Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Mentoring

Discipline
Institution
Publication Year
Publication
Publication Type
File Type

Articles 1 - 30 of 476

Full-Text Articles in Education

An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School, Tamara Baker-Drayton Jun 2019

An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School, Tamara Baker-Drayton

Dissertations

Low performing Title I schools often experience a lower teacher retention rate when compared to schools with higher academic achievement. Vacancies are typically filled with new or inexperienced teachers who leave the school within a few years. To counter this problem, West Creek Elementary (pseudonym) introduced a comprehensive New Teacher Mentoring and Induction initiative. The program evaluation was a voluntary anonymous written survey with an optional in person interview conducted with the participants and administrators. Results indicated that the New Teacher Mentoring and Induction program was effective in enhancing teacher pedagogy, not effective in enhancing teacher retention, and that greater ...


A Co/Autoethnography Of Peer Support And Phds: Being, Doing, And Sharing In Academia, Karen Mcphail-Bell, Michelle Louise Redman-Maclaren Dr May 2019

A Co/Autoethnography Of Peer Support And Phds: Being, Doing, And Sharing In Academia, Karen Mcphail-Bell, Michelle Louise Redman-Maclaren Dr

The Qualitative Report

As doctoral students, we were well aware of the social, cultural, and economic isolation experienced by many students working towards a PhD. In this paper, we provide an account of an informal peer support model that assisted us to successfully complete our PhDs. We used co/autoethnography to write into each other’s story, seeking to improve our research practice through creative reflection. Data included over 215 emails generated through our “weekly check-ins” during our PhDs, for a period of over 18 months. Following the iterative nature of co/autoethnography, we generated further data through collaborative analysis and reflexive, creative ...


The Relationship Between A University-Based Mentorship Program And First-Year Teachers’ Performance, Alicia C. Stapp, Laura F. Prior, Catherine Harmon May 2019

The Relationship Between A University-Based Mentorship Program And First-Year Teachers’ Performance, Alicia C. Stapp, Laura F. Prior, Catherine Harmon

Northwest Journal of Teacher Education

Teacher attrition affects both the stability and quality of schools. Nearly 24% of teachers leave after one year, 33% leave after three years, and 40-50% leave within their first five years (Geiger & Pivovarova, 2018). Effective mentorship programs can effectively assist teachers in overcoming the challenges that lead to resignation. This study implemented a teacher mentorship program where the mentor was a teacher educator who had worked with the mentees in their undergraduate program. Utilizing a qualitative approach, the study examined first-year teachers’ performance through monthly field observations, interviews, and self-reflections. Themes emerged that are critical to a first-year teacher’s performance: (a) increased instructional effectiveness; (b) relinquish survival mode, and (c) effective management.


Mentoring: Attitudes And Perceptions Of New Lawyers, Mindy Thomas Fulks May 2019

Mentoring: Attitudes And Perceptions Of New Lawyers, Mindy Thomas Fulks

Electronic Theses and Dissertations

Tennessee does not have a formal state-wide required mentoring program for Tennessee lawyers. Mentoring programs are available to Tennessee lawyers but no uniform standards exist. It has been suggested that providers of mentoring programs should develop strategies for improving and expanding mentoring experiences for new lawyers. The purpose of this study was to evaluate attitudes towards mentoring by Tennessee lawyers who are within their first 5 years of practice. The researcher sought to identify the perceptions of new lawyers regarding mentoring to better understand mentoring’s role within the legal profession.

The methodology for this study was nonexperimental quantitative survey ...


Alternative Routes To Teacher Certification Apr 2019

Alternative Routes To Teacher Certification

Occasional Paper Series

Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.


Teacher Leaders: Transforming Schools From The Inside Apr 2019

Teacher Leaders: Transforming Schools From The Inside

Occasional Paper Series

Teacher leadership is "hard." Many of the reasons are obvious: Teaching is a highly labor-intensive profession to begin with, leaving little downtime for work with other adults. School schedules are notoriously stingy with space for adult collaboration. Teachers are rarely paid to exercise leadership; when they are, they are never paid enough. This volume is a modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires. Although there is considerable overlap among the essays, they have been organized loosely into three categories: "mentoring," to address the essential question of teacher helping teacher; "transforming school ...


A Learning Community For New Chairs, Lynn Stallings, Meghan Burke, Ruth A. Goldfine, Dawn L. Kirby, Monica Nandan, Sharon Pearcey, Kandice Porter, Amy Woszczynski Apr 2019

A Learning Community For New Chairs, Lynn Stallings, Meghan Burke, Ruth A. Goldfine, Dawn L. Kirby, Monica Nandan, Sharon Pearcey, Kandice Porter, Amy Woszczynski

Monica Nandan

Key elements of an effective professional learning community will be discussed, including readings, peer mentoring, meeting structure, composition, and timing of topics. Presenters will discuss the challenges of their first years as chairs, particularly finding their individual leadership styles and a balance between professional and personal lives.


Exploring The Perceived Effects Of Student Online Sharing Of Environmental Artwork, Jocelyn Perras Apr 2019

Exploring The Perceived Effects Of Student Online Sharing Of Environmental Artwork, Jocelyn Perras

Electronic Thesis and Dissertation Repository

This case study research examined the process of secondary school students creating and sharing site-specific artworks online as part of their environmental art production assignment. Student participant perceptions of the production of their place-based sculptures, as well as their palimpsest artworks, are examined within the context of interactive posting of images and commentary within a social media platform. Participants’ responses point to several critical factors in the organization and active operation of visual art assignments in which students engaged via a digital sharing site (e.g., students’ online posting needs resemble their offline communication needs). Although enthusiastic about producing environmental ...


New Teacher Perceptions - Mentoring And Coaching At A California Catholic School, Shawna L. Pautsch Apr 2019

New Teacher Perceptions - Mentoring And Coaching At A California Catholic School, Shawna L. Pautsch

Ed.D. Dissertations

An explanatory case study was employed to explore the perceptions of the influence of coaching and mentoring programs on new first year teachers. The research was conducted at a private Catholic high school in Southern California. Guided by the Situational Leadership model, which was founded in the ideal that no single approach to leadership exists, this study examined how new first-year teachers perceive the influence of coaching and mentoring programs on their growth and performance, and their students’ learning in a private Catholic high school in Southern California. This study revealed that new first-year teachers perceived that coaching and mentoring ...


Supporting Adjunct Faculty, Sarah Edwards Mar 2019

Supporting Adjunct Faculty, Sarah Edwards

Academic Chairpersons Conference Proceedings

One of a chairperson’s many duties is to hire and support adjunct faculty. Helping adjuncts get to know campus policies, grow their instructional expertise and contribute to program assessments is a huge responsibility for a chairperson. Come hear practices that can support you as you work to support adjunct faculty.


Supporting Faculty At All Levels Through The Growth Mentoring Program, Yojanna Cuenca-Carlino, Stacey Jones Bock, Tara Kaczorowski Mar 2019

Supporting Faculty At All Levels Through The Growth Mentoring Program, Yojanna Cuenca-Carlino, Stacey Jones Bock, Tara Kaczorowski

Academic Chairpersons Conference Proceedings

Presenters will share the process of developing a cross-mentoring program designed to support faculty in teaching and scholarship. The program provided professional development through workshops and peer-mentoring in teaching through the use of video analysis. Presenters will discuss empirical results, lessons learned, and recommendations for replication in other institutions.


Grand Launch Of The Black Resource Center: Event Overview, Black Academic Success And Engagement Program Feb 2019

Grand Launch Of The Black Resource Center: Event Overview, Black Academic Success And Engagement Program

Black Activism and Education

The Black Resource Center (BRC) - the third component of the Black Academic Success and Engagement Program (BASE) - provides a safe, supportive space for black-identified undergraduate and graduate students to connect with each other to receive academic, spiritual, mentoring, and emotional support services.

This event overview for the opening of the BRC includes a general outline of the night's events and a panel script.


A Multiple Case Study Investigating Utah School District Approaches To Beginning Teacher Retention, Katie Melinda Kimber Feb 2019

A Multiple Case Study Investigating Utah School District Approaches To Beginning Teacher Retention, Katie Melinda Kimber

Doctoral Dissertations and Projects

The purpose of this multiple case study was to discover educator perceptions of Utah school district approaches to retaining beginning teachers. Throughout the study, the term “educator” collectively describes the study participants: district leaders, principals, mentors, and beginning teachers. The overarching concept that guided this study was Sher’s (1983) Three Cs of Education framework which categorizes the factors that impact teacher retention into the following three groups: Characteristics, Conditions, and Compensation. The central research question for this study was: How do educators describe Utah school districts’ approaches to retaining beginning teachers? The sub-questions for this study were: What are ...


Developing A Mentoring Framework Through The Examination Of Mentoring Paradigms In A Teacher Residency Program, Rubén Garza, Raymond Reynosa, Patrice Werner, Ellen Duchaine, Rod A. Harter Jan 2019

Developing A Mentoring Framework Through The Examination Of Mentoring Paradigms In A Teacher Residency Program, Rubén Garza, Raymond Reynosa, Patrice Werner, Ellen Duchaine, Rod A. Harter

Australian Journal of Teacher Education

In this paper, we extend on our exploratory study that examined mentors’ conceptualizations and practices of mentoring preservice teachers in a residency program to develop a mentoring framework to guide mentors’ approaches to mentoring preservice teachers in a year-long clinical experience. Our mentoring framework has the potential to make mentors consciously aware of their roles and purposes of mentoring throughout the year and within respective contexts. This metacognitive approach may help them to improve their practice and grow alongside their mentee. The Mentoring Framework for Mentoring is a tool that may be instrumental in developing mentors’ deeper understanding of the ...


Understanding The Authenticity Of University-Based Mentoring Experiences Of Aspiring Principals In The Turnaround School Leaders Program (Tslp): A Multiple Case Study, Christine Spear Jan 2019

Understanding The Authenticity Of University-Based Mentoring Experiences Of Aspiring Principals In The Turnaround School Leaders Program (Tslp): A Multiple Case Study, Christine Spear

Ed.D. Dissertations

The purpose of this study was to understand how university-based mentoring facilitates the acquisition of leadership skills in aspiring principals and if aspiring principals are able to make direct connections between authentic leadership responsibilities and what they experienced during their fieldwork. University-based leadership preparation programs are expected to produce graduates who can lead schools to successful outcomes. However, many of those programs do not provide sufficient mentoring support that allows aspiring leaders to experience authentic leadership challenges while being supervised by experts in the field. A multiple case study design was used to examine three cases to investigate the concept ...


Graduate Students’ Perspectives Of The Benefits And Barriers To Mentoring Preservice Teachers, Melissa Omeechevarria Jan 2019

Graduate Students’ Perspectives Of The Benefits And Barriers To Mentoring Preservice Teachers, Melissa Omeechevarria

UNF Graduate Theses and Dissertations

Mentoring is an effective tool for the professional development of novice teachers (Eby & Lockwood 2005; Kram, 1985; Stanulis & Ames, 2009). Mentors to preservice teachers have conveyed that they receive benefits and face barriers when mentoring (Ambrosetti, 2014; Burk & Eby, 2010; Hobson, Ashby, Malderez, & Tomlinson, 2009; Iancu-Haddad & Oplatka, 2009). Graduate students who serve as mentors to undergraduates have also reported advantages and drawbacks to being a mentor (Conway, Eros, Pellegrino, Kras, Gale, & Campbell, 2009; Reddick, Griffin, & Cherwitz, 2011). This study examined the perceived benefits and barriers for graduate students serving as mentors to undergraduate, preservice teachers. It also considered the affect that graduate school had on a teacher’s decision to engage in a mentoring relationship. The participants were all PK-12 teachers who were also graduate students in the College of Education and Human Services (COEHS) at the University of North Florida (UNF). The data for this qualitative case study was collected through ...


Ne Stem 4u Afterschool Intervention Leads To Gains In Stem Content Knowledge For Middle School Youth, Christine E. Cutucache, Taylor Boham, Jamie Luhr, Amie Sommers, Nikolaus Stevenson, Erkko Sointu, Kati Mäkitalo‐Siegl, Sirpa Kärkkäinen, Teemu Valtonen, Neal Grandgenett, William Tapprich Dec 2018

Ne Stem 4u Afterschool Intervention Leads To Gains In Stem Content Knowledge For Middle School Youth, Christine E. Cutucache, Taylor Boham, Jamie Luhr, Amie Sommers, Nikolaus Stevenson, Erkko Sointu, Kati Mäkitalo‐Siegl, Sirpa Kärkkäinen, Teemu Valtonen, Neal Grandgenett, William Tapprich

Biology Faculty Publications

Afterschool interventions in STEM are linked to learning gains during the school day. These opportunities engage and excite students about STEM concepts since they observe a more hands-on, project-oriented approach. Often these opportunities for afterschool interventions are infrequent in nature and leave gaps for students in their maturation and understanding. Herein we describe the first report of an afterschool intervention, named NE STEM 4U, targeting socioeconomically disadvantaged middle school youth via a twice weekly, year-long intervention, studied across two years. We assessed the impact of this program on i.) short-term, individual student gains in STEM content knowledge and ii.) delivery ...


Well-Trained Mentors: The Missing Component Of The Comprehensive New Teacher Induction Program In The Silver Oak Area School, Daniel Bosnic Dec 2018

Well-Trained Mentors: The Missing Component Of The Comprehensive New Teacher Induction Program In The Silver Oak Area School, Daniel Bosnic

Electronic Theses and Dissertations

“If well-trained, competent, caring teachers were present in every classroom, we would witness a staggering increase in student achievement, motivation, and character improvement along with a marked decrease in discipline problems” (Breaux & Wong, 2003, p.22). If school districts do not take the initiative to design and implement effective induction programs with embedded mentoring, they are essentially setting their teachers and students up for failure. Regardless of educator training programs, new teachers are unprepared to face the diverse and challenging needs of education today (Bartell, 2005). All individuals entering education need assistance in applying their prior knowledge and experience to ...


Creating Conditions For Strong Mentoring, Melanie S. Pavao Dec 2018

Creating Conditions For Strong Mentoring, Melanie S. Pavao

Northwest Journal of Teacher Education

In this article, the author identifies best practices for mentor selection, pairing, education and implementation of mentoring programs for new teachers in schools. These best practices include careful selection of mentors with strong communication and collaborative skills, mindful matching of mentor to mentee, mentor education that includes a focus on reflective practices and strategies to deal with philosophical differences between the mentor and mentee, and release time and financial incentives for mentors to new teachers. Then, the author compares this research to current state mentoring policies, noting that while in many states a lack of structural and financial supports for ...


Mentee And Mentor Teacher Perspectives On The Effectiveness Of School-Based Mentorship In High-Poverty, Low-Performing Schools., Amanda Leigh Santos-Colon, Carlisha Smith Kent Dec 2018

Mentee And Mentor Teacher Perspectives On The Effectiveness Of School-Based Mentorship In High-Poverty, Low-Performing Schools., Amanda Leigh Santos-Colon, Carlisha Smith Kent

College of Education & Human Development Capstone Projects

This capstone intends to seek a teacher’s perspective on the effectiveness of school-based mentorship in a high-poverty, low-performing school setting. The first study investigates the perspectives of new teachers, while the second study focuses on the perspectives of the mentor teachers. When new teachers complete the undergraduate program, they become certified teachers but have never actually had the opportunity to be alone in a classroom with up to thirty students. New teachers are often prepared to teach the curriculum but unprepared for the student behavior and classroom management. Furthermore, teachers may be assigned a mentor, but the mentor may ...


A Support Program For College Students With Autism Spectrum Disorder: The Functioning Of Participants Versus Non-Participants And The Role Of Program-Sponsored Mentoring, Ayla Raven Mapes Dec 2018

A Support Program For College Students With Autism Spectrum Disorder: The Functioning Of Participants Versus Non-Participants And The Role Of Program-Sponsored Mentoring, Ayla Raven Mapes

Theses and Dissertations

Increasingly more students with autism spectrum disorder (ASD) are attending college. In response, many colleges are now offering these students the extra support of an Autism Support Program (ASP), many of which include a mentoring component. This study is one of only a handful of attempts to examine these programs empirically. Using a small sample of college students who identified as having ASD, I compared participants and non-participants of a university ASP. An online survey was used to assess demographic characteristics and pre-college academic performance, as well as students’ functioning across the following domains: social, adaptive, academic, emotional, and having ...


Research Mentoring And Scientist Identity: Insights From Undergraduates And Their Mentors, Rachael D. Robnett, Paul A. Nelson, Eileen L. Zurbriggen, Faye J. Crosby, Martin M. Chemers Nov 2018

Research Mentoring And Scientist Identity: Insights From Undergraduates And Their Mentors, Rachael D. Robnett, Paul A. Nelson, Eileen L. Zurbriggen, Faye J. Crosby, Martin M. Chemers

Psychology Faculty Publications

Background Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who ...


Effects Of A Peer-To-Peer Mentoring Program: Supporting First-Year College Students’ Academic And Social Integration On Campus, Griselda Flores Ph.D., Antonio G. Estudillo Ph.D. Oct 2018

Effects Of A Peer-To-Peer Mentoring Program: Supporting First-Year College Students’ Academic And Social Integration On Campus, Griselda Flores Ph.D., Antonio G. Estudillo Ph.D.

Journal of Human Services: Training, Research, and Practice

This paper presents findings from a peer-to-peer mentoring program supporting ethnically diverse first-generation students at a mid-sized university in the Southwest. Research on mentoring during the undergraduate years has placed emphasis on the quality of lived-collegiate experiences from both a peer-mentor and mentee perspective (Crisp, Baker, Griffen, Lusnford, & Pifer, 2017). Using a mixed methods approach, two survey instruments and qualitative analysis, interviews with peer-mentors and mentees suggested student development occurred through various means: (i) academics, (ii) university involvement, and (iii) the reinforcement of friendship. These findings reinforce theory first drawn from Tinto’s (1993) student integration perspectives (e.g., academic ...


Mentoring Processes In Higher Education: Perspectives Of Junior Athletic Training Faculty Members, Sara Nottingham, Stephanie M. Mazerolle Oct 2018

Mentoring Processes In Higher Education: Perspectives Of Junior Athletic Training Faculty Members, Sara Nottingham, Stephanie M. Mazerolle

Internet Journal of Allied Health Sciences and Practice

Purpose: Mentorship is a valuable mechanism of socializing faculty members to higher education, but understanding of how mentoring relationships develop is limited. The purpose of this study was to seek a more complete understanding of how mentoring relationships develop for junior faculty members, and how these effective mentoring relationships can be fostered. Method: A qualitative, phenomenological design was used to examine junior athletic training faculty members’ experiences with mentoring. Twenty athletic training faculty members: 14 women, 6 men, 32±3 years of age and averaged 2.4±2.1 years as a full-time faculty member in an accredited athletic training ...


New Faculty Mentoring In Respiratory Care Programs, Kristen L. Mchenry, Jim Lampley, Randy L. Byington, Donald W. Good, Stephanie R. Tweed Oct 2018

New Faculty Mentoring In Respiratory Care Programs, Kristen L. Mchenry, Jim Lampley, Randy L. Byington, Donald W. Good, Stephanie R. Tweed

ETSU Faculty Works

Introduction: The purpose of this study was to identify mentoring practices of new faculty members in Commission on Accreditation for Respiratory Care (CoARC) accredited respiratory care programs in the U.S. and to identify the perceptions of program directors regarding the observed impact of program mentoring practices. Methods: The method for the study was quantitative non-experimental survey research. The survey instrument was an electronic questionnaire titled Respiratory Care Faculty (RCF) Mentoring Survey. The 25-item survey was divided into three dimensions: mentoring practices, mentor/mentee relationship, and perceptions of the impact of new faculty mentoring. Of the 410 possible program director ...


Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing Am Aug 2018

Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing Am

2009 - 2018 ACER Research Conferences

There is unequivocal evidence that arts-rich pedagogies enhance student social and emotional wellbeing and, consequently, academic learning outcomes across the curriculum. Yet many primary teachers report they lack the expertise and/or confidence to embed quality arts processes and experiences in what is increasingly described as an overcrowded curriculum. This presentation reviews the research findings about the impact and sustainability of School Drama, an initiative developed through a partnership between the Sydney Theatre Company and The University of Sydney. An innovative co-mentoring teacher professional learning program and drama-based intervention, the program aims to develop primary teachers’ professional knowledge of and ...


Revelations From A Resident Assistant Mentoring Study: Misalignment On Mentoring, Sherry Early Phd, Britt Frye, Jessica M. Hanna Edd Aug 2018

Revelations From A Resident Assistant Mentoring Study: Misalignment On Mentoring, Sherry Early Phd, Britt Frye, Jessica M. Hanna Edd

Sherry Early

What do we really know about mentoring Resident Assistants (RAs)? Does mentoring affect RAs’ leadership efficacies? To address these two research questions we created a successful collaborative research project between Housing and Residence Life (HRL) and Leadership Studies faculty. We wanted to learn more about mentoring encounters/relationships and leadership efficacy (self-efficacy and leadership behaviors). Any successful assessment or research project requires communication and delegation of tasks.


“Ever Since I Left The City”: An Auto-Ethnographic Action Research Project On Interpreting In A K-12 Setting, Halle Hamilton Aug 2018

“Ever Since I Left The City”: An Auto-Ethnographic Action Research Project On Interpreting In A K-12 Setting, Halle Hamilton

Master's of Arts in Interpreting Studies (MAIS) Action Research

This paper discusses the auto-ethnographic action research project that I conducted with the goal of improving my work as an interpreter and therefore reducing the “readiness to work gap” in my own professional practice. This action research project contained two different approaches with the goal of leading to self-improvement in my interpreting ability. The first approach involved working with a mentor to create goals that work toward the improvement of specific aspects of my interpreting process. This was typically done by selecting a sources text that would lend itself to practice working towards a specific interpreting goal. With limited mentoring ...


A Case Study Of The Stakeholders' Perception Of The Effectiveness Of A South Carolina District Mentorship Program, Donna Floyd Aug 2018

A Case Study Of The Stakeholders' Perception Of The Effectiveness Of A South Carolina District Mentorship Program, Donna Floyd

Doctoral Dissertations and Projects

The purpose of this case study is to understand the perceptions of participants in St. John’s County School District concerning the effectiveness of the mentorship program in the county. The Theory of Teacher Development (Fuller, 1969; Katz, 1972) guided the research. This theory states the induction programs should follow pre-service preparation, which will reduce the teacher attrition rate. A single case study was chosen so that the mentorship program could be studied using the perceptions of the participants in the program. The two research questions that guided the study is as follows: “What are the beginning teachers’ perceptions of ...


Valuing Early Career Teachers: Putting The Brakes On The Exodus, Marion Shields, Peter W. Kilgour Aug 2018

Valuing Early Career Teachers: Putting The Brakes On The Exodus, Marion Shields, Peter W. Kilgour

TEACH Journal of Christian Education

The attrition of early career teachers has been

identified as an international issue. This paper

reports on an Australian study that sought to

identify the lived experiences of beginning

teachers in one independent school system

in their first three years. Areas such as the

teacher’s job satisfaction and impacting factors

were addressed. Data revealed that the main

drivers for teachers terminating their teaching

career in the first few years are connected to

work/life balance, the level of support from

administration, the teacher’s mentor, and the

level and appropriateness of the professional

development they are permitted to attend.