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Potential Mentoring Impacts On Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study, Jessica M. Toombs, Jon W. Ramsey
Potential Mentoring Impacts On Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study, Jessica M. Toombs, Jon W. Ramsey
Journal of Research in Technical Careers
Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, …
Doctoral Program Design Based On Technology-Based Situated Learning And Mentoring: A Comparison Of Part-Time And Full-Time Doctoral Students, Shaoan Zhang, Chengcheng Li, Mark Carroll, P. G. Schrader
Doctoral Program Design Based On Technology-Based Situated Learning And Mentoring: A Comparison Of Part-Time And Full-Time Doctoral Students, Shaoan Zhang, Chengcheng Li, Mark Carroll, P. G. Schrader
Teaching and Learning Faculty Research
Aim/Purpose: Most programs are designed with full-time doctoral students’ characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background: Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among …
A Multiple Case Study Analysis Of Mentor-Mentee Perception Of The Effectiveness Of Self-Disclosure In The Field Experience, Khaled Ismail Alnajjar
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 …
Job Stress, Mentoring, Psychological Empowerment, And Job Satisfaction Among Nursing Faculty, Catherine Emily Ebersole Chung
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 …