Relevant bibliographies by topics / Mentoring in education Victoria Case studies

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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 Victoria Case studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Mentoring in education Victoria Case studies"

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L Geesa, Rachel, Kendra Lowery, and Kat McConnell. "Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students." International Journal of Doctoral Studies 13 (2018): 471–95. http://dx.doi.org/10.28945/4148.

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Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the
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Cain, Tim. "Mentoring trainee music teachers: beyond apprenticeship or reflection." British Journal of Music Education 24, no. 3 (2007): 281–94. http://dx.doi.org/10.1017/s0265051707007589.

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This article explores the theoretical concepts of ‘apprenticeship’ and ‘reflection’ in Initial Teacher Education music mentoring. It presents two case studies of Secondary music mentoring and relates these to the theoretical concepts. The article argues that a more integrated view of music mentoring might be provided with reference to Kolb's (1984) theory of experiential learning.
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Wang, Jian, and Sandra J. Odell. "Mentored Learning to Teach According to Standards-Based Reform: A Critical Review." Review of Educational Research 72, no. 3 (2002): 481–546. http://dx.doi.org/10.3102/00346543072003481.

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This article analyzes literature on mentored learning to teach in ways consistent with the standards reform movement. It suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring practices promote novices’ retention but may not support their learning to teach. Although mentoring practices alone cannot be expected
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Pennanen, Matti, Laurette Bristol, Jane Wilkinson, and Hannu L. T. Heikkinen. "What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia." Pedagogy, Culture & Society 24, no. 1 (2015): 27–53. http://dx.doi.org/10.1080/14681366.2015.1083045.

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Suchana, Afroza Aziz. "Mentoring at Tertiary Level Education: A Tool to Exceed Students' Problems." Shanlax International Journal of English 7, no. 4 (2019): 11–17. http://dx.doi.org/10.34293/english.v7i4.620.

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The study examines the role of mentoring to surpass the problems of tertiary level students. It includes both mentors’ and mentees’ views on mentoring. It explores how mentoring helps the mentor find out students’ problems and to provide them with emotional and instrumental support. Adapting the qualitative method, this research includes case studies of three different students of a private university of Bangladesh who had been facing various problems and shows how they overcame their obstacles. It exposes the difficulties and challenges of one fresher, one female and one minority student. The
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Gupta, Ankur, Ankita Nanda, Sahil Sawhney, and Adit Gupta. "Examining the Impact of Alumni Mentoring on Student Satisfaction and Engagement in Higher Technical Education." Journal of Engineering Education Transformations 38, IS2 (2025): 412–19. https://doi.org/10.16920/jeet/2025/v38is2/25050.

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Student mentoring is widely adopted in academia to build engagement and enhance achievement levels. Mentoring is typically carried out by faculty advisors at institutions and shown to be effective in different academic settings. For professional development and enhancing career skills, mentoring of students by alumni has rapidly gained traction, due to its effectiveness. Alumni mentoring is now an established best-practice at all the top universities globally and is being replicated across institutions. However, very few case studies on the implementation and effectiveness of Alumni Mentorship
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Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.

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This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.
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Forbes *, Cory T. "Peer mentoring in the development of beginning secondary science teachers: three case studies." Mentoring & Tutoring: Partnership in Learning 12, no. 2 (2004): 219–39. http://dx.doi.org/10.1080/1361126042000239956.

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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on r
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Rockinson-Szapkiw, Amanda, Jessica Herring Watson, Jackie Gishbaugher, and Jillian L. Wendt. "A case for a virtual STEM peer-mentoring experience for racial and ethnic minority women mentees." International Journal of Mentoring and Coaching in Education 10, no. 3 (2021): 267–83. http://dx.doi.org/10.1108/ijmce-08-2020-0053.

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PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HB
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Dissertations / Theses on the topic "Mentoring in education Victoria Case studies"

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Hill, Lynn T. "Mentoring partnerships in early childhood education: three case studies." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/40731.

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This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants wh
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Hill, Lynn Thomas. "Mentoring partnerships in early childhood education : three case studies /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-01242009-063105/.

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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.

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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced Certificate: School leadership that was introduced in 2007 by the National Education department as an entry qualification in the school principalship. The Advanced Certificate in Education: School Leadership is aimed at capacitating school leaders to address the challenges experienced by school principals. The primary objective of this study was to investigate whether the mentorship component of the course is experienced as a form of so
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Chen, I.-Lingh Luke. "Case study of a school-wide, one-on-one, teacher-student mentoring program in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176614.

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Youth need guidance to maximize their potentials, develop in a sound and well-rounded way, and steer clear of trouble. This is especially so nowadays, due to the complexity of today’s world as well as the greater exposure to a variety of influences that advances in communications technology have brought with them. However, familial trends are such that less rather than more guidance might be available through the home or extended family today. Schools have taken on the brunt of providing this guidance through a variety of guidance programs. One way a particular secondary school in Hong Kong p
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Harris, Shelley B. "A value-added approach to determine the relationships of mentoring to novice teacher classroom effectiveness." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9773/.

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The purpose of the study was to determine the relationship between scores of the new teachers' classroom effectiveness with numerical indexes of mentor support, mentor infrastructure, and workplace ecology. In addition, this study sought to determine the effect of various demographics (i.e., gender, age, race, degree, teaching level, and certification route) on the Classroom Effectiveness Index (CEI) scores of first-year teachers, and to determine the differences, if any, between the Classroom Effectiveness Index scores of first-year teachers who remained on campus, switched campuses, or left
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Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.

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With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perf
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.

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Jackson, Michael Parrish. "The Common Ground: Case Studies and Portraits of African American Male Mentors and High Performing Mentees at an HBCU." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397729125.

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DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.

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In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a stu
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Books on the topic "Mentoring in education Victoria Case studies"

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Fennell, Bernadette. Mentoring in community education: A case study. [WERRC], 2003.

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Felice, Alessandra, and Alessandra Tagliavini. CAMEO: Comparazione ed analisi del mentoring in Europa. F. Angeli, 2004.

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Mullen, Carol A. The handbook of formal mentoring in higher education: A case study approach. Christopher-Gordon Publishers, 2008.

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Judith, Schulman, Colbert Joel A, and Far West Laboratory for Educational Research and Development., eds. The Intern teacher casebook. Far West Laboratory for Educational Research and Development, 1988.

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Corporation, Australian Broadcasting, ed. With its hat about its ears: Recollections of the bush school. Published by ABC Enterprises for the Australian Broadcasting Corp., 1989.

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1955-, Berg Gary A., ed. Cases on online tutoring, mentoring, and educational services: Practices and applications. Information Science Reference, 2010.

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1955-, Berg Gary A., ed. Cases on online tutoring, mentoring, and educational services: Practices and applications. Information Science Reference, 2010.

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Yendol-Silva, Diane. The reflective educator's guide to mentoring: Strengthening practice through knowledge, story, and metaphor. Corwin Press, a Sage Pub. Co., 2007.

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Gottesman, Barbara Little. Peer coaching in higher education. Rowman & Littlefield Education, 2009.

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Gottesman, Barbara Little. Peer coaching in higher education. Rowman & Littlefield Education, 2009.

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Book chapters on the topic "Mentoring in education Victoria Case studies"

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Pressick-Kilborn, Kimberley, Annie Agnew, and Sandra Moore. "Developing a Model of “Vertical” Professional Mentoring Across the Teaching Continuum." In Work-Integrated Learning Case Studies in Teacher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_16.

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Hadley, Fay, Iain Hay, Rebecca Andrews, and Vanessa Vale. "The Mentoring Role of Professional Experience Coordinators: Beyond a Sink-Or-Swim Discourse." In Work-Integrated Learning Case Studies in Teacher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_15.

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Yoo, Joanne, Kimberley Pressick-Kilborn, Kylea Dowling, Leanne van Vliet, and Daryl McKay. "Mentoring for a Positive Professional Experience: A Sydney Primary School and UTS Hub School Collaboration." In Work-Integrated Learning Case Studies in Teacher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_24.

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Howe, Nina, and Ellen Jacobs. "9. Elements of Mentoring: Two Case Studies of In-service Professional Development for Early Childhood Educators." In Recent Perspectives on Early Childhood Education in Canada. University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442662032-012.

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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce,
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"Case studies and critical incidents in mentoring." In Mentoring Teachers in Post-Compulsory Education. Routledge, 2012. http://dx.doi.org/10.4324/9780203815953-13.

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"Case studies and critical incidents in mentoring." In Mentoring Teachers in Post-Compulsory Education. David Fulton Publishers, 2014. http://dx.doi.org/10.4324/9781315831138-13.

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Farland-Smith, Donna. "Mentoring Girls in Science." In Innovative Professional Development Methods and Strategies for STEM Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9471-2.ch002.

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Content area specialists (scientists) are often recruited as mentors of students to address issues in science education. These scientists are frequently recruited to help with the teaching of science, however, quite often do not have the pedagogy skills needed to be role models for young children. Guidance in the selection appropriate mentors would help maximize the potential influence on students understanding of who does science, where science is done and what scientists do. This study illustrates six case studies of scientists as they worked with middle school girls and identifies five char
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Berger, Alyssa, Nicole R. Gustavsen, and Penelope Wood. "Feminist Co-Mentoring as Advocacy." In Research Anthology on Feminist Studies and Gender Perceptions. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4511-2.ch008.

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This chapter serves as a case study describing three science, technology, engineering, and mathematics librarians' processes, reflections, and growth through co-mentorship. The authors discuss the processes and limitations of traditional, hierarchical mentorship structures in academic libraries and outline their work moving beyond this model to create and maintain a feminist co-mentorship community. The peer mentorship model is intentionally non-hierarchical and works as a complementary support system alongside formal mentorship relationships. They outline the benefits of this model, which inc
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Seçkin, Zeliha, Alev Elçi, and Onur Doğan. "Digital Mentoring via Emerging Technologies." In Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8193-3.ch007.

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The COVID-19 pandemic accelerated the digital transformation era and the evolution from mentoring to e-mentoring. One of the groups most affected by this situation is the mentees doing graduate studies. In this context, e-mentoring enables the mentee and mentor to carry out their academic study using digital technologies in mutual interaction, regardless of time and geographical space. This study is designed as a case study of the qualitative research methods where the study group consists of graduate students. Five main themes and 14 sub-themes are determined from the interviews with mentees
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Conference papers on the topic "Mentoring in education Victoria Case studies"

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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. 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
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Santhosh, Malavika Elaveetil, Jolly Bhadra, Azza Saad, et al. "A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0180.

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The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school &amp; high school). Even though the E-STE
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Pérez Poch, Antoni, Jordi Torner Ribé, Daniel Ventura González Alonso, et al. "Challenge-based learning and the Barcelona ZeroG Challenge: A space education case study." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.001.

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Challenge-Based Learining is a STEM Education methodology that has been used as a collaborative and hands-on approach to encourage students to put their knowledge in practice by addressing real-life problems. Space Education is a field particularly suited to apply it, with hands-on research projects which require students to take actions and communicate their efforts in a multicultural, international scenario in order to produce an optimal response a specific goal. We herein present a successful Challenge-Based Learning Case Study which involves designing, implementing, and actually flying a m
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Schiopu, Lucia. "ENHANCING INTERCULTURAL COMMUNICATION COMPETENCE OF ENGLISH TEACHERS FOR INCLUSIVEEDUCATION." In Global Challenges Through the Prism of Rural Development in the Sector of Agriculture and Tourism GIRR 2024. Academy of Applied Studies Šabac, 2025. https://doi.org/10.46793/girr25.411l.

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This article examines the significance of teaching culture and intercultural communication in inclusive education and emphasizes the need for new teaching paradigms that equip educators with the skills to promote cultural and social integration in the classroom. Within this context there are revealed the pivotal pedagogical competences for teachers to support diverse learners and create inclusive environments. The article stresses the importance of empowering teachers to address cultural diversity in education through intercultural approach. This approach helps educators adapt teaching strateg
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Kröll, Martin, and Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.

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The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning sit
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Reports on the topic "Mentoring in education Victoria Case studies"

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Russell, Christina A. Centering Wellbeing: Advancing Social Emotional Learning for All. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/177.

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The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) a
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You, Saokeo Khantey, Alvin Leung, Leavsovath In, and Sopheak Song. A Quantitative Study on Entrepreneurial Intention of University Students in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.136.202301.

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Entrepreneurship is crucial to advancing the economy of Cambodia and fostering the development of society. The Royal Government of Cambodia has recognised the importance of entrepreneurship and included the promotion and entrepreneurship education in multiple policies and strategy. Universities and higher education institutes have been more active in providing entrepreneurship education (EE) as well as services and facilities to support startups in recent years. However, to date, there is very limited research on how young people in Cambodia perceive and prepare for entrepreneurial careers. Th
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