Search results for: Mentoring
Page 11/17 164 items
The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.
Updated: Jul. 05, 2011
The current study investigates the roles of mentors and proteges as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA participated in the study. Regression analyses revealed that both empathic and directive listening helped the protege relieve these tensions. While playful communication did not directly explain relieving protege's tensions, it did predict social attraction.
Updated: Jun. 26, 2011
In this article, the authors describe four primary needs, articulated as cornerstones, comprising effective mentoring programs for educational leadership adjuncts. Four cornerstones or vitally important elements for the successful online teaching experience of adjuncts faculty members are professional development, effective communication, fostering balance and forming relationships.
Updated: Oct. 19, 2010
This study examined the primary school principals’ perceptions of ‘trust’ in their mentoring experiences at different career phases. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals in Istanbul. As a follow-up study, focus groups were carried out with 50 school administrators at various career phases. Results of the study showed that in different career phases, trust played a crucial role in maintaining the collegiality in the principals’ mentoring experiences.
Updated: Oct. 17, 2010
Preparing Future Principals: Facilitating the Development of a Mentoring Mindset through Graduate Coursework
The author developed graduate course content that taught students the knowledge, skills and dispositions of protégéship in a principal preparation program, encouraging them to develop a mentoring mindset. The author required students to approach individuals to formally mentor them. Student responses to this assignment indicated their acknowledgement of mentoring needs, awareness of the need for preparation and recognition of the benefits of seeking a mentor. This research contributes to the thin region of literature on protégé preparation for mentoring.
Updated: Oct. 17, 2010
The purpose of this study was to explore an institution that has mandated mentoring as part of its mission and to examine students' perceptions of the mentoring received. The author selected Empire State College (ESC), a college that is part of the State of New York University system in the United States. Study results reported herein revealed significant differences in alumni's perceptions of and experiences with the mentoring they received at ESC across the spectrum of gender, race, field of study and age.
Updated: Oct. 17, 2010
This article considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture.
Updated: Sep. 05, 2010
A Mentoring Model for Interactive Online Learning in Support of a Technology Innovation Challenge Grant
The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom. The project also help teachers to foster technology use in the schools. Fundamental to the success of the project was the development of a model to mentor teachers in the field and to help facilitate outreach and peer mentoring of technology infusion across many districts. The authors have included in this review a description of the major Rediscovery professional development model strategies and activities, as well as lessons learned and emerging trends and movements in interactive online teaching and learning.
Updated: Dec. 28, 2009
In recent years, it has been reported that an alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsored supports as positive factors necessary for them to grow into the profession.
Updated: Dec. 09, 2009
The purpose of this study was to contribute to and expand the scholarship on teaching and mentoring. The questions guiding this qualitative study were as follows: First, how do mentors gain their expertise? Second, what support do they need to promote their continued development? The context of this study was a teacher training academy. Data were collected from eight mentor teachers in three ways--through individual interviews, focus group interviews, and participant observation. Results indicate that mentors conceptualized their work into two distinct roles: teaching and mentoring. Recommendations are provided for developing and supporting mentors' practice.
Updated: Jul. 15, 2009