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Mentoring

2011

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Full-Text Articles in Education

Mentors And New Teachers: A Qualitative Study Examining An East Tennessee School Systems Mentoring Program., Nikki Lynn Manning Dec 2011

Mentors And New Teachers: A Qualitative Study Examining An East Tennessee School Systems Mentoring Program., Nikki Lynn Manning

Electronic Theses and Dissertations

With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to support and retain these new teachers. Formal mentoring is a growing necessity. The purpose of this qualitative study was to determine the effectiveness of one school system's mentoring program.

This study included 4 sets of mentor and mentee teachers. Each set consisted of a beginning teacher in her 1st year of teaching and an experienced teacher trained by the school system to serve as a mentor. This study was conducted in a rural East Tennessee ...


A Model For Peer Mentor Learning: Designing For Skill-Acquisition Among Undergraduate Peer Mentors, Bryce D. Bunting Dec 2011

A Model For Peer Mentor Learning: Designing For Skill-Acquisition Among Undergraduate Peer Mentors, Bryce D. Bunting

All Theses and Dissertations

This design report details the development of a summer training experience for peer mentors in the Freshman Mentoring program at Brigham Young University. The purpose of the project was to develop an extended training program which would assist peer mentors in developing core mentoring skills necessary for their work with first-year students. The design of the training was informed by a number of theoretical frameworks including experiential learning, reflective practice, and narrative design. The training was evaluated using a post-then survey instrument as well as analysis of qualitative data collected from learners throughout the training. Analyses of these data suggested ...


Research To Practice: Improving Job Development Through Training And Mentorship, Alberto Migliore, John Butterworth, Derek Nord, Amy Gelb Dec 2011

Research To Practice: Improving Job Development Through Training And Mentorship, Alberto Migliore, John Butterworth, Derek Nord, Amy Gelb

Research to Practice Series, Institute for Community Inclusion

Prior research suggests that employment consultants who provide job development support do not consistently use the most promising practices in their field1. These practices include involving family and friends in the job search, using job restructuring or job creation to expand employment opportunities, negotiating with employers, and using planning strategies that emphasize choice, empowerment, and an effective job match. The purpose of this study was to validate a curriculum based on these promising practices for a training and mentoring program that targeted employment consultants.


Job Stress, Mentoring, Psychological Empowerment, And Job Satisfaction Among Nursing Faculty, Catherine Emily Ebersole Chung Dec 2011

Job Stress, Mentoring, Psychological Empowerment, And Job Satisfaction Among Nursing Faculty, Catherine Emily Ebersole Chung

UNLV Theses, Dissertations, Professional Papers, and Capstones

The National League for Nursing (NLN) endorses mentoring throughout the nursing faculty career trajectory as the method to recruit nurses into academia and improve retention of nursing faculty within the academy (NLN, 2006). One way mentoring assists faculty is by easing socialization to the culture of the employing institution and decreasing faculty stress (Lewallen, Crane, Letvak, Jones, & Hu, 2003). Mentoring can also be a facilitating factor of an individual's psychological empowerment. Academia is an environment able to foster psychological empowerment, a state in which faculty may be self-directed, highly productive, confident, and find a meaningful connection to their work (Spreitzer, 1995a).

This research study was a descriptive cross-sectional quantitative design, conducted via online survey administered by Survey Monkey. A nationwide sample of 959 Commission on Collegiate Nursing Education (CCNE) accredited full-time nursing faculty completed the study. The survey was comprised of a researcher-created demographic questionnaire plus several psychometrically tested instruments: Dreher's mentoring scale, Gmelch's faculty stress index, Spreitzer's psychological empowerment scale, and the National Survey for Postsecondary Faculty's (NSOPF) job satisfaction scale.

The average subject (N = 959) is female, 53 years old, Caucasian, married, and is not presently supporting dependent children. Professionally the average subject was doctorally prepared, and does not hold additional employment to their full-time faculty job. In addition, the following were the most commonly occurring career characteristics of the sample; less than 10 years of experience as a full-time faculty member, less than 10 years of employment at the current institution, rank of assistant professor or clinical assistant professor, untenured, and an annual salary of $70,000 to $79,999.

Results showed that ...


The Reported Needs Of A Teacher Mentoring Program, Kimberly Myers Tillman Dec 2011

The Reported Needs Of A Teacher Mentoring Program, Kimberly Myers Tillman

Dissertations

The following study was conducted in four public school districts in south Mississippi and involved a combination of 167 administrators, mentors, and novice teachers. The purpose of this study was to measure the reported needs of a teacher mentoring program as perceived by novice teachers, mentor teachers, and administrators. An additional purpose of the study was to examine administrators’ perceptions of how alternate route and traditional route teachers differ in their needs of a teacher mentoring program.

Two multivariate of analysis (MANOVA) tests were conducted to measure the differences among novice teachers, mentors, and administrators in their perception of what ...


Creating Opportunities With Mentoring Relationships, Carrie J. Boden Mcgill Oct 2011

Creating Opportunities With Mentoring Relationships, Carrie J. Boden Mcgill

Administrative Issues Journal

Navigating the cultural environment of academia can be a difficult task, particularly for first-generation college students and those who belong to groups typically marginalized in doctoral programs. This study examines two cases of first-generation, African American female graduate students to determine which traits preclude success in doctoral programs and how mentoring relationships influence completion. The women in this study come from similar backgrounds, but they adopted very different strategies for coping with adversity. It is possible that the presence or absence of positive mentoring relationships in their lives influenced the strategies that the women chose. This article seeks to strengthen ...


Mentoring Post-Secondary Tenure-Track Faculty: A Theory-Building Case Study And Implications For Institutional Policy, Dannielle Joy Davis, Patricia Boyer, Isela Russell Oct 2011

Mentoring Post-Secondary Tenure-Track Faculty: A Theory-Building Case Study And Implications For Institutional Policy, Dannielle Joy Davis, Patricia Boyer, Isela Russell

Administrative Issues Journal

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members’ integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for administrators in terms of retention of new faculty members in postsecondary settings.


Novice Principals Need Peer Mentoring, Rosalinda Hernandez, Velma Menchaca Oct 2011

Novice Principals Need Peer Mentoring, Rosalinda Hernandez, Velma Menchaca

Administrative Issues Journal

In this era of accountability, principals are now responsible for student achievement on high-stakes state-mandated assessments and the No Child Left Behind Act. The novice principals who enter the profession today face a multitude of issues as they learn on the job. Skills necessary to lead highly complex schools are not learned in traditional principal preparation programs, therefore, it becomes essential to support and assist novice principals at the beginning of the principalship career with a peer mentor, a more experienced school leader. Peer mentoring allows the principals to be socialized into the profession they are about to embark on ...


Mentoring Within The Minority Population: How To Retain And Matriculate Minorities In A College Setting, Brent Matthias Obleton Oct 2011

Mentoring Within The Minority Population: How To Retain And Matriculate Minorities In A College Setting, Brent Matthias Obleton

Dissertations, Theses and Capstone Projects

In an ever-changing educational environment, it is pertinent that higher education institutions proactively implement strategies and programs that foster growth for the modern day college students. The establishment of effective support mechanisms is an essential component to aid in the development of students. Minority students, in particular, have shown a growing need to receive additional guidance outside of the traditional adherents (i.e., parents, personal ambition, educational advisors, etc). Historically, mentorship has been more prevalent in the private sector, used as a means to groom subordinates to take on new roles within their respective companies. However, assessment and the positive ...


Australian Apprentice Retention Pilot Project: Report To Megt, Justin Brown, Phillip Mckenzie, Adrian Beavis Sep 2011

Australian Apprentice Retention Pilot Project: Report To Megt, Justin Brown, Phillip Mckenzie, Adrian Beavis

Dr Phillip McKenzie (retired)

The Australian Council for Educational Research (ACER) was engaged in February 2010 by MEGT to conduct research on the retention of first-year apprentices participating in the MEGT mentoring and social networking program. Sponsored by DEEWR, the Australian Apprentice Retention Pilot Project aims to improve the retention of apprentices in skills shortage trades. The project involves the provision of mentors to support apprentices at three sites: in Queensland (Logan/Ipswich); New South Wales (Western Sydney); and Victoria (Southeast Melbourne). The role of the mentors is to visit the apprentice and maintain ongoing contact through social networking tools such as Facebook and ...


Australian Apprentice Retention Pilot Project: Report To Megt, Justin Brown, Phillip Mckenzie, Adrian Beavis Sep 2011

Australian Apprentice Retention Pilot Project: Report To Megt, Justin Brown, Phillip Mckenzie, Adrian Beavis

Dr Phillip McKenzie

The Australian Council for Educational Research (ACER) was engaged in February 2010 by MEGT to conduct research on the retention of first-year apprentices participating in the MEGT mentoring and social networking program. Sponsored by DEEWR, the Australian Apprentice Retention Pilot Project aims to improve the retention of apprentices in skills shortage trades. The project involves the provision of mentors to support apprentices at three sites: in Queensland (Logan/Ipswich); New South Wales (Western Sydney); and Victoria (Southeast Melbourne). The role of the mentors is to visit the apprentice and maintain ongoing contact through social networking tools such as Facebook and ...


Early Career Teaching: Learning To Be A Teacher And Staying In The Job, Dawn Joseph Sep 2011

Early Career Teaching: Learning To Be A Teacher And Staying In The Job, Dawn Joseph

Australian Journal of Teacher Education

This article provides insights into the ways that teacher education programs might equip early career teachers beginning their professional identity. Situated in Melbourne (Australia), it discusses tertiary music education preparation for the profession and recognises the value and importance of having critical friends and mentors as a beginner teacher. By using narrative reflection both lecturer and graduate allow their voices to be heard as they make a contribution to understand the challenges new teachers face when building their professional identity and ‘staying in the job’. The discussion provided by the graduate, outlines her experience and engagement regarding the ‘positives’ and ...


Experiences, Insights And Advice: Perspectives Of A Nontraditional Graduate Student, Connie I. Reimers-Hild Aug 2011

Experiences, Insights And Advice: Perspectives Of A Nontraditional Graduate Student, Connie I. Reimers-Hild

Kimmel Education and Research Center - Faculty & Staff Publications

I recently graduated with my Ph.D., and I have had a variety of experiences during my college career. For example, I have been both a traditional student and a nontraditional learner. I have also studied at a distance. A variety of educational and professional experiences have enabled me develop some powerful insights on what it takes to be a successful nontraditional learner. One of the most important lessons I have learned is that it is important to develop learners’ human and social capital in order to help them increase their chances of success. First, this paper will present my ...


An Investigation Of The Influence Of Instructional Coaching On Retention Of Mathematics Teachers, Dorothy Lewis-Grace Aug 2011

An Investigation Of The Influence Of Instructional Coaching On Retention Of Mathematics Teachers, Dorothy Lewis-Grace

Middle-Secondary Education and Instructional Technology Dissertations

In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the profession after their first year of teaching and almost 30% leave after the fourth year of teaching. These percentages are even greater for mathematics teachers.

Using symbolic interactionism, adult learning, and partnership as a theoretical framework, this ethnographic case study investigated and examined the factors that influenced second-career mathematics teachers to remain in the teaching profession and their experiences with instructional coaching. The following guiding research question and sub-questions were pursued in the study: Why ...


The Content Of Electronic Mentoring: A Study Of Special Educators Participating In An Online Mentoring Program, Roberta Gentry Aug 2011

The Content Of Electronic Mentoring: A Study Of Special Educators Participating In An Online Mentoring Program, Roberta Gentry

Theses and Dissertations

The purpose of this study was to describe the content and frequency of interactions that occurred in an electronic mentoring program involving beginning special educators and their mentors. In addition, the characteristics of mentors’ and mentees’ and perceived outcomes of mentees’ were provided. This study sought to address questions about the types of support that new special educators seek and receive. A mixed method research design was utilized to explore the archived transcripts of mentors’ and mentees’ discourse as well as mentees’ and mentors’ post-surveys. Data were analyzed through the use of quantitative and qualitative methods and interpreted through the ...


Cross-Racial/Cross-Gender Mentoring Of School Administrators, Zella M. Williams Aug 2011

Cross-Racial/Cross-Gender Mentoring Of School Administrators, Zella M. Williams

Dissertations

Abstract The purpose of this study is to determine the perceived effectiveness of the professional mentoring which female African American school administrators and other school administrators have received from their school district, examining the cross-racial and cross-gender pairings of mentors and mentees. After an extensive review of the literature, a cross-sectional, self-reporting attitudinal survey was designed. The survey began with a section of closed-ended questions to gather demographic information. The second section gathered information about the mentoring experience using a Likert scale. The final section consisted of one open-ended question about mentoring effectiveness. The survey was distributed to all certified ...


Groundbreaking Training: Providing Teachers With Extensive Mentor-Based Technology Integration Support, Jacquelyn Gilmore Aug 2011

Groundbreaking Training: Providing Teachers With Extensive Mentor-Based Technology Integration Support, Jacquelyn Gilmore

Education and Human Development Master's Theses

This research looks to show the effectiveness of the mentor based training progran1 for teachers and the teachers' ability to implement the technology as well as improve student achievement.


Transformative Learning Is Not An Add-On – It Is The Essence Of Adult Education, Jacqueline Warrell, Colleen Kawalilak Jun 2011

Transformative Learning Is Not An Add-On – It Is The Essence Of Adult Education, Jacqueline Warrell, Colleen Kawalilak

Adult Education Research Conference

This paper draws on different bodies of literature and explores the potential for transformational learning within the context of graduate student- supervisor relationships. The authors (graduate student and supervisor) respond to the question: How can the student-supervisor relationship inform and foster transformative learning?


‘Unexpected’ Mentoring Moments Experienced Through Dialogue With Elder Colleagues1, Colleen Kawalilak Jun 2011

‘Unexpected’ Mentoring Moments Experienced Through Dialogue With Elder Colleagues1, Colleen Kawalilak

Adult Education Research Conference

This autoethnography focuses on the author’s experience of being unexpectedly mentored by senior/Elder faculty members throughout her learning journey as an undergraduate and graduate student, and as a developing academic and researcher. Now, an associate professor, conducting research on tacit knowledge acquired, over an extended period of time by Elder faculty members in university settings, the author reflects on the significance of unexpected mentoring moments experienced along her own circuitous adult learning pathway.


Set Up For Success: An Examination Of The Ronald E. Mcnair Postbaccalaureate Achievement Program's Mentoring Component, Dwuena Cene' Wyre May 2011

Set Up For Success: An Examination Of The Ronald E. Mcnair Postbaccalaureate Achievement Program's Mentoring Component, Dwuena Cene' Wyre

Dissertations

Often, individuals are set up to fail. However, effective mentoring can set individuals up to succeed. This nonexperimental cross-sectional, predictive study examines the Ronald E. McNair Postbaccalaureate Achievement Program's mentoring component. Specific focus is placed on faculty mentor competency and its impact on McNair student intent to attain a doctoral degree and awareness of graduate school.

Cohen's (1993, 1995) Principles of Adult Mentoring Scale-Postsecondary Education Scale is utilized to assess McNair student perceived faculty mentor competency. Carrera's (2002) measures of effectiveness for the McNair Program's mentoring component are also used in this study.

Sequential multiple regression ...


Assessing The Value Of A High School Mentoring Program, Janet L. Downs May 2011

Assessing The Value Of A High School Mentoring Program, Janet L. Downs

Boise State University Theses and Dissertations

School-based mentoring programs have recently emerged as a potential method to improve pro-social behavior, academic success, resiliency, a sense of school connectedness, and reduce at-risk behaviors and drop-out probability among youth. This action research study surveyed 142 students to assess changes in student attitudes associated with implementing the first year of a sophomore mentoring program at a semi-urban high school in the northwestern United States. The mentoring program was called the Pathfinder program, a youth-to-youth group mentoring program developed and marketed by Varsity Gold Leadership, Inc. The extent of influence the Pathfinder program exerted over concepts related to school connectedness ...


The Application Of Creative Leadership Skills In The Education And Mentoring Of Social Entrepreneurs: A Graduate Level Course, Maria J. Rivera May 2011

The Application Of Creative Leadership Skills In The Education And Mentoring Of Social Entrepreneurs: A Graduate Level Course, Maria J. Rivera

Creative Studies Graduate Student Master's Projects

The purpose of this project is to fully comprehend the state of social entrepreneurship education through research, and consequently, to design a course on how to apply creative leadership skills to educate and mentor social entrepreneurs and to enhance their problem solving skills. The outcome of the project is a course proposal to build inter-disciplinary knowledge and skills.


Fifth Year Teacher Perceptions Of Induction Programs Upon Teacher Retention, Arleen Reinhardt Apr 2011

Fifth Year Teacher Perceptions Of Induction Programs Upon Teacher Retention, Arleen Reinhardt

Theses and Dissertations

Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one of teacher retention which places an emphasis upon beginning teacher induction programs. These programs help teachers improve in their craft of teaching, help teachers remain satisfied with their jobs, help teachers enculturate into the districts in which they work, and help to improve student achievement. This quantitative study examined fifth year teachers’ perceptions of their induction programs in terms of teacher retention. The 280 eligible teachers from three different school districts were asked to participate ...


Developing Teacher Leaders In Math And Science: Content Coaches Mentoring Teacher Leaders, Andrea Kent, Andre Green, Phillip Feldman Apr 2011

Developing Teacher Leaders In Math And Science: Content Coaches Mentoring Teacher Leaders, Andrea Kent, Andre Green, Phillip Feldman

Academic Leadership: The Online Journal

The AMSTI (Alabama Math Science Technology Initiative)-USA Fellows program, a collaboration between a university College of Education and Arts & Sciences, State Department of Education, and local school district, was created to develop Teacher Leaders in AMSTI Mathematics and Science. The specific focus of this research was to examine the mentoring provided to the Teacher Leaders Fellows, and to determine if the professional development provided to the teacher leaders helped them develop mentoring skills to mentor and coach the AMSTI teachers with whom they worked. At the completion of their Fellowship, these AMSTI-USA Fellows returned to become teacher leaders at their home schools, charged with mentoring and coaching teachers in the AMSTI curriculum. The objectives of this research was to evaluate the effectiveness of: (1) mentoring the newly identified teacher leader Fellows into the role of teacher leader; and, (2) developing the mentoring and coaching skills in both the affective components and content aspects of the selected AMSTI Teacher Leader Fellows.


The Hbcu Versus The Pwi Write On Site: Considering Faculty Outcomes, Dannielle Davis, Lawanda Edwards Apr 2011

The Hbcu Versus The Pwi Write On Site: Considering Faculty Outcomes, Dannielle Davis, Lawanda Edwards

Academic Leadership: The Online Journal

In leadership studies, mentoring has been in practice for a long time be it in local and national governance, organizational development (especially as part of a systematic leadership succession plan) or even for personal/professional development of individuals or groups. It seems that in organizations today many desire to be mentored but unfortunately not all are finding appropriate mentors that will cater for their personal and professional needs especially in meeting with their psychosocial needs (Kram, 1983). This is the case with many women in many male-dominated workplaces known for the preserving of “male prejudices, male values and creations” (Woodd ...


Latino Educators Of Tomorrow: Culture-Specific Mentoring For The College Transition, Anna Trevino Mar 2011

Latino Educators Of Tomorrow: Culture-Specific Mentoring For The College Transition, Anna Trevino

All Theses and Dissertations

The population of Latino students is growing faster than any other ethnic group in U.S. public schools today; however, the number of Latino teachers throughout the nation has remained low. The Latino Educators of Tomorrow is a new and ambitious Latino educational career program designed to increase the number of Latino students entering teaching as a profession. This research addressed the following questions: 1) What do participants identify as influential in their trajectory towards becoming an educator, and why?; 2) How do LET instructors, acting in the role of mentors, influence participants' desires and plans to become educators, and ...


Managing Your Supervisor, Joe Luca Mar 2011

Managing Your Supervisor, Joe Luca

Graduate Research School Scholarly Works

This session focuses on the relationship between supervisor and candidate, with an emphasis on how to handle the issues that may arise regarding supervision.


Mentoring Postsecondary Tenure-Trackfaculty: A Theory-Building Case Study Andimplications For Institutional Policy, Dannielle Joy Davis, Patricia Boyer, Isela Russell Feb 2011

Mentoring Postsecondary Tenure-Trackfaculty: A Theory-Building Case Study Andimplications For Institutional Policy, Dannielle Joy Davis, Patricia Boyer, Isela Russell

Administrative Issues Journal

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members’ integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for administrators in terms of retention of new faculty members in postsecondary settings.


Analysing Mentoring Practices To Understand How A Preservice Teacher Reflects On Practice To Advance Teaching, Tracey Sempowicz, Peter Hudson Jan 2011

Analysing Mentoring Practices To Understand How A Preservice Teacher Reflects On Practice To Advance Teaching, Tracey Sempowicz, Peter Hudson

School of Education

Mentors (cooperating classroom teachers) have a shared responsibility with universities for developing preservice teachers’ pedagogical practices, particularly towards becoming reflective practitioners. Preservice teachers need to participate actively in their own learning, by reflecting and acting on the mentor’s constructive feedback provided during planning and feedback dialogue sessions. This case study uses feedback practices outlined within a five-factor mentoring model to analyse dialogue between a mentor and her respective mentee during different stages in their school-based programs (first practicum). This investigation uses multiple data sources such as video and audio-recorded interviews, archival documents from participants such as lesson plans, reflections ...


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 ...