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Section archive - Mentoring & Supervision

Page 27/29 288 items
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261
An Alternative Conception of Mentor–Novice Relationships: Learning to Teach in Reform-Minded Ways as a Context
Authors: Wang Jian, Odell Sandra J.
The article examines mentor-novice relationships, based on critical constructivist and social cultural perspectives. Teacher educators developed 16 types of mentor-novice relationships and demonstrate some of relationships as well as their consequences on reform minded teaching.
Published: 2007
Updated: May. 12, 2008
262
Mentoring and being mentored: The story of a novice music teacher's success
Authors: Schmidt Margaret
This case study examines mentoring and the importance of reciprocal relationships. The study describes a novice teacher who receives tenure after his third year of teaching. It examines the teacher's relationships with various mentors, and a program of mentoring for two preservice teachers which became mutually beneficial for all parties, assisting the failing teacher in reassessing his own teaching skills.
Published: 2008
Updated: Apr. 30, 2008
263
Promoting versatility in mentor teachers’ use of supervisory skills
Authors: Korthagen Fred A. J., Brouwer Niels, Crasborn Frank, Hennissen Paul, Bergen Theo C. M.
The article explores the skills needed by mentor teachers in order to succeed as advisors and instructors. The study identified seven supervisory skills within 60 mentoring dialogues. After training, however, a shift was observed regarding the frequencies and duration of each supervisory skill. The training positively affected the use of skills and the stimulation of reflection in student teachers.
Published: 2008
Updated: Apr. 08, 2008
264
Effects of collaborative mentoring on the articulation of training and classroom situations: A case study in the French school system
Authors: Chalies Sebastien, Bertone Stefano, Flavier Eric, Durand Mark
The article explores the effects of collaborative mentoring on the professional development of preservice teachers. The data was gathered from observation and interviews. Findings indicate that in some circumstances collaborative mentoring provides a better articulation than the traditional models of co-preparation and co-evaluation of lessons.
Published: 2008
Updated: Apr. 08, 2008
265
Stages of collaboration and the realities of professional learning communities
Authors: Dooner Anne-Marie, Mandzuk David, Clifton Rodney A.
Conflicts arising in learning communities are the subject of the study. An analysis of a small group of teachers over a 2-year period was conducted. Data gathered included journal entries, focus-group discussions and individual interviews. Weick's (1979) four developmental stages of collaboration provide a broader understanding of why conflict occurs in learning communities and its effect on collaborative learning.
Published: 2008
Updated: Apr. 08, 2008
266
Mentoring support and the professional development of beginning teachers: a Chinese perspective
Authors: Lee John Chi-kin, Feng Shengyao
The study explores major factors effecting mentoring support in China and investigates first-year secondary school teachers. Findings revealed that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. The focus of mentoring tends to be on teaching content rather than curriculum or pedagogy.
Published: 2007
Updated: Mar. 20, 2008
267
Is mentoring throughout the fourth and fifth grades associated with improved psychosocial functioning in children?
Authors: Schmidt Michelle E., McVaugh Brittany, Jacobi Jennifer
The article explores whether mentoring of fourth and fifth grade students influences depression, self-concept, anxiety and relationship with parents and peers. 31 mentored children were examined during an 18-month period, along with 22 non-mentored children. Results reveal that although mentored students showed improvement in self-concept and anxiety, neither mentored nor non-mentored students showed improvement in either depression or relationships.
Published: 2007
Updated: Mar. 20, 2008
268
Peer tutoring and social dynamics in higher education
Authors: Colvin Janet W.
The article describes a study into the social dynamics between peer tutors and students, as they interact in higher education classrooms. Finding s reveal that interaction is not always smooth and that tutors spend much time on impression management. In addition, tutor/student relationships can include misunderstandings and power struggles.
Published: 2007
Updated: Mar. 20, 2008
269
Mentoring women faculty: an instrumental case study of strategic collaboration
Authors: Wasburn Mara H.
The article describes a case study of the implementation of a new university mentoring program for women faculty members. The program can also be implemented in both national and international corporations and benefit women who are looking for career advancement.
Published: 2007
Updated: Mar. 20, 2008
270
Model for teacher mentoring of poor and minority children: a case study of an urban Israeli school mentoring program
Authors: Ayalon Aram
The article is written for a fourfold purpose. First, it identifies effective ways to mentor poor minority students towards academic success. Second, it reviews literature on mentoring, as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program, and fourth, it highlights and discusses changes that must be made by schools. In order to establish effective mentoring programs.
Published: 2007
Updated: Mar. 20, 2008
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