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Relevant bibliographies by topics / Mentoring in education. Electronic dissertations

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Academic literature on the topic 'Mentoring in education. Electronic dissertations'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Mentoring in education. Electronic dissertations"

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Copeland, Susan. "Electronic Theses and Dissertations: Promoting ‘Hidden’ Research." Policy Futures in Education 6, no. 1 (2008): 87–96. http://dx.doi.org/10.2304/pfie.2008.6.1.87.

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Bista, Krishna, and Utam Gaulee. "Recurring Themes Across Fractal Issues Facing International Students: A Thematic Analysis of 2016 Dissertations and Theses." Journal of International Students 7, no. 4 (2017): 1135–51. http://dx.doi.org/10.32674/jis.v7i4.198.

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This section shares recent dissertations and theses with the Journal of International Students readers. There were about 139 graduate dissertations and theses related to the issues and challenges of international students in 2016. The complete versions of these selected dissertations are available in the ProQuest, Michigan-based electronic publisher. ProQuest Dissertations & Theses Global is the world's most comprehensive collection of dissertations and theses from around the world, spanning from 1743 to the present day. This database has found 17,164 results from 1922-2018 while searching

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McMillan, Gail. "CONFERENCE CIRCUIT: Managing electronic theses and dissertations." College & Research Libraries News 61, no. 5 (2000): 413–15. http://dx.doi.org/10.5860/crln.61.5.413.

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Bista, Krishna. "Doctoral Dissertations on International Students Published in 2015." Journal of International Students 6, no. 2 (2016): 647–59. http://dx.doi.org/10.32674/jis.v6i2.376.

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The purpose of this section is to share recent doctoral dissertations with the Journal of International Students readers. This section includes 100 doctoral dissertations related to the issues and challenges of international students in the United States and Canada. The complete versions of these selected dissertations are available in the ProQuest, Michigan-based electronic publisher.

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McGee, Richard, and Mary J. DeLong. "Collaborative Co-Mentored Dissertations Spanning Institutions: Influences on Student Development." CBE—Life Sciences Education 6, no. 2 (2007): 119–31. http://dx.doi.org/10.1187/cbe.06-06-0169.

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The Graduate Partnerships Program (GPP), established in 2000, links universities with National Institutes of Health (NIH) laboratories for predoctoral training. Several partnerships required that students create collaborative dissertations between at least one NIH and one university research mentor. More than 60 students have entered into these co-mentored research collaborations, and many others established them even though not required. Much was learned about the experiences of these and other GPP students by using structured interviews as part of a formal self-study of the GPP in 2005. Comp

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Edminster, Jude, and Joe Moxley. "Graduate Education and the Evolving genre of Electronic Theses and Dissertations." Computers and Composition 19, no. 1 (2002): 89–104. http://dx.doi.org/10.1016/s8755-4615(02)00082-8.

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Lyons, Gregory. "Focus on Education and Mentoring [President's Column]." IEEE Microwave Magazine 22, no. 8 (2021): 10–12. http://dx.doi.org/10.1109/mmm.2021.3078038.

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Ravi, B. "Insights on Entrepreneurship Education and Mentoring Programs." IEEE Potentials 40, no. 3 (2021): 35–40. http://dx.doi.org/10.1109/mpot.2021.3053535.

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Robbins, Claire K., and Lucy A. LePeau. "Seeking “better ways”: early career faculty researcher development." Studies in Graduate and Postdoctoral Education 9, no. 2 (2018): 113–26. http://dx.doi.org/10.1108/sgpe-d-17-00029.

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Purpose Researcher development is an important but underexplored topic with implications for knowledge production, graduate education, faculty development and equity in higher education. The purpose of this constructivist instrumental case study was to understand how the process of writing and publishing from qualitative dissertations sparked researcher development among two pre-tenure faculty members in higher education. Design/methodology/approach Two researchers and seven data sources (i.e. six essays and one dialogue transcript) were used to construct the case. Researchers first inductivel

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Clement, Susan Arlene, and Susan Welch. "Virtual mentoring in nursing education: A scoping review of the literature." Journal of Nursing Education and Practice 8, no. 3 (2017): 137. http://dx.doi.org/10.5430/jnep.v8n3p137.

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Background and objective: Large numbers of nurse educators are retiring, creating a paucity of experienced advisors and research investigators to mentor nurse educators. The guiding of doctoral students in nursing is at a demanding crossroad. A new mentoring approach is needed within nursing education to support doctoral students who wish to transition to nursing education and current nurse educators who wish to further the science of nursing education. A scoping review was conducted to determine what is currently known from the existing literature about virtual mentoring in nursing education.

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Dissertations / Theses on the topic "Mentoring in education. Electronic dissertations"

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Gates, Leigh K. "Mentor perceptions of effective mentoring programs /." Electronic version (Microsoft Word), 2006. http://dl.uncw.edu/etd/2006/gatesl/leighgates.html.

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Long, Brandy L. "The factors that influence an effective mentor and mentee relationship /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/longb/brandylong.pdf.

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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 pr

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Gentry, Roberta. "The content of electronic mentoring: A study of special educators participating in an online mentoring program." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2537.

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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 throu

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Hastings, Jill L. "The effects of a system-wide mentoring program on beginning teacher retention rates /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/hastingsj/jillhastings.pdf.

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Singleton, Myra Haney. "Evaluation of a College of Medicine Peer-Mentoring Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2488.

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Peer-mentoring experiences in higher education have been largely effective largely effective, however institutions implement them differently. The focus of this program evaluation was a peer-mentoring program at a medical school in the southeastern region of the United States, which had not previously been evaluated. Guided by Kolb's experiential learning theory, the purpose of the evaluation in this study was to examine whether the peer-mentoring experience was perceived as helpful to new students and how students thought the program could be improved. The sequential mixed-method design consi

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Belotti, Christina L. "Cross-Age Peer Mentoring to Improve Sixth-Grade Student Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2787.

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

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Smith-Keys, Sherri L. "Education and Mentoring of Staff Nurses in Evidence Based Practice." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3123.

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Current gaps in nursing practice can decrease by the translation, implementation, and dissemination of evidence-based practice (EBP). The purpose of this project was to provide staff nurses with EBP education and mentoring in identifying and addressing nursing practice issues using EBP to manage patient care. The Advancing Research & Clinical Practice through Close Collaboration (ARCC) and the social cognitive theory were used as a framework to guide this project development, which addressed if medical surgical nurses receiving education in EBP practice led to improved use, implementation, and

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McCollum, Irish Phaletta. "Beginning Teachers' Perceptions of a Teacher Mentoring Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.

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The decline in teacher retention is a growing problem in the 21st century. Beginning teacher turnover rates have grown by 50% over the past decade, with the national rate increasing to over 20%. Beginning teachers entering the profession are leaving within their first 3 years, with half leaving the profession in the first 5 years. To meet their growing needs, districts and states spend billions of dollars to recruit, hire, and try to retain new teachers. The purpose of this case study was to examine beginning teachers' perceptions of their teacher mentoring program located in an urban school d

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Gross, Betsy Holley. "Mentor Perspectives on Effective Mentoring for Beginning Elementary School Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2928.

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The attrition of beginning teachers is an ongoing problem for public schools as it impacts campus moral, results in economic losses, and maintains the number of newly-hired teachers. Although induction programs for beginning teachers have been found effective in reducing novice teacher attrition, funding for many induction programs have been eliminated due to budget constraints, leaving local school systems with limited support of the mentors and no consistency as to expectations or outcomes. Compounding this problem is that little research has examined what is most successful and supportive f

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Books on the topic "Mentoring in education. Electronic dissertations"

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Calabrese, Raymond L., and Page A. Smith. The faculty mentor's wisdom: Conceptualizing, writing, and defending the dissertation. Rowman & Littlefield Education, 2010.

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Larson, Rodney. Improving the odds, raising the class: A basis for long-term change. Nova Science Publishers, 2010.

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Valdés, Eduardo Aldana. Doctorados para la integración. Convenio Andrés Bello, 2005.

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Hacker, Diana. Research and documentation in the electronic age. Bedford Books, 1998.

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Barbara, Fister, ed. Research and documentation in the electronic age. 4th ed. Bedford/St. Martins, 2006.

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Hacker, Diana. Research and documentation in the electronic age. 2nd ed. Bedford/St. Martins, 1999.

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Lyn, Holness, ed. The emerging researcher: Nurturing passion, developing skills, producing output. UCT Press, 2007.

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Gruchy, John W. De. The emerging researcher: Nurturing passion, developing skills, producing output. UCT Press, 2007.

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B, Muller Carol, and Educational Resources Information Center (U.S.), eds. Electronic mentoring: Quantifying the programmatic effort. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Facebook Mentoring and Early Childhood Teachers: The Controversy in Virtual Professional Identity. Taylor & Francis Group, 2018.

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Book chapters on the topic "Mentoring in education. Electronic dissertations"

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Kumar, Swapna, Melissa L. Johnson, Nihan Dogan, and Catherine Coe. "A Framework for E-Mentoring in Doctoral Education." In Advances in Library and Information Science. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7065-3.ch009.

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The upward trend in online graduate degrees, the mobility of graduate students, and the increase in the number of dissertations completed at a distance from universities poses several challenges for faculty who supervise research virtually, students being mentored virtually, and institutions invested in the quality of doctoral education. At the same time, emerging communication technologies present new opportunities for mentoring approaches that build upon those used in traditional on-campus environments. Based on qualitative research with 29 graduates who completed their dissertations at a distance, this chapter presents a framework for the e-mentoring of research and dissertations that encompasses strategies and support at the institutional, mentor, small group, and mentee levels.

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Saltiel, Iris M., Maria Martinez Witte, and James E. Witte. "Supervising Projects and Dissertations." In Handbook of Research on E-Learning Applications for Career and Technical Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch014.

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Supervising projects and dissertations within Career Technical Education requires a complimentary medley of skills, strategies and technologies appropriate for the intended learning outcomes. As the communication mechanism has evolved – the task has changed. The interpersonal dynamics of supervision conducted through electronic means is more complex and intricate. Technology presents challenges on behalf of both faculty and students engaged in a project or dissertation. Difficulties for faculty include the time technology takes to use, and adapting class materials that do not count towards promotion or tenure. Student concerns include not having the right technological equipment and being isolated. Faculty supervising projects and dissertations are using more innovative strategies such as online resources and working with students in groups.

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Starr-Glass, David. "E-Mentoring." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch070.

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Mentoring involves the creation of a relational bond between a more and a less experienced person in order to advance the learning, socialization, and aspirations of the less experienced partner. Traditionally, mentoring has been conducted through face-to-face meetings, which promote optimal social connectedness, interpersonal attachment, and growing trust and confidence. The limited availability of local mentors, a desire for better mentor-mentee matching, and a concern for flexibility and inclusion have all resulted in attempts to distance the mentoring process. Electronic mentoring (e-mentoring), which uses computer-mediated communication technologies to link the partners, has provided logistical and pragmatic benefits. However, mentoring relies on strong relational bonds and social exchange dynamics, both of which are potentially weakened by social, psychological, and cognitive distance. This chapter explores the dynamics and process of mentoring and how these are altered in e-mentoring. Specifically, it examines transactional distance, distancing the locus of experience, and national culture differences between mentor and mentee. These impacts on e-mentoring are explored and recommendations for practice are presented, as are considerations for the future directions of e-mentoring in educational and organizational programs.

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Colomo-Palacios, Ricardo, Alok Mishra, Cristina Casado-Lumbreras, and Pedro Soto-Acosta. "E-Mentoring in Global Software Development Teams." In Multiculturalism in Technology-Based Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2101-5.ch010.

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Global Software Development (GSD) teams face communication and coordination problems due to spatial, temporal, and cultural separation between team members. Cultural diversity and cross-cultural management are significant issues among GSD teams. In software development projects, mentoring dramatically reduces the learning curve for novice human resources. Due to the large amount of electronic communication instruments, a remarkable number of different e-Mentoring concepts have emerged, which provides opportunity for mentoring that would not otherwise be possible. This chapter presents key success factors to enable e-Mentoring as a tool to develop a common culture in GSD scenarios. These success factors enable the correct application of mentoring programmes and the use of this to build a common culture in organizations that perform GSD.

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Chakravarty, Rupak. "Status of Electronic Thesis and Dissertations (ETDs) in India." In Advances in Library and Information Science. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5840-8.ch003.

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INFLIBNET (information library network) has gradually emerged as the backbone of the higher education sector of India. The remarkable initiatives taken by the INFLIBNET strive for strengthening and supporting information needs of the students, scholars, teachers, scientists, and peers. Scholars all around the world would be thankful to the INFLIBNET for their marvelous and ambitious project in the direction of bringing millions of theses and dissertation under the umbrella of OA. With 166,675 full-text ETD items and growing, it qualifies to be called a massive digital library (MDL). This chapter discusses the salient features, significance, and implications of the Shodhganga. It also discusses Shodhgangotri, a database consisting of approved research proposal submitted by the research scholars. The chapter concludes with discussion on the evaluation report of the Shodhganga website with the web-analyzer software Nibbler.

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Heikkinen, Hannu L. T., Matti Pennanen, Ilona Markkanen, and Päivi Tynjälä. "A Brief History of the Peer-Group Mentoring Model in Finland: Struggling for Space in a Contested Niche." In New Teachers in Nordic Countries - Ecologies of Mentoring and Induction. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.105.ch5.

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The aim of this article is to introduce and reflect on the development of mentoring in Finland as implemented in the form of the Peer-Group Mentoring (PGM) model. Firstly, the main characteristics and principles of the PGM model are introduced, after which experiences from implementing the model are analysed based on a literature review. We examine the following research questions: (1) How have the mentoring practices of newly qualified teachers developed towards the PGM model within the educational ecosystem in Finland? (2) How has the PGM model found its relational space (‘ecological niche’) in this ecosystem? and (3) How has PGM been experienced by mentors and mentees in terms of professional learning and well-being? Theoretically, our examination is based on an ecosystemic view: we see mentoring as an integral element of teachers’ professional development, which, in turn, is an integral part of the education ecosystem. Our methodological approach is a systematic review of mentoring research in Finland over the period 2004–2019. The research material consists of policy documents, research reports, peer-reviewed articles and doctoral dissertations. Our research: (1) demonstrates how mentoring has evolved gradually from traditional one-to-one mentoring towards a reciprocal, collegial and dialogic approach; (2) shows how the PGM model has inhabited its niche in the ecosystem of education; and (3) presents how PGM has been experienced by mentors and mentees. The main challenge in applying the model is the lack of national agreement concerning the organisation of mentoring. Applying the concept of learning ecology, mentoring can be seen as struggling for a niche within initial teacher education and in-service training. Finding a sustainable solution for mentoring therefore requires developing the ecosystem as a whole and allowing growing space for mentoring as an integral part of the education ecosystem.

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Eisenschmidt, Eve, and Katrin Poom-Valickis. "Induction in Estonia: Over Fifteen Years of Experience – Successes and Struggles." In New Teachers in Nordic Countries - Ecologies of Mentoring and Induction. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.105.ch4.

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This article gives a brief historical perspective of how the induction programme for newly qualified teachers was launched in Estonia. The induction programme was the result of a combined effort from universities, schools and policymakers. A pilot study was carried out in the academic year 2002/2003. The following year, a group of educators and researchers from Tallinn and Tartu Universities analysed the results, improved the implementation model, and in 2004 launched the programme with the support of the Ministry of Education and Research throughout Estonia. In this paper, we introduce the theoretical framework, the roles of different parties to the induction programme, and analyse the implementation process in order to find answers to the following questions: Firstly, what are the developments and challenges in the Estonian induction programme? Secondly, what are the perspectives for the induction programme in the future? The methodological approach reviewed policy documents, research articles and doctoral dissertations on induction from 2004–2019. The analysis showed that close cooperation between parties was required to achieve a successful launch, but it seems that the main responsibility for implementation was left to the universities, who were seen as a party highly interested in the continuity of teacher education. Moreover, the execution and quality of mentoring varies among the schools, which can be a problem for new teachers. Based on research evidence and the current situation in teacher education, we will endeavour to give a forward-looking view on how to support beginning teachers in Estonia.

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Clouse, Nancy K. Gagen, Sandra R. Williams, and Roberta D. Evans. "Developing an Online Mentoring Program for Beginning Teachers." In Adaptation, Resistance and Access to Instructional Technologies. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-854-4.ch024.

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If schools are to retain well-qualified and much needed new teachers, it is important that teachers are provided a variety of resources for helping them through the transition from pre-service education to the classroom. An electronic mentoring program that provides school administrators and teachers a connection to a wide spectrum of professional contacts without the constraints of time and distance can be a valuable tool for the retention and professional development of this precious human resource. The leadership role for an electronic mentoring program calls for a unique combination of in-depth knowledge of the developmental needs of beginning teachers, a plan for development of an online program based on knowledge of the necessary program components, an understanding of professional development and adult learning, skills to effectively communicate online, and the ability to work in a collaborative, facilitative, and ever-changing environment.

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Leggett-Robinson, Pamela M., and Brandi Campbell Villa. "Navigating the Landscape of the STEM Professoriate." In Women's Influence on Inclusion, Equity, and Diversity in STEM Fields. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8870-2.ch002.

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In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

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Leggett-Robinson, Pamela M., and Brandi Campbell Villa. "Navigating the Landscape of the STEM Professoriate." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8547-4.ch003.

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In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

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Conference papers on the topic "Mentoring in education. Electronic dissertations"

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Ntshinga, Wonga Linda. "CHOREOGRAPHY OF ELECTRONIC-MENTORING USING INTELLIGENT E-SERVICES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2090.

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Cady, Elizabeth T., and Simil Raghavan. "Work in progress: Engaging new PIs using an electronic mentoring system." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462338.

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Zhao, Shengmei, Le Wang, and Wei Li. "An Improvement of Mentoring Scheme for Young Teachers in Electronic and Communication Engineering." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9226025.

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Miliszewska, Iwona, Anne Venables, and Grace Tan. "Improving Progression and Satisfaction Rates of Novice Computer Programming Students through ACME - Analogy Collaboration Mentoring and Electronic Support." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3231.

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The problems encountered by students in first year computer programming units are a common concern in many universities, including Victoria University. As a fundamental component of a computer science curriculum computer programming is a mandatory unit. It is also one of the most challenging units for many commencing students who often drop out from a computing course as a consequence of having failed, or performed poorly, in an introductory programming unit. This paper reports on a research project undertaken to develop and implement a strategy to improve the learning outcomes of novice progr

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Reports on the topic "Mentoring in education. Electronic dissertations"

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education jo

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