Relevant bibliographies by topics / Mentoring in education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mentoring in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Mentoring in education"

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Karasik, Rona. "FULL CIRCLE: MENTORING IN GERONTOLOGY AND GERIATRICS EDUCATION." Innovation in Aging 6, Supplement_1 (November 1, 2022): 169. http://dx.doi.org/10.1093/geroni/igac059.673.

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Abstract More than just a buzzword in business and education, mentoring is a complex interactional process that, at its best, fosters personal and professional development for all involved. In other words, a good mentoring relationship can be both transformative and reciprocal. This raises the question of what is (and is not) a good mentoring relationship? Moreover, how does one enter into and capitalize on the benefits of mentorship? While some mentoring relationships are intentionally created, others seem to evolve so organically that participants are not immediately aware of mentoring’s presence. The current presentation looks at the nature of mentoring relationships within the context of gerontology and geriatrics education from both the mentor and mentee perspectives.
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Kennedy, Mary R. T., and Mary Purdy. "Education and Mentoring." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 15, no. 3 (October 2005): 28. http://dx.doi.org/10.1044/nnsld15.3.28.

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Brashear-Alejandro, Tom, Hiram Barksdale, Danny Norton Bellenger, James S. Boles, and Channelle James. "Mentoring characteristics and functions: mentoring’s influence on salespeople." Journal of Business & Industrial Marketing 34, no. 2 (March 4, 2019): 303–16. http://dx.doi.org/10.1108/jbim-09-2017-0223.

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PurposeThis paper aims to examine a longitudinal study of mentoring functions and their effect on salesperson attitudes and intentions.Design/methodology/approachThe research is based on a multi-year study of salespeople beginning when the salesperson entered the industry being examined.FindingsThe level of interaction between the mentor and protégé was found to be the only antecedent examined that related to the perceived quality of mentoring functions. Age, education and length of employment for both parties; the degree of age and education difference; and the length of the mentoring relationship were not significant. Successful mentoring appeared to be based heavily on a mentor’s willingness and ability to interact frequently with the protégé.Originality/valueThis study adds to the literature on mentoring, looking at mentoring in a sales context. Research examining mentoring in a sales setting is much more limited than in many other professions, so the findings represent a valuable addition to the sales mentoring literature. Its influence on sales socialization may be very important.
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Silva, Natanias Macson da, Leonel Francisco de Oliveira Freire, Anne Itamara Benigna Evangelista Aires, Marcos Daniel Oliveira e. Silva, Stheshy Vieira e. Souza, Micássio Fernandes de Andrade, Ellany Gurgel Cosme do Nascimento, and Thales Allyrio Araújo de Medeiros Fernandes. "Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?" Research, Society and Development 10, no. 11 (August 22, 2021): e52101119343. http://dx.doi.org/10.33448/rsd-v10i11.19343.

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Este estudo buscou investigar a contribuição do Peer-Mentoring na formação acadêmica de base e educação continuada de profissionais da saúde, bem como identificar as principais limitações, desafios e alternativas para atingir o sucesso de sua implementação. Trata-se de um estudo de revisão integrativa com busca sistemática, realizada nas bases de dados PubMed, Scopus, Web Of Science, Education Resources Information Center (ERIC) e Biblioteca Virtual em Saúde (BVS). Foram incluídos artigos eletrônicos, disponíveis na íntegra, nos idiomas português, inglês e/ou espanhol e publicados nos últimos 5 anos. Excluiu-se os estudos do tipo revisão de literatura, resumos, carta ao editor, manuscritos duplicados e estudos que não apresentaram relação com a temática. Os seguintes descritores foram combinados com os operadores booleanos AND e OR: “Peer-Mentoring”, “Peer Group”, “Mentoring”, “Mentors”, “Health Education” e "Education, Medical”. Foram coletados 31 artigos elegíveis, que passaram por uma análise na íntegra e fichamento dos dados. Os estudos foram agrupados em cinco categorias de análise: (1) contribuição do Peer-Mentoring no processo de formação acadêmica; (2) impacto do Peer-Mentoring na educação continuada de profissionais da saúde educação continuada; (3) limitações são encontradas durante a execução do Peer-Mentoring; (4) desafios pedagógicos que devem ser vencidos, no transcurso da mentoria entre pares; (5) Como atingir o sucesso durante a implantação e execução de programas de Peer-Mentoring?. O Peer-Mentoring mostrou-se capaz de melhorar significativamente o processo de ensino em saúde. Perspectivas futuras apontam para uma maior adesão, por parte das instituições de ensino, em inserir a mentoria entre pares nos programas pedagógicos.
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Burner, Tony, Siv M. Gamlem, and Vibeke Solbue. "Assessment – Mentoring – Teacher Education." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (November 26, 2019): 1–3. http://dx.doi.org/10.23865/up.v13.1966.

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This special issue of Nordic Journal of Education and Practice is dedicated to Professor Kari Smith and her impact on research in and on teacher education in Norway. She has been supervisor for several PhD students, and the editors of this issue are three of those who want to honor Kari by focusing on three main research areas in her academic career: assessment, mentoring and teacher education.
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Mulvihill, Thalia M., and Linda E. Martin. "Voices in Education: Mentoring." Teacher Educator 51, no. 1 (January 2, 2016): 1–8. http://dx.doi.org/10.1080/08878730.2016.1108634.

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Pellegrini, Vincent D. "Mentoring During Residency Education." Clinical Orthopaedics and Related Research 449 (August 2006): 143–48. http://dx.doi.org/10.1097/01.blo.0000224026.85732.fb.

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Davidhizar, Ruth E. "Mentoring in doctoral education." Journal of Advanced Nursing 13, no. 6 (November 1988): 775–81. http://dx.doi.org/10.1111/j.1365-2648.1988.tb00569.x.

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Banu, Shiria, Fatema Zehra Juma, and Tamkin Abas. "Mentoring in higher education." Advances in Medical Education and Practice Volume 7 (September 2016): 523–25. http://dx.doi.org/10.2147/amep.s115698.

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Pahnevskaya, O., A. Romanchenko, and M. Romanchenko. "Mentoring in Professional Education." Profession-Oriented School 8, no. 5 (November 23, 2020): 44–48. http://dx.doi.org/10.12737/1998-0744-2020-44-48.

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The article reveals the main problems of organizing mentoring in a secondary vocational educational institution, suggests ways to solve these shortcomings on the example of the Novosibirsk College of Food Industry and Processing. The situation of staffing of regional enterprises is highlighted, mentoring is analyzed as the activity of educational institutions and enterprises in solving problematic issues related to providing enterprises with in-demand specialists. The promising areas of activity and efforts of employers and educational institutions in terms of introducing the institution of mentoring are determined and evaluated. The potential for improving the efficiency of the educational process as a priority task of modern society is analyzed.
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Dissertations / Theses on the topic "Mentoring in education"

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Andersen, Camey Lei. "Improving Mentoring in Higher Education." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8288.

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As universities and institutions of higher education seek to improve retention, persistence, well-being, and overall college experience satisfaction for their students, there is an increased emphasis on mentoring in higher education. Improving mentoring in higher education--the specific tools, training, and practices that develop effective mentors--remains an often-elusive goal for college administrators and university mentoring programs and in research. This research examined available research on effective mentoring and provided recommendations for how to create successful mentors and mentoring programs in higher education. This dissertation is a three-article format presentation of information about mentoring in higher education. The first article is a literature review of mentoring and higher education literature analyzing what makes an effective mentor and implications for practice. The review of 34 articles examined themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The review showed that more research is needed on mentoring and higher education, mentor training, and the perspective of mentors. The second article investigated mentoring in online learning environments. The survey research study analyzed responses from 143 online mentors from around the world in a global higher education initiative. Four mentoring domains were used for analysis. Online mentors reported they were most effective at providing emotional and psychological support for students. Study results showed mentor support for individual students outside the virtual classroom, strategies for student goal setting, characteristics of online role modeling, and mentor confidence in technology skills. The study also contributed findings to the literature about online mentoring benefits for nontraditional students, technology challenges, and online mentoring role adoption. The third article examined ongoing mentoring training. The qualitative study analyzed interview responses from 20 international in-person mentors in a global higher education initiative to discover how ongoing training affects mentors' abilities to assist higher education students in achieving their educational goals. Study results showed the benefits from ongoing mentoring training, the importance of volunteer mentoring needs in ongoing mentoring training, and the effects of mentoring training creativity. The study also showed that ongoing training positively impacts mentors, volunteers may need more training, and that ongoing training advanced effective mentoring practices. Successful mentoring can make a meaningful difference in students' lives. This research showed the impact of mentoring and its potential benefits in in-person and online learning environments. This research also showed the significance of effective mentoring programs and ongoing mentor training in mentoring.
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Carter, Beverley. "Mentoring for excellence : an evaluation of mentoring programmes in a further education college." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494545.

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This thesis evaluates mentoring programmes for new teachers in further education. The study provides an in-depth examination of a mentoring programme conducted from September 2004 to July 2007 with 22 mentors and 37 mentees. The study was undertaken in a Higher Education institution with a large further education provision. The study had three aims, the first to evaluate the Induction and mentoring arrangements for new teachers. The second to examine how the mentoring process supports new teachers' delivery in the classroom and the third to investigate the impact of Ofsted's requirements and the mentoring of new teachers.
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Tillman, Linda Carole. "Mentoring African American faculty in predominantly white institutions : an investigation of assigned and informal mentoring relationships." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230740094.

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Lynch, Robin Vann. "Mentoring and 'Others': The Mentoring Experiences of African American Students in a Predominantly White Institution of Higher Education." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392384339.

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Johnstone, Esther M. "Perioperative Orientation, Education, and Mentoring (POEM) Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2316.

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Perioperative registered nurses (RNs) are vital to the provision of safe patient care for those undergoing invasive and surgical procedures within acute care settings. Unrealistic transition-to-practice (T2P) expectations for novice RNs (newly licensed and experienced RNs new to perioperative nursing) have resulted in significant turnover and attrition rates as high as 45%. A T2P program, known as the Perioperative Orientation, Education, and Mentoring (POEM) program, was developed to address attrition and turnover through mentoring and professional development. The POEM program was a pilot program implemented at a large academic medical center. An evaluation tool known as the Surgical Skill Assessment Tool was developed to evaluate the POEM program. A preintervention score of 56 and a postintervention score of 237 demonstrate an increase in experience, skill, and knowledge acquisition. Content data analysis revealed themes and subthemes from each of the 2 focus groups as well as recommendations from the quality improvement (QI) project leader and project coleader. The recommendations include developing a nurse extern program, advertising and promoting perioperative nursing to local nursing schools, supporting the clinical advisor program, encouraging involvement in the local Association of periOperative Registered Nurses (AORN) chapter, and mentoring novice RNs and RN clinical advisors. The need to evaluate strategies for improvement, recruitment, and retention is critical to sustain the perioperative nursing workforce. Further research is necessary to refine the POEM program and to understand the role of professional mentoring in facilitating a smooth T2P for novice nurses entering perioperative services.
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Liversidge, Anthony. "Perceptions of effective mentoring." n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=141.

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McHenry, Kristen L. "New Faculty Mentoring in Respiratory Care Programs." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3279.

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Because of the potential age-related mass departure of seasoned educators in respiratory care programs, higher education institutions should develop strategies for attracting practitioners who hold or are pursuing graduate degrees to transition to academia. The purpose of this study was to identify current 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. The methodology for the study was quantitative nonexperimental survey research. The survey instrument was an electronic questionnaire. The survey consisted of 25 items that were divided into 3 dimensions: mentoring practices, mentor/mentee relationship, and perceptions of mentoring program impact. Of the 410 possible participants, 126 (30%) responded to the survey. Data from the survey were used to analyze 12 research questions and 12 null hypotheses. Six research questions were analyzed using an independent-samples t test and 6 research questions were analyzed using a one-way analysis of variance. Testing of the null hypotheses associated with the 12 research questions resulted in 3 significant findings and 9 findings that were not significant. Significant findings included female program directors reported greater opportunities for mentoring within their programs and greater levels of expectations in regard to mentoring. Associate degree programs also reported a higher level of expectation in regard to mentoring. There was overwhelming agreement concerning the potential impact and benefit of new faculty mentoring on job performance, turnover, job satisfaction, and organizational commitment. The results of this study may benefit administrators and educators in the field of respiratory care in efforts to support new faculty in higher education who may feel underprepared or overwhelmed in the new role. Because other allied health fields of study are similar in nature to respiratory care, the findings of the study could have potential implications across a range of health related professions.
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Weaver, Margie Ann. "Mentoring in intercollegiate athletic administration." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260900203.

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Kim, Taehyung. "Teachers' conceptual metaphors for mentoring." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189012812.

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Devos, Anita. "Mentoring, women and the construction of academic identities /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20050819.184551/index.html.

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Books on the topic "Mentoring in education"

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Dennis, Gregory. Mentoring. [Washington, D.C.?]: Office of Research, 1993.

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Dennis, Gregory. Mentoring. [Washington, D.C.?]: Office of Research, 1993.

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Dennis, Gregory. Mentoring. [Washington, D.C.?]: Office of Research, 1993.

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Morton, Ann. Mentoring. York: Learning and Teaching Support Network, 2003.

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Woolhouse, Clare, and Laura Nicholson, eds. Mentoring in Higher Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46890-3.

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Torres-Guzmán, Maria E. Mentoring bilingual teachers. Washington, DC (1118 22nd St., NW, Washington 20037): National Clearinghouse for Bilingual Education, 1995.

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Wilczenksi, Felicia L. Mentoring and supervising. Alexandria, VA: American School Counselor Association, 2010.

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Fornari, Alice, and Darshana T. Shah, eds. Mentoring In Health Professions Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9.

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Laverick, DeAnna M. Mentoring Processes in Higher Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2.

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Daloz, Laurent A. Effective teaching and mentoring. San Francisco, Calif: Jossey-Bass, 1986.

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Book chapters on the topic "Mentoring in education"

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Orland-Barak, Lily. "Mentoring." In International Handbook of Teacher Education, 105–41. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0369-1_4.

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Ali, Harún H. "Education and Mentoring." In The Pocket Mentor for Video Game Testing, 28–39. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003314806-3.

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Moloney, Mary, Jennifer Pope, and Ann Donnellan. "Ethical Mentoring." In Springer Texts in Education, 185–200. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37186-8_10.

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Gusic, Maryellen, and Luanne Thorndyke. "Functional Mentoring." In Mentoring In Health Professions Education, 73–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_8.

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Francisco, Susanne. "Mentoring." In Supporting the Workplace Learning of Vocational and Further Education Teachers, 90–114. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003112624-6.

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Moloney, Mary, Jennifer Pope, and Ann Donnellan. "The Mentoring Process: The First Mentoring Meeting." In Springer Texts in Education, 75–91. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37186-8_5.

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Laverick, DeAnna M. "The Mentoring Process." In SpringerBriefs in Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_1.

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Laverick, DeAnna M. "Mentoring Graduate Students." In SpringerBriefs in Education, 47–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_4.

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Laverick, DeAnna M. "Mentoring Undergraduate Students." In SpringerBriefs in Education, 59–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_5.

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Dominguez, Nora, and Julie Haddock-Millar. "Reciprocal mentoring for faculty in higher education." In Reciprocal Mentoring, 135–64. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003302537-7.

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Conference papers on the topic "Mentoring in education"

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Stan, Cornelia. "Formal Mentoring Versus Informal Mentoring in Education." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.18.

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Gibney, D. A. "Mentoring for education practitioners." In IEE 2nd Annual Symposium on Engineering Education. IEE, 2002. http://dx.doi.org/10.1049/ic:20020123.

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Yilmaz, Nursel. "Mentoring Matters: An Interdisciplinary Mentoring Approach in Higher Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439205.

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Taikumanova, Mahabbat, and Elmirа Uteubayeva. "ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).

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In this article, the problems of the teacher's professional development, as well as the pedagogical conditions of the acmeoriented mentoring within educational institutions are being examined. The characteristics of mentoring, the features of the integrated educational space of pedagogical education in the training of teachers also had been presented here. Nowadays, the need for mentoring is quite urgent to an extent that a modern teacher must be able to instantly 'react' to the ongoing changes within the educational system. A proper 'response' to such metamorphoses in the institutional environment is required such that it's encompassing alterations of the educational program's content, the introduction of brand-new teaching methods and technologies. Mentoring is organically combining acmeorinted professional development, its personalization, and guarantees a holistic approach to each teacher. It's believed by us that mentoring allows us to expand applied professional skills and competencies. The following paper represents a general experience of the educational mentoring process, in particular, considering the use of mentoring in the advancement of acting teachers' qualifications. An important role plays an innovative project of advanced training courses, "Pro-teaching", established collectively with Karaganda Buketov University and aimed at developing new training programs.
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Schwortz, Andria. "Mentoring Partnerships in Science Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437438.

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Dolaček-Alduk, Zlata, Denis Šimenić, Dina Stober, and Waldemar Alduk. "Mentoring of students and examples of mentoring tasks related to traffic infrastructure." In 7th International Conference on Road and Rail Infrastructure. University of Zagreb Faculty of Civil Engineering, 2022. http://dx.doi.org/10.5592/co/cetra.2022.1492.

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Big challenges have been imposed on education sector which should pursue market development dynamics, because of the development aimed at innovations, business process digitalization, planning based on large amount of data analysis, using extended and virtual reality in business, value creating by means of 3D print, industrialization in building elements production. Civil engineering is affected by new topics such as healthy and eco-friendly lifestyle, which is also an obligation of educational institutions as well as employers to provide students with the appropriate support in development of professional competencies which are based on contemporary educational methods such as cooperative learning or learning through work, most often in a shape of a professional practice. For such learning style to be sustainable, it is necessary to strengthen mentoring capacities on faculties, as well as employer’s competencies and competencies of professional practice providers. Additional lifelong learning and professional training are a part of a mentor competence development by means of which students are provided with professional, motivational, and emotional consultation by mentors. Except for the comprehensive support provided throughout professional practice, it is necessary to shape, connect and achieve desirable learning outcomes defined by study programs. Throughout mentoring process, the mentors are enabled with a possibility to revise their own knowledge in practice, as well as to create new values for the employer and business surrounding while interacting with students. Knowledge dissemination and quality of the teaching content are enabled by the cooperation of institutions of higher education and the business community. Further formalization of the relationship between scientific and business community is required by this two-way knowledge acquisition. Research results with respect to mentoring in civil engineering as well as educating mentors and examples of how to shape mentoring tasks in traffic infrastructure will be presented in the paper.
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Sofia Saldanha, Ana. "Mentoring: The Future of Higher Education?" In The International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2019. http://dx.doi.org/10.33422/icmetl.2019.06.294.

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Rassokhina, Irina Yu, Anna V. Pryakhina, and Maria E. Kudryavtseva. "Mentoring in Education Using Digital Tools." In 2023 Communication Strategies in Digital Society Seminar (ComSDS). IEEE, 2023. http://dx.doi.org/10.1109/comsds58064.2023.10130425.

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Ferreira, Ana C., and Celina P. Leão. "Factors That Can Influence Mentorship Relationships in Advanced Education: Critical Insight." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64589.

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“Mentoring is a brain to pick, provide an ear to listen, and give a push in the right direction” John C. Crosby. Mentoring, by definition, is a relationship between a more experienced or more knowledgeable person and a less one. This relationship improves the personal and professional growth for the mentee. However, mentoring brings benefits for both individuals involved in such relationship. The mentoring process must be regarded not only from the mentee point of view, but also from the mentor perspective. In effect, both sides work together in order to achieve the best outcome considering the initial defined objectives. Mentoring is a growing phenomenon that has demonstrated positive results. This reality is due to the increase number of students applying for postgraduate training and search for guidance. To verify how this process on advanced studies is conducted, several semi-structured interviews were carried out under the postgraduate engineering programme of a Portuguese university. The focus of these interviews was the identification of the parameters that influence the mentoring process. Topics such educational background, age, previous experiences, gender and longevity of mentoring relationship were queried in this study. This paper aims to understand the perceptions of the mentorship relationship from a group of engineering students in advanced education and connect their point of views with some aspects of the mentoring literature.
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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.

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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Reports on the topic "Mentoring in education"

1

Rainer, Jennifer. Can Cross-Race Mentoring Help Minority Students and Break Down Prejudice? Mentoring Experiences in Higher Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.912.

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Price, Marva M. Partnering Research Involving Mentoring and Education (PRIME) in Prostate Cancer. Fort Belvoir, VA: Defense Technical Information Center, August 2008. http://dx.doi.org/10.21236/ada493727.

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Price, Marva M. Partnering Research Involving Mentoring and Education (PRIME) in Prostate Cancer. Fort Belvoir, VA: Defense Technical Information Center, February 2007. http://dx.doi.org/10.21236/ada494454.

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Price, Marva M. Partnering Research Involving Mentoring and Education (PRIME) in Prostate Cancer. Fort Belvoir, VA: Defense Technical Information Center, February 2006. http://dx.doi.org/10.21236/ada455095.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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6

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1149.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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8

Watson, Sophie, Sally Boyd, and Teresa Maguire. Supporting early career teachers and kaiako: Experiences of mentoring, induction, and PLD. NZCER, 2023. http://dx.doi.org/10.18296/rep.0035.

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This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved.
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9

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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10

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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