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Theses/Dissertations

Mentoring

2016

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Full-Text Articles in Education

Experiences Of Trust In Longer-Lasting Formal Youth Mentoring Relationships, Michelle Levine Dec 2016

Experiences Of Trust In Longer-Lasting Formal Youth Mentoring Relationships, Michelle Levine

Graduate Doctoral Dissertations

The purpose of this longitudinal qualitative study was to investigate youth experiences of trust and mentor experiences supporting youth trust in longer-term formal youth mentoring relationships. Trust was defined as youth relying on and confiding in their mentors based on experiences of mentor reliability, honesty, and emotional sensitivity and protection from emotional harm. Thematic analysis was conducted on interview data from a longitudinal dataset, involving analysis of narratives from interviews (n=147) with youth, mentors, and parents for mentoring matches that lasted at least two years. Overall, participants in this study identified multiple ways trust was experienced by youth and ...


The Work Of Elementary Principals In Supporting New Teachers In Ontario, Publicly-Funded, English Speaking Schools, Jennifer M. Gonyou-Brown Dec 2016

The Work Of Elementary Principals In Supporting New Teachers In Ontario, Publicly-Funded, English Speaking Schools, Jennifer M. Gonyou-Brown

Electronic Thesis and Dissertation Repository

Teachers benefit from instructional, emotional, institutional and physical supports in their early years of practice (Lipton & Wellman, 2003). Yet, with a teacher surplus in Ontario, many early career teachers (ECTs) spend years in transient, short-term work prior to qualifying for the New Teacher Induction Program (NTIP). As school leaders, Ontario elementary principals develop and facilitate supports for the ECTs in their school. However, principals have identified their workloads to be demanding and intensifying (Pollock, 2014b). ECT support development is one of many responsibilities that principals undertake in their work.

This qualitative study employed semi-structured interviews with twelve elementary principals from ...


A Teacher's Journey: A Phenomenological Analysis Of The Lived Experience Of Beginning Teachers, Wanda Margarette Brubaker Dec 2016

A Teacher's Journey: A Phenomenological Analysis Of The Lived Experience Of Beginning Teachers, Wanda Margarette Brubaker

Education Dissertations and Projects

This study was concerned with the challenges beginning teachers face when they enter the field of education. Through the use of reflective practice, beginning teacher personal reflections of experience were recorded and analyzed to discern particular experiences that present as the most challenging to these novice educators.

Reflective practice and experiential learning theories are used in this qualitative phenomenological study. This study includes reflective practice as first introduced by master theorist John Dewey, considered by many to be the father of reflection in education, and theorist Donald Schon. Dewey (1944) recognized reflection as an active and intentional action and further ...


Relational Embeddedness In Mentoring Relationships Between Prospective K-12 Education Leaders And Their Mentor Principals, Maridee Beeston Dec 2016

Relational Embeddedness In Mentoring Relationships Between Prospective K-12 Education Leaders And Their Mentor Principals, Maridee Beeston

Theses and Dissertations

Prospective education leaders face challenges in a demanding environment often lacking critical resources necessary to make a difference in schools. The potential to acquire these resources may be found in the mentoring relationships formed during internships in educational leadership preparation programs. A lack of understanding exists regarding variations in the nature of these mentoring relationships—specifically in terms of relational embeddedness—the type and degree to which partners form ties embedded within a social relationship. Variations in relational embeddedness may impact mentoring quality and the potential to acquire the resources needed to succeed in demanding school environments. Theoretical frameworks in ...


The Influence Of Student Teacher Mentoring On Teacher Self-Efficacy In New Jersey, Susan S. Elias Oct 2016

The Influence Of Student Teacher Mentoring On Teacher Self-Efficacy In New Jersey, Susan S. Elias

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this retrospective study was to investigate what influence, if any, mentoring a student teacher has on the self-efficacy of the cooperating teacher. In addition, this study investigated the influence of other student, staff, and school variables including teacher gender, years of experience, level of education, number of student teachers mentored, grade level taught, teaching assignment, and the percentage of students in the school on free and reduced-price lunch on teacher self-efficacy. Self-efficacy was measured using the Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001). Mentor teachers were directed to complete the assessment twice: once while considering their thoughts and feelings prior to the mentoring experience and the second time considering their thoughts and feelings after the mentoring experience.

Pre-composite scores were separated into low, average, and high self-efficacy groups. There was a statistically significant difference in levels of self-efficacy for the low group. However, there was not a statistically significant difference for the average and high groups. In addition, there was a statistically significant difference in self-efficacy depending on teaching assignment; however, further research is necessary as there were not enough teachers in the sample ...


A Multiple Case Study Analysis Of Mentor-Mentee Perception Of The Effectiveness Of Self-Disclosure In The Field Experience, Khaled Ismail Alnajjar Aug 2016

A Multiple Case Study Analysis Of Mentor-Mentee Perception Of The Effectiveness Of Self-Disclosure In The Field Experience, Khaled Ismail Alnajjar

UNLV Theses, Dissertations, Professional Papers, and Capstones

During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is seen critical to the mentoring relationship development and preservice teachers’ learning to teach. This qualitative study investigates the mentor-mentee perception of the effectiveness of self-disclosure in the field experience. Data was collected from two mentor teachers and three preservice teachers through three different phases and via triangulated sources: semi-structured interviews, direct observation, and focus group interview. Moreover, the findings were reported based on the three themes that are related to research questions: topics and purposes of ...


Perceptions Of A Prescribed Intervention, Daniel J. Dooley May 2016

Perceptions Of A Prescribed Intervention, Daniel J. Dooley

Seton Hall University Dissertations and Theses (ETDs)

In response to New Jersey’s Anti-Bullying Bill of Rights Act of 2011, districts and schools have been held responsible for strengthening the standards and procedures for preventing, reporting, investigating, and responding to incidents of harassment, intimidation, and/or bullying; consequently, the State has offered little guidance on how to be proactive in preventing instances of bullying in a way the law would support. In response to this legislative mandate, I have created a self-designed intervention, based upon the Five Core Competencies of Social and Emotional Learning, intended to negate at-risk social behaviors including bullying in a subpopulation of fifth ...


Mentoring Functions And The Supervisory Relationship Within Student Teaching, Je Yeong Yu May 2016

Mentoring Functions And The Supervisory Relationship Within Student Teaching, Je Yeong Yu

Ed.D. Dissertations

This study investigated the mentoring functions and the supervisory relationships of 20 preservice and cooperating teacher-dyads in student teaching. Utilizing three instruments, Mentoring Functions, Supervisory Relationship Measure (SRM), and Supervisory Relationship Questionnaire (SRQ), the compatibility of their mentoring perceptions, their level of satisfaction within their supervisory relationship, and the possible relatedness between the two were examined. The analyses of the results indicated that the mentoring perceptions of the dyads were highly compatible/congruent, with the highest degree of compatibility in the subscales of Advocacy and Role Modeling. Also, the dyads indicated that Coaching, Role Modeling, and Learning Facilitation were the ...


A Study Of Latina Superintendents In New Jersey: “Cumpliendo Metas”, Nurka Liz Nieves May 2016

A Study Of Latina Superintendents In New Jersey: “Cumpliendo Metas”, Nurka Liz Nieves

Seton Hall University Dissertations and Theses (ETDs)

Latinas¹ have been known for certain leadership roles throughout the history of the United States. They have impacted the country’s government as having the reputation of being strong, resilient women capable of great ingenuity and creating paradigm shifts for the welfare of Americans. These endeavors are a demonstration to other Latinas in the United States that they too are capable of attaining any profession they prepare themselves to embrace. It is that si se puede² attitude that such role models express by their examples in positions of power that with perseverance cumpliendo metas³ is possible.

The focus ...


Assessing The Impact Of Mentoring Underserved Youth Through Service Learning, Breanna Walukevich Apr 2016

Assessing The Impact Of Mentoring Underserved Youth Through Service Learning, Breanna Walukevich

Higher Education Student Work

Mentoring underserved youth through service learning can provide various positive impacts for both mentors and mentees (Banks, 2010; Hughes et al., 2012; Rhodes, Grossman & Resch, 2000; Thompson & Kelly-Vance, 2001; Washburn-Moses, Fry & Sanders, 2014; Weiler et al., 2013). This qualitative interview study assessed the perceived impact that a mentoring program had on mentees, who were underserved youth at an elementary school in a low-income community, and mentors, who were college students participating through a service learning course. The findings revealed overall positive outcomes for both the mentors and mentees. The mentees benefited academically and looked up to their mentor as a role model, while the mentors felt ...


The Impact Of Reflective Dialogue Between A Mentor And A New Teacher On The New Teacher’S Instructional Practices, Susan Silver Apr 2016

The Impact Of Reflective Dialogue Between A Mentor And A New Teacher On The New Teacher’S Instructional Practices, Susan Silver

Graduate Theses & Dissertations

In a quest to identify ways to support and enhance new teachers’ instructional practices, varied types of new teacher induction mentoring programs have been established. In this qualitative study of new teachers in a suburban public school district, this researcher identified the influence of mentors, trained in reflective dialogic conversation, on new teachers during their 1st year of new teacher induction. This researcher considered the impact on new teachers’ instructional practices by examining the reflective practices of both the mentor and the mentee. Instructional practices were observed through the lens of the 5 competencies of instruction as defined by the ...


Cross-Cultural Mentoring Relationships Between Faculty And Students In Undergraduate Athletic Training Programs, Scott D. Michel Apr 2016

Cross-Cultural Mentoring Relationships Between Faculty And Students In Undergraduate Athletic Training Programs, Scott D. Michel

Dissertations

The art of passing on knowledge and experience from one generation to the next has been a part of our cultural structure since the beginning of civilization. Whether through verbal or written language, informal or formal mentoring processes have been used by faculty to pass knowledge down to the younger generations of students. Mentoring, however, is not an easy process; especially when the faculty mentor and the student mentee are of different races. With the continual increase in diversity of the student body, there is a growing need for White faculty members to become more culturally aware and to possess ...


Mentoring: Fostering The Profession While Mitigating The Gap, Kimberly A. Boeh Mar 2016

Mentoring: Fostering The Profession While Mitigating The Gap, Kimberly A. Boeh

Master's of Arts in Interpreting Studies (MAIS) Theses

Literature suggests that mentoring in the field of interpreting will help novice interpreters overcome the steep learning curve that exists between graduation from college preparation programs (or through other entry-level avenues) and work readiness. This study investigated the perceived benefits of mentoring for the signed language interpreting profession by practitioners in the field. A total of 443 respondents varying in age, sex, ethnic backgrounds, work experience and certification levels from the United States and Canada were included in this study.

The purpose was to clarify the attitudes, beliefs, and perspectives of current practitioners and students in the field of signed ...


Outcomes Of Mentoring Relationships Between University Service-Learning Students And Language Minority Students, Casey C. Peterson Mar 2016

Outcomes Of Mentoring Relationships Between University Service-Learning Students And Language Minority Students, Casey C. Peterson

Theses and Dissertations

This research explores mentor outcomes of university students serving in service-learning mentoring relationships between university service-learning student volunteers and language minority student mentees. These outcomes are helpful in improving academic and personal progress for both the student mentors and the mentees. The mentoring relationships may be particularly important given the challenges facing an increasing number of language minority students in communities and schools today. Research indicates that student mentees perform better academically when mentors assist in their learning and growth. As part of the greater network of educational and community leaders, university administrators have the opportunity to create mentoring opportunities ...


Faculty/Student Perceptions Of Their Relationship In A Cross-Cultural Academic Mentoring Dyad, Amber J.S. Daniel Jan 2016

Faculty/Student Perceptions Of Their Relationship In A Cross-Cultural Academic Mentoring Dyad, Amber J.S. Daniel

Browse all Theses and Dissertations

Diversity and mentoring are becoming important areas of study in leadership and educational disciplines. While some steps have been taken to conceptualize or delineate how these disparate elements function in higher education, there has been little research into how and where they intersect, namely, when mentoring dyads are comprised of individuals from diverse cultures. In this paper, the researcher shares her discoveries on how a cross-cultural academic dyad works in contemporary settings. She discusses the role of perceptions, expectations and actions-some of the essential ingredients of effective cross-cultural mentoring- which could be utilized as a guide for further study and ...


Mentoring Pre- And In-Service School Leaders Through A Combined Principal Mentoring Model: A Case Study Of The University Of Illinois At Chicago, Alicia Haller Jan 2016

Mentoring Pre- And In-Service School Leaders Through A Combined Principal Mentoring Model: A Case Study Of The University Of Illinois At Chicago, Alicia Haller

Dissertations

Scholars have demonstrated that school leadership is second only to instruction in terms of school-level impact on student learning. Additionally, researchers and policy makers have argued that in order to ensure aspiring and novice principals develop the leadership and instructional competencies necessary to improve schools, they need to be provided with authentic learning experiences and supported by knowledgeable mentors. This case study explored a unique combined principal mentoring model, developed by the University of Illinois at Chicago (UIC) that spans from the pre-service phase into the early in-service phase. In order to provide a rich description of the model, the ...


The Relationship Between High School Culinary Curriculum And Culinary Arts College Student Achievement And Completion, Emily Knight Jan 2016

The Relationship Between High School Culinary Curriculum And Culinary Arts College Student Achievement And Completion, Emily Knight

Walden Dissertations and Doctoral Studies

There is a lack of persistence and completion of students enrolled in a local college culinary arts program, a problem also evident in national data. Some students entering the college program have participated in a defined high school curriculum focused on culinary arts, such as the National Restaurant Association Education Association's ProStart curriculum. The purpose of this study was to determine if participation in the ProStart program was related to the mean grade point average (GPA) and time to completion in the college culinary arts program. Dewey's theory of experience provided the theoretical framework. Participants from 2 cohorts ...


Constructing A Measure To Assess The Perceived Benefits Of Faculty-To-Faculty Mentoring Programs: Applying A Rasch Measurement Theory For Calibration And Item Investigation, Richard K. Mensah Jan 2016

Constructing A Measure To Assess The Perceived Benefits Of Faculty-To-Faculty Mentoring Programs: Applying A Rasch Measurement Theory For Calibration And Item Investigation, Richard K. Mensah

Theses and Dissertations--Education Science

The need to recruit quality professors into research-1 institutions continues to be a priority among American universities (Solem & Foote, 2004), but the ability to retain them is another story. The tenure process is quite demanding in such institutions where much emphasis is often placed on high quality research and publishing in reputable peer-reviewed journals (Boyer, 1992; DeFleur, 2007). Some scholars have identified faculty-to-faculty mentoring as one of many things institutions can promote to motivate beginning faculty to persist and complete the tenure process (Boice, 1991). On the other, others feel such activities are not necessary (Selby & Calhoun, 1998). Faculty-to-faculty mentoring could be beneficial, but institutions should have a tool to assess whether faculty members desire to receive mentoring. The literature review revealed that fields in social sciences lack well-developed quantitative data collection tool for such purposes. This study ...


The Relationships Among Job Satisfaction, Length Of Employment, And Mentoring Of Nursing Faculty, Zelda Suzan Jan 2016

The Relationships Among Job Satisfaction, Length Of Employment, And Mentoring Of Nursing Faculty, Zelda Suzan

Walden Dissertations and Doctoral Studies

The shortage of faculty in nursing education programs has been well documented by the National League for Nursing. Job satisfaction is important in retaining nurse educators, and one New York nursing program was interested in examining the potential impact of mentoring on satisfaction. The purpose of this quantitative study was to examine job satisfaction, measured by the Job Descriptive Index/Job in General scale (JDI/JIG), between nurse faculty participants in formal mentoring programs compared to participants receiving an informal type of mentoring. In addition, the length of employment was examined as a possible factor in predicting job satisfaction. The ...


Perceptions On Interventions Impacting The Self- Efficacy Of At-Risk Students, Natalie Giddens Giddens Jan 2016

Perceptions On Interventions Impacting The Self- Efficacy Of At-Risk Students, Natalie Giddens Giddens

Walden Dissertations and Doctoral Studies

Teachers need interventions to improve at-risk students' self-efficacy, which may improve their academic performance in school. The purpose of this qualitative case study was to explore the perceptions of elementary school teachers at a Texas public middle school as to what research-based interventions they felt would improve the self-efficacy of these students. Bandura's social cognitive theory, which framed the study, indicates that self-efficacy beliefs affect the courses of action that people seek and the choices people make. Many at-risk students who experience a lack of academic success have low self-efficacy, which may affect their school performance. The research questions ...


The Impact Of A New Teacher Support System On Teacher Efficacy, Tonja Denise Simpson Jan 2016

The Impact Of A New Teacher Support System On Teacher Efficacy, Tonja Denise Simpson

Walden Dissertations and Doctoral Studies

Retaining novice teachers is a major concern for school districts across the United States. At an urban high school in a Southeastern state, over 30% of novice teachers hired over a 3-year period did not return after their first year of teaching. The purpose of the study was to examine novice teachers' perceptions of support received during their first year to determine how school-based support could increase novice teacher retention. The theoretical framework was Bandura's theory of self-efficacy and the concept of teacher efficacy espoused by Tschannen-Moran, Woolfolk-Hoy, and Hoy. The research questions focused on the perceptions of novice ...


Supporting The Professional Needs Of Alternatively Certified Secondary Education Teachers, Michelle Latrice Washington Jan 2016

Supporting The Professional Needs Of Alternatively Certified Secondary Education Teachers, Michelle Latrice Washington

Walden Dissertations and Doctoral Studies

The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction ...


Cross-Age Peer Mentoring To Improve Sixth-Grade Student Reading, Christina L. Belotti Jan 2016

Cross-Age Peer Mentoring To Improve Sixth-Grade Student Reading, Christina L. Belotti

Walden Dissertations and Doctoral Studies

In a middle school in the southern United States, administrators and teachers are concerned that approximately 40% of sixth-grade students are reading below grade level despite intervention programs. The purpose of this mixed-methods case study was to inquire whether a cross-age peer mentoring program would improve sixth-graders' reading achievement and motivation to read. The theoretical framework for the study was Vygotsky's constructivist theory, with a focus on scaffolding. Research questions focused on sixth-grade students' perception of their participation in a cross-age peer mentoring program and the effect of the program on reading achievement and motivation. Data were collected through ...


Novice Teachers' Perceptions Of Success In A Mentoring Relationship, Dorean Marie Whitehouse Jan 2016

Novice Teachers' Perceptions Of Success In A Mentoring Relationship, Dorean Marie Whitehouse

Walden Dissertations and Doctoral Studies

There has been little research on what is necessary for a mentoring relationship to be considered successful from the novice teacher's perspective. Although researchers have asserted that mentoring promotes new teacher retention and improves new teacher skills, new teachers are still leaving the profession, causing a shortage of teachers in school districts across the United States. The purpose of this phenomenological study was to understand the meaning of a successful mentoring relationship from the perspective of 6 selected elementary teachers who have been in the teaching field fewer than 5 years and who have participated in a mentoring relationship ...


An Evaluation Of Mentoring, Self-Efficacy, And Teacher Retention In An Induction Program, Sherri Latonya Henry Jan 2016

An Evaluation Of Mentoring, Self-Efficacy, And Teacher Retention In An Induction Program, Sherri Latonya Henry

Walden Dissertations and Doctoral Studies

Several decades of research have shown that quality teacher induction programs are effective in providing support to beginning teachers, improving teachers' performance, and increasing teachers' self-efficacy. A large urban school district implemented a new teacher induction program and the purpose of this quantitative study was to examine the program using beginning teachers' perceptions of program effectiveness, the mentor-mentee relationship, intention to remain in teaching, and self-efficacy scores. Bandura's self-efficacy theory provided the framework for this study. Research questions examined the relationships among the 4 variables of interest as well as the differences in each by the number of years ...