Relevant bibliographies by topics / Secondary school mentoring

Contents

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

Academic literature on the topic 'Secondary school mentoring'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Secondary school mentoring"

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Gathara, Peter M. "Continuing Professional Development (CPD) For Secondary School Teachers." Msingi Journal 1, no. 1 (August 2, 2018): 205–40. http://dx.doi.org/10.33886/mj.v1i1.62.

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The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student population, changing paradigms in teaching and learning together with the changing expectations about the quality of education that are occurring at an unexpected rates. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills and techniques. Therefore, CPD through mentoring plays an important role in teacher improvement geared towards classroom practices. This paper has highlighted the plight of secondary school teachers and the need for teachers to be involved in CPD. The methodology involved a vertical case mixed study approach design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. Twelve secondary schools in Kirinyaga County were sampled for the survey while six others were subjected to an in-depth casestudy. The data analyzed indicated the importance of mentoring and involvement of other stakeholders in provision of CPD as laid out by the education policies. As the study indicates, there are several challenges‘ that are experienced by teachers in their quest for mentoring. In the light of these findings, mentoring of teachers can play an important role in improvement of classroom practices and the school as a whole. For the attainment of Vision 2030 teachers should be supported at the school level so that they can participate in and complete the programmes of mentoring that take place especially where young and newly recruited teachers are involved.
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Goodrich, Andrew. "Peer Mentoring in a High School Jazz Ensemble." Journal of Research in Music Education 55, no. 2 (July 2007): 94–114. http://dx.doi.org/10.1177/002242940705500202.

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The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz band. Five themes emerged: (a) mentoring from the adult perspective, (b) peer mentoring for musicianship, (c) mentoring in rehearsals, (d) mentoring outside jazz band rehearsals, and (e) social mentoring. Suggestions for teacher educators include supporting, developing, and implementing peer mentoring, which can aid directors in instruction and rehearsal efficiency.
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Crawford, Ruth, Kathy Monson, and Judy Searle. "Mentoring tertiary students from a secondary school incubator programme focusing on health careers." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 424–38. http://dx.doi.org/10.1108/jarhe-02-2015-0012.

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Purpose Developing the health workforce is an ongoing concern, especially in New Zealand, where Māori and Pasifika populations are under-represented. Programme Incubator (PI) was developed by a health provider to raise awareness of careers in the health sector. The purpose of this paper is to report on a study undertaken in a tertiary institution which involved tracking and mentoring students who had been engaged in PI, and mentoring them through their tertiary studies. Design/methodology/approach In total, 40 students (n=40) were recruited into the four year study, which involved a survey and participating in focus groups. Findings PI was found to be an effective initiative of encouraging secondary students to enter a career in health, but more work is needed to facilitate students’ choice of tertiary provider and academic programme. Within the tertiary sector, mentoring was found to be lacking. Originality/value Group mentoring and peer mentoring are introduced to mitigate these concerns and provide students with the mentoring support they require.
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May, Judy Jackson, Diane Conway, and Andrea D. Guice. "Follow the Money or Follow the Mentors?" Journal of Urban Learning, Teaching, and Research 16, no. 1 (March 9, 2021): 118–25. http://dx.doi.org/10.51830/jultr.14.

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Since the passage of the Elementary and Secondary Education Act of 1965, over 300 billion dollars have been funneled to schools through Title I funds. Qualifying school districts receive Title I funds to address disparities between disadvantaged students' academic achievement and their less impoverished peers. Substantial research has focused on the impact of funding and other significant factors on student achievement. One such significant factor impacting student achievement is chronic absenteeism, which is associated with lower student performance. Students from disadvantaged environments are more likely to miss school than students from higher-income families. This causal-comparative examination investigates the effects of a mentoring program on disadvantaged students in an urban secondary school. The findings reveal that students participating in mentoring for extended periods demonstrate significantly fewer absences, resulting in higher grade point averages. These findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement.
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Cliffe, Joanne, Kay Fuller, and Pontso Moorosi. "Secondary school leadership preparation and development." Management in Education 32, no. 2 (March 21, 2018): 85–91. http://dx.doi.org/10.1177/0892020618762714.

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In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented to men and women in secondary school leadership teams (SLTs). Drawing on interview data from a British Educational Leadership, Management and Administration Society funded investigation, we report on leadership preparation and development opportunities, aspiration to headship, headteachers’ support of ‘in house’, regional and national preparation programmes, coaching and mentoring involvement as well as access to formal and informal networks. Our analysis of SLTs as sites of potential for headship demonstrated some variability in women’s and men’s reported experiences. Accredited courses, higher degrees and workplace-based preparation provided access to leadership preparation and development opportunities; access was not transferrable from school to school. We identified a fragmented system and suggest policy and cultural changes to allow SLTs to offer inclusive and sustainable opportunities for succession planning.
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AMSALU, BELAYNEH. "Assessing the Practices of School-based English Mentoring: The Case of Four Government Secondary Schools in West Gojjam Zone." Journal of World Englishes and Educational Practices 3, no. 3 (March 30, 2021): 01–14. http://dx.doi.org/10.32996/jweep.2021.3.3.1.

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The main purpose of this study was to explore EFL teachers’ practice on school-based English mentoring on four selected government secondary schools in West Gojjam Zone. To put this in to effect, descriptive survey design was used. To collect data 16 experienced EFL teachers who are assigned to lead the mentoring role and 36 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as a source of data. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants respectively. Whereas, comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low. The literature in the field suggests that less-experienced teachers’ learning to teach can be facilitated through the constructive support and advice of experienced teachers within a collaborative learning environment. However, this research highlights there is a loose interaction among the stakeholders of the mentoring practice – mentors, mentees and school administrators. And finally based on the findings of the study, some possible suggestions were recommended to responsible bodies.
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Patrick M., Wambua,, Kalai, Jeremiah M., and Okoth, Ursula, A. "Principals’ Use of Student Mentorship Programmes and Students’ Discipline in Secondary Schools in Machakos County, Kenya." European Scientific Journal, ESJ 13, no. 28 (October 31, 2017): 38. http://dx.doi.org/10.19044/esj.2017.v13n28p38.

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Studies have advocated for participatory governance in education (Kindiki, 2009, Tikoko& Kiprop, 2011). There is however a dearth of literature on use student mentoring in relation to discipline. The purpose of this study was investigating principals’ use of student mentorship programmes and students’ discipline in secondary schools in Machakos County, Kenya. The study sought to establish the focus of student mentoring and determine significant relationships existed between principals’ use of successful alumni, mentoring on ethical living and students’ discipline in secondary schools. The study used systems theory by Ludwig Bartalanffy which postulates that schools are part of the environment in which they operate and influence and get influenced by other systems. Questionnaires for principals and student leaders were used. Cross-sectional survey design was adopted with a target population of 354 secondary schools principals and 4602 student leaders. Probability sampling was employed and stratified proportionate random sampling was used. A sample of 118 secondary school principals and 1534 student leaders were sampled and the return rate consisted of 101(85.6%) principals, 100 teachers (100%) and 1433(93.4%) student leaders. Frequencies, percentages and Means were used to compare various forms of mentoring while correlation coefficients were used to determine the strengths of the association between the various participatory practices and establish if statistically significant or not. Student mentoring was practised in 66.3 per cent of schools with attendant reduced cases of indiscipline. There was a strong correlation between use of successful alumni, mentoring on academic excellence, mentoring on ethical living and student discipline.
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Keengwe, Jared, and Emmanuel Adjei Boateng. "Induction and Mentoring of Beginning Secondary School Teachers: A Case Study." International Journal of Education 4, no. 2 (June 25, 2012): 250. http://dx.doi.org/10.5296/ije.v4i2.1402.

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The purpose of this study was to examine the experiences of beginning secondary school teachers in Ghana: their challenges, induction process, and the support available for them, and identify the need for a formal induction and mentoring policy for beginning teachers. Beginning secondary school teachers reported many challenges including delayed payment of salaries, problems with classroom management and assessment, and inadequate learning materials. The findings suggest that beginning teachers were not properly inducted into the teaching profession. Therefore, there is need for the government to create formal induction and mentoring policy for beginning teachers.
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Minnehan, Judy S., and Billie S. Strunk. "From Aids to Zoo: Academic Mentoring in a Secondary School." Gifted Child Today Magazine 15, no. 3 (May 1992): 43–45. http://dx.doi.org/10.1177/107621759201500312.

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Želvys, Rimantas, and Sonata Čigienė. "Management of the Mentoring Process in Vilnius City Secondary Schools." Pedagogika 123, no. 3 (September 2, 2016): 55–66. http://dx.doi.org/10.15823/p.2016.33.

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The importance of mentorship in the field of education is disclosed by the projects under implementation or already implemented where the activities related to the development of mentorship in the educational system of Lithuania are depicted. However, the activity of the mentor himself/herself is prevailing in the mentorship researches as well as in practice. The activity and possibilities of manager in the process of mentorship are not analyzed or analyzed only episodically. The aim of this study is to find out whether the schoolmasters manage the process of mentorship and which possibilities of it they use and to prepare recommendations for schoolmasters in the field of mentorship based on the results obtained. The following scientific problem is formulated: what are the possibilities of the managers to manage the process of mentorship as the tool to implement the aims of the organization and the effect to the employees; what would be the use of it, what are the forms of possible organization. This attitude to mentorship from the position of manager is not much analyzed until now. The aim of the study – to disclose the activity of the manager in the process of mentorship in secondary schools of Vilnius city. Tasks: 1. Describe the process of mentorship under analysis. 2. Review the possibilities and needs of the manager to use mentorship as the tool of education of employees and formation of microclimate of school. 3. Reveal the activity of the manager in the process of mentorship in secondary schools of Vilnius city. Object: the activities of managers of secondary schools of Vilnius city in the process of mentorship in 2013–2014. Hypothesis: H1 – in cases mentorship is regulated at school the results achieved are clear and can be evaluated. H2 – in cases the manager is prepared and participates in the process of mentorship the results achieved correspond to the targets set. Methods of research: analysis of scientific literature and documentation of the field of education, questionnaire, partly structural interview, data analysis, summarizing and explication. The process of mentorship and the possibilities of the manager to use it in his/her activities are described in the study. The quantitative and qualitative research revealing the spread of mentorship its forms, target group, participation of managers and attitude to the possibilities of mentorship in the secondary schools of Vilnius city. The research showed the following: • The mentorship process for the young as well as experienced employee at school is wide spread, nevertheless, the level of this activity is different; • The mentorship could be used for the development of young as well as experienced employees (in the problematic or new fields), also for the development of mentors and formation of microclimate. • Active participation of the manager in the process of the mentorship determines focused mentorship, more precise compliance of the results to the ones planned; During the research hypothesis H1 and H2 were confirmed.
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Dissertations / Theses on the topic "Secondary school mentoring"

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Cuthbert, Michele B. "Mentoring in an independent secondary school : teacher professionalism explored." Thesis, Open University, 2013. http://oro.open.ac.uk/49074/.

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This thesis investigates the influence that teacher professionalism has, at an Independent Secondary School, on formal and informal mentoring of new teachers. It attempts to elucidate the extent to which experienced teachers see mentoring their new colleagues in the classroom embedded within their own professional conduct and development. Data is collected through interviews and a focus group. A Corbin-Strauss grounded theory methodology is adopted to develop a substantive theory of mentoring practices within an Independent Secondary School setting (Corbin and Strauss, 2008). The analysis is organised with the assistance of the software QSR NVIVO 9. Analysis of the data is done through a Conditional Relationship Guide which reveals four processes: A Culture of Support that stimulates Professional Development, which in turn encourages Professional Engagement, providing a platform for Bespoke Mentoring; together with evidence of a supportive culture. These processes are placed on a Reflective Coding Matrix as described by Scott (2004). The Reflective Coding Matrix helps to visualise the properties, processes and dimensions of the core category of Teacher Professionalism within an Integrated Culture. All the work of analysis is then integrated through writing a story line that interprets and refines the theory, illustrated by a Conditional Matrix. The emerging conclusions have implications for how qualified and unqualified teachers should be supported within their first years of teaching, as well as the nature of the ongoing support they provide for their colleagues and receive themselves, throughout their teaching careers. Professional recommendations call on Induction coordinators or teachers in charge of the mentoring structure at a school to take more of a pervasive role in the employment, integration and mentoring support of new teachers. This original contribution to the current body of mentoring research may be transferrable to other Independent and State Schools.
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Husk, Michael John. "Case studies of school-based conference mentoring of trainee teachers by cotutor mentors." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302634.

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Neal, Linda Elizabeth. "An exploration of how newly established secondary school headteachers engage with coaching and mentoring in their first year in post." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/c165deec-cce7-4707-3181-3cfb6653f2a0/1.

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Mentoring for secondary school headteachers in their first year in post was first proposed as a systematic strategy in the 1980s following research into the first years of headship (Weindling and Earley, 1987). Coaching and mentoring were introduced as part of a response to the concern that new headteachers were not sufficiently prepared before taking up the post. Coaching and mentoring are now incorporated into all National College for School Leadership (NCSL: currently the National College for the Leadership of Schools and Children‟s Services) leadership programmes. However, there is a dearth of current research exploring how secondary school headteachers use coaching and mentoring in their first year in post. Systematic reviews show that previous research has generally focused on improving coaching and mentoring schemes and thus is mainly evaluative. In contrast, this study focuses on the headteacher perspective. The study works within a social constructivist paradigm, taking a grounded theory approach because of the dearth of available theory. Data were collected from six newly appointed secondary school headteachers. Each was interviewed three times during their first year in post. After transcription each interview was analysed and coded and the results informed subsequent interviews. NVivo was used to manage the data and to develop codes. Preliminary findings were discussed with practising coaches and their comments contribute to the discussion. The study finds that new headteachers exercise significant agency in their coaching and mentoring engagements, including the choice of coach mentor, and the coach mentoring agenda. It finds that new headteachers seek coaching and mentoring beyond the assumed formal dyadic arrangements. Contributions to knowledge include the Confidence Loop model; three new models of coaching and mentoring; and a deeper questioning of the place the theory and practice of performativity should have in the coach mentoring relationship.
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Bennett, Cynthia D. Baker Paul J. "A case study of a high school advisor/mentoring program." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416859.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Richard L. Berg, Anita Curtis, George Padavil. Includes bibliographical references (leaves 134-136) and abstract. Also available in print.
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Mohamed, Gishma. "Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020347.

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During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.
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Fricke, Norma Irene. "The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11262009-002707.

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Geddes, Darlene. "A Case Study of the Impact of Peer-to-Peer Mentoring on Mentors in a Rural High School Setting." Thesis, Concordia University (Oregon), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249651.

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Existing research on peer-to-peer mentoring has focused mainly on cross-age peer mentoring with several years’ difference between mentor and mentees (Karcher, 2005, 2007; Lawon, 2014; Willis, Bland, Manka, & Craft, 2012) and the impact of peer mentoring on the mentee. I aimed to examine the relationship of participating in a high school based peer-to-peer mentoring program and the impact on the high school upperclassmen mentors in this study. School is a social organization where peers can develop school connectedness and expand their prosocial skills and through their social networks increase social capital. The impact of peer mentoring programs on high school peer mentors is an area that has not been sufficiently investigated. The current exploratory case study used data from surveys, interviews, and field notes to understand the experiences of mentors and the impact of peer mentoring in a high school mentoring program on these mentors in terms of their school connectedness, social capital, and prosocial skill development. Researchers have identified increases in mentees who are involved in peer mentoring programs (Karcher, 2005, 2007). Further research is needed to investigate the impact of these social connections on high school peer mentors. In this study, data was collected from the Hemingway Survey, mentor interviews, and field notes. Findings of this study support the conclusion that the peer mentors’ prosocial skills of school involvement, school connection, and social capital increased as a result of participating in a peer-to-peer mentoring program. Additionally, mentors did not report identifiable differences between matches that were same gender or different genders. Results from this study demonstrate the impact of increases in the development of prosocial skills and social capital in peer mentors.

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Frazier, Mike. "An Evaluation of Perceptions of a Mentoring Program of Beginning Teachers in a Rural East Tennessee Secondary School." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2139.

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Teachers, especially beginning teachers, continue a trend of leaving the profession at alarming rates within the first 5 years resulting in excessive costs to school systems and diminished instructional quality. Some programs, however, have shown impressive results. The purpose of this qualitative study, using an emerging interview process, was to examine the perceptions of beginning teachers in their 1st or 2nd year and those of veteran 3- to 5-year teachers regarding the effectiveness of mentoring and other guidance they received as beginning teachers in a secondary school and to understand their vision of how mentoring should be structured for beginning teachers. Specifically, the study addressed satisfaction with 1st year experiences specially designed to support the personal and professional well-being of beginning teachers. The study included 8 beginning teachers, 7 of whom had received mentoring in their first year of teaching and 1 who had received no mentoring and 13 veteran teachers, 7 of whom had received mentoring in their first year of teaching and 6 who had received no mentoring. The study was conducted in a secondary school in rural East Tennessee. Findings of the study are congruent with the literature in terms of perceptions of both beginning and veteran teachers regarding effectiveness of their mentoring experiences and recommendations for enhancing mentoring programs. Most beginning and veteran teachers indicated that mentoring could be helpful given certain conditions such as motivational support, encouraging communication, routine guidance in day-to-day school operations and mentor/mentee compatibility. Some said they felt that their own mentoring experiences actually helped them to remain in the profession. However, obstacles to effective mentoring such as lack of adequate time, lack of physical mentor/mentee proximity, lack of mentor interest in the process, and lack of mentoring skills were identified. Recommendations of beginning and veteran teachers for enhancing mentoring program effectiveness include using only those teachers who have a real interest in mentoring, matching mentor/mentee personalities for compatibility, creating clear guidelines and providing dedicated time for mentoring, logistically arranging mentors/mentees in close proximity, and providing appropriate mentor/mentee training.
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Wilson, Barry Lee. "The dual role of a non-tenured teacher as a mentor and mentee in a public secondary school in Alabama a case study /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/wilson.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.
Additional advisors: John A. Dantzler, Rose Mary Newton, Jerry Patterson, George Theodore. Description based on contents viewed June 3, 2009; title from PDF t.p. Includes bibliographical references (p. 103-112).
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Davenport, Courtney K. "Cross-age peer mentoring for at-risk youth| A grant proposal project." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523095.

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The purpose of this project was to develop a grant proposal and identify a potential funding source for the purpose of expanding a cross-age mentoring program to increase school participation and decrease dropout rates of students in one high school and middle school in San Antonio, Texas. The program is designed to target and strengthen non-academic factors such as family connectedness, community involvement, and self-esteem which have been shown to contribute to school dropout rates. An extensive literature review increased knowledge about dropout rates among Hispanics and individuals who come from economically disadvantaged backgrounds and provided information about evidenced-based mentoring programs that the grant writer then used to design a best-practice program. A search for potential finding sources via the internet resulted in the selection of Kronkosky Charitable Foundation as the best funding source for this project. A grant was then written to support the expansion of a cross-age mentoring program at Harlandale High School and Harlandale Middle School in San Antonio, Texas.

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Books on the topic "Secondary school mentoring"

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1949-, Davison Jon, and Moss John 1957-, eds. Subject mentoring in the secondary school. London: Routledge, 1997.

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James, Arthur. Subject Mentoring in the Secondary School. London: Taylor & Francis Inc, 2004.

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Salehjee, Saima, ed. Mentoring Science Teachers in the Secondary School. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308.

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Capel, Susan, and Julia Lawrence. Mentoring Physical Education Teachers in the Secondary School. Edited by Susan Capel and Julia Lawrence. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444.

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Hazel, Hagger, and Burn Katharine, eds. The management of student teachers' learning: A guide for professional tutors in secondary schools. London: Kogan Page, 1994.

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Writing outside the lines: Developing partnerships for writers. Portsmouth, NH: Boynton/Cook Publishers, 1997.

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Brooks, Val. The good mentor guide: Initial teacher education in secondary schools. Buckingham [England]: Open University Press, 1997.

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Arthur, James, Jon Davison, and John Moss. Subject Mentoring in the Secondary School. Routledge, 2002. http://dx.doi.org/10.4324/9780203441299.

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Hickman, Debbie, ed. Mentoring English Teachers in the Secondary School. Routledge, 2019. http://dx.doi.org/10.4324/9780429490477.

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Mentoring Physical Education Teachers in the Secondary School. Taylor & Francis Group, 2018.

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Book chapters on the topic "Secondary school mentoring"

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Everley, Suzie. "Why mentoring?" In Mentoring Physical Education Teachers in the Secondary School, 20–34. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-3.

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Golder, Gill, Alison Keyworth, and Clare Shaw. "Models of mentoring." In Mentoring Science Teachers in the Secondary School, 11–21. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-3.

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Golder, Gill, Alison Keyworth, and Clare Shaw. "Models of mentoring." In Mentoring Physical Education Teachers in the Secondary School, 9–19. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-2.

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Day, Stephen P. "Holding weekly mentoring meetings." In Mentoring Science Teachers in the Secondary School, 137–51. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-12.

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Mellor, Peter. "Collaborative approaches to mentoring." In Mentoring Physical Education Teachers in the Secondary School, 95–108. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-9.

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Salehjee, Saima. "Introduction." In Mentoring Science Teachers in the Secondary School, 1–7. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-1.

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Findlay, Morag, Saima Salehjee, and Stavros A. Nikou. "Supporting beginning science teachers to teach and evaluate their lessons." In Mentoring Science Teachers in the Secondary School, 93–115. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-10.

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Findlay, Morag. "Pre-lesson discussions, lesson observation and post-lesson discussions in mentoring beginning science teachers." In Mentoring Science Teachers in the Secondary School, 116–36. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-11.

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Allen, Michael, and Simon Parry. "Supporting beginning teachers to develop pedagogical content knowledge." In Mentoring Science Teachers in the Secondary School, 155–70. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-14.

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Watts, Mike. "Supporting beginning teachers to cope with contingencies." In Mentoring Science Teachers in the Secondary School, 171–82. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-15.

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Conference papers on the topic "Secondary school mentoring"

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Busse, H., R. Campbell, and R. Kipping. "P60 How can mentoring programmes for young people in secondary schools in the united kingdom be classified? developing a typology using qualitative methods." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.161.

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