service‐Learning Experience
Authors: Hughes Carolyn, Boyd Elizabeth, Dykstra Sara J.
The purpose of this paper was to investigate the views of university students serving as mentors in high‐need high schools or community centers. The participants were 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools.
Published: 2010
Updated: Jul. 05, 2011
184
Mentoring Two Student Teachers: Mentors' Perceptions of Peer Placements
Authors: Gardiner Wendy
This study focuses on seven mentor teachers who have mentored one-three years in peer placements to provide a textured understanding of their perceptions and experiences. Results indicate: (a) peer collaboration provides important pedagogical scaffolding that helps student teachers plan and implement complex pedagogies; and (b) peer-mentor observation helps student teachers feel more efficacious about their developing practice.
Published: 2010
Updated: Jun. 13, 2011
185
Care, Thoughtfulness, and Tact: A Conceptual Framework for University Supervisors
Authors: Cuenca Alexander
This article provides a conceptual framework for university supervisors. The author uses care, thoughtfulness, and tact as a conceptual framework. The author argues for an interactive and responsive pedagogy of field-based teacher education grounded in the university supervisor's concern for the development of the student teacher.
Published: 2010
Updated: Jun. 13, 2011
186
Mentorship of Graduate Teaching Assistants: Effects on Instruction and a Space for Preparing to Teach Adults
Authors: Henderson Barbara
The current study examines the author's work with four graduate Teaching Assistants (TAs) as they joined her to teach a graduate course at San Francisco State University. The author sought the Teaching Assistants' perspective on how to improve instruction in a course students consistently described as highly rigorous. To understand how she provided mentorship, the author looks at the work she and the TAs did together to plan and teach the course and at the TAs' response to this work. The findings demonstrate that students still found course demands to be quite high.
Published: 2010
Updated: Feb. 13, 2011
187
Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies
Authors: Kretlow Allison Graves, Bartholomew Christina C.
The goal of this review was to summarize studies that examined the effects of coaching on improvements in preservice and in-service teachers' implementation of evidence-based practices. The authors identified a total of 13 studies from the 20 years of literature they searched. The results show that coaching improved the extent to which teachers accurately implement evidence-based practices in classrooms or practicum settings. The article suggests implications for preservice and in-service teacher education.
Published: 2010
Updated: Jan. 23, 2011
188
“We're Not Just Interested in the Work”: Social and Emotional Aspects of Early Educator Mentoring Relationships
Authors: Peterson Shira M., Valk Constance, Baker Amy C., Brugger Lauri, Hightower A. Dirk
The current study examines the processes by which early childhood educators and their mentors negotiated the social and emotional aspects of their working relationships. The participants were twenty-five mentors who worked with over 200 infant/toddler caregivers and preschool educators as part of a community-wide professional development initiative. Findings suggested that mentors and mentees recognized the emotional nature of their relationship and explicitly negotiated their roles and boundaries within the relationship.
Published: 2010
Updated: Jan. 04, 2011
189
Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds
Authors: Griffin Shelley M., Beatty Rodger J.
The authors, two faculty members in a Canadian post-secondary teacher education context, inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. By using a metaphor of carefully pairing exquisite wine with fine food, the authors convey the mutual co-construction of their lived experiences that evolve through relational writing. The authors conclude by noting critical issues and implications regarding collaborative writing that offer insight into the importance of honoring collaborative scholarship within academic contexts.
Published: 2010
Updated: Jan. 04, 2011
190
A Memoir of Co-Mentoring: The “We” that is “Me”
Authors: Diamond C.T. Patrick
This reflective essay describes the author's acknowledgement in his most influential co-mentors—former dissertation supervisees and long since colleagues—who helped form the “we” that is him. The responsive form of learning in partnership enacted a version of collective action among equals. The author became a collaborative arts-based-educational researcher-mentor: a hyphenated collection of selves. Since having returned to Australia, the author co-mentors early career academics seeking to publish and use writing as and for their professional development.
Published: 2010
Updated: Jan. 04, 2011
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