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Theses/Dissertations

Teacher Education and Professional Development

Mentoring

Graduate Theses and Dissertations

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Full-Text Articles in Education

A Study On The Influence Of Instructional Mentors On Novice Teachers In High-Needs Schools, Dodi Palkovic Davenport Oct 2019

A Study On The Influence Of Instructional Mentors On Novice Teachers In High-Needs Schools, Dodi Palkovic Davenport

Graduate Theses and Dissertations

Within the first five years of new teachers’ employment, between 30 and 50 percent leave the profession (Smith &Ingersoll, 2004). High levels of teacher attrition are associated with negative effects on student achievement (Strong, 2005). In an effort to retain teachers and improve the quality of the teaching workforce, many states and local school districts require new teachers to enroll in induction and mentoring programs. This study is part of a larger program evaluation of one public school district’s new teacher induction program. The purpose of this investigation was to determine how a novice teacher perceives the influence of ...


Investigating Transformation: An Exploratory Study Of Perceptions And Lived Experiences Of Graduate Teaching Assistants, Christina M. Partin Jul 2018

Investigating Transformation: An Exploratory Study Of Perceptions And Lived Experiences Of Graduate Teaching Assistants, Christina M. Partin

Graduate Theses and Dissertations

Graduate teaching assistants (GTAs) are becoming increasingly responsible for undergraduate instruction in the landscape of higher education. These experiences may serve as a pipeline for career readiness and success in faculty positions. Yet, the experiences of graduate teaching assistants are largely unexplored. This study describes the perceptons and experiences of a selected sample of GTAs, including their perceptions of available support, and the role of that support in navigating potential disorienting dilemmas.

Existing literature suggests that disorienting dilemmas lead to transformative experiences through an internal process of critical self-reflection, but neglects the possibility of differential outcomes to disorienting dilemmas. Further ...


Mentoring Influence On Socially Responsible Leadership Capacity Based On Institutional Carnegie Classification, Michael Carl Gleason Jan 2012

Mentoring Influence On Socially Responsible Leadership Capacity Based On Institutional Carnegie Classification, Michael Carl Gleason

Graduate Theses and Dissertations

Higher education institutions are being called to provide leaders capable of operating in increasingly complex environments (Astin & Astin, 2000; Daloz Parks, 2005; Longo & Gibson, 2011; Rost & Barker, 2000). As immersion into these complex environments has been found to assist students in developing leadership capacities, mentoring is needed to help support students during these immersion experiences. Researchers have explored how mentoring influences leadership development (Campbell, Smith, Dugan & Komives, in press; Collins-Shapiro, 2006; Gleason, 2009; Jabaji, Slife, Komives, & Dugan, 2008), but it is valuable to study mentoring effects within different institution types based on Carnegie Classification, as different environments have different influences on student effects and outcomes. There currently exists a lack of literature in this area.

This post-positivist, quantitative study utilized a secondary data set, the 2009 Multi-Institutional Study of Leadership (National Center for Leadership Programs, 2011) to understand how mentoring and leadership development compare among institutions of different Carnegie Classifications. Respondents in this data set attended 101 institutions in the United States that had responded to an open call in the summer of 2008. A subsample of 57,713 of the original 115,632 cases contained responses related to mentoring for this study. The Multi-Institutional Study of Leadership utilized the Socially Responsible Leadership Scale as its primary scale, which was developed by Tyree (1998) and measures the core values of the Social Change Model.

Seven research questions provided the foundation of the study, which was operationalized in Astin's (1993) Input-Environment-Output (I-E-O) Model. Variables in the study were analyzed utilizing descriptive statistics; inferential statistics, such as analysis of variance (ANOVA); and multiple sequential hierarchical regression analyses. The findings of this study provide insightful information for researchers, practitioners, and policy makers. Understanding how mentoring influences leadership development in different institution types can help improve practice and provide insight for additional research.


An Analysis On The Experience Of Mentoring Support In A College Alternative Teacher Certification Program, Debra Voutsinas Kilgore Jan 2011

An Analysis On The Experience Of Mentoring Support In A College Alternative Teacher Certification Program, Debra Voutsinas Kilgore

Graduate Theses and Dissertations

The purpose of this research study was to explore how college alternative teacher certification (ATC) participants experience mentoring support. The goal was to obtain a rich and deep understanding of the nature of the mentoring experience in a college ATC program through the perspectives of mentees and their mentors. The ATC program was the Educator Preparation Institute (EPI).

Semi-structured interviews were conducted. Eight individuals participated in the study, four were mentors and four were EPI students. A triangulated set of research methods for data collection and analysis was used, including member checks, validation forms, and peer reviews. All the interviews ...