Dissertations / Theses: '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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Jones, Joshua Leland. "Learning to care| The influence of a peer mentoring program on empathy and moral reasoning in high school student mentors." Thesis, The University of Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663176.

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This investigation examines the effect of a peer mentoring service-learning program established by the University of Maine on empathy and moral reasoning. The methodology is qualitative in nature, using a semi-structured interview protocol and a conceptual framework based on the review of the literature. Mentoring, empathy and moral reasoning were the focus of the literature review, which revealed these two key components of social and emotional learning are associated with academic performance and pro-social behaviors in adolescence, and mentoring is a service learning modality associated with similar benefits.

Two rural high schools were recruited to participate in an innovative collaborative effort with the University of Maine. Volunteer mentors, screened by local guidance staff, were trained in peer mentoring theory, skills, and techniques in three all day workshops. Ongoing onsite guidance was provided by a University of Maine graduate school intern and on site counseling staff. Each mentor was assigned a mentee, whom they met with regularly throughout the school year. In the spring, twelve mentors, representing approximately half of the mentor population, was interviewed about their experiences and perceptions.

A conceptual framework was developed based on a detailed review of relevant literature. A semi-structured interview was based on this framework, which was then utilized to guide data collection in the interviews. The interview transcripts were coded and analyzed to detect the emergence of themes with high frequency and prevalence. Mentor profiles were also developed for each of the twelve mentors who participated.

The mentor profiles and findings from the interview thematic analysis were then compared and contrasted with the review of the literature, and the conceptual framework was refined into the final concept map. The findings support a strong conceptual connection between moral reasoning and empathy, mediated through the empathic connections of the mentors including family, friends, and mentees, as well as the various moral dilemmas that they encountered in their high school experience. The implications for conceptual development through research with adolescents is reviewed, as well as opportunities for future research to increase the effectiveness of service learning programs that develop social and emotional capacities in youth.

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Perry, Elaine. "A study investigating the impact of peer mentoring on pupils transitioning into secondary school who may be at risk of behavioural, emotional and social difficulties." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13517/.

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Transition to secondary school is almost always a significant period of worry and anxiety. Research has linked it to a number of negative outcomes for young people including lower self-esteem and self-concept and lower academic achievement. Previous literature suggests that peer mentoring can combat negative effects associated with transition. The study explored the use of peer mentoring to support pupils who may be at risk of developing social, emotional and behavioural difficulties following transition to secondary school. A pre-test post-test two-group randomised controlled trial investigated the impact on the Year 7 pupils. To examine the impact on Year 9 peer mentors, a pre-test post-test single group design was applied. The quantitative data from Strengths and Difficulties Questionnaires (SDQ), Resiliency Scales and school attendance was analysed using ANOVAs and t-tests. A questionnaire was used to explore pupil views of the scheme and analysed using thematic analysis. No significant impact was found from the quantitative measures for either mentees or peer mentors. Whilst pupils largely enjoyed the experience, this did not translate into a significant measurable impact. Both the control and intervention group significantly improved on a number of SDQ subscales suggesting pupils may naturally improve following transition. The main themes regarding the things most liked about peer mentoring included having someone to talk to and supporting others. Areas proposed which could improve future schemes included a better environment and more frequent sessions. The study had some methodological limitations including a relatively small sample size, limiting the generalisability of the results; however, results coincide with previous research and the researcher questions future use of peer mentoring without more thorough investigation. This thesis highlights the lack of and need for well-conducted research into interventions before they are widely implemented.

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Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

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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 perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.

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Ngwaru, Cathrine. "Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe." University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.

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Philosophiae Doctor - PhD ( Language Education)
Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.

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Washington, Michelle Latrice. "Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2772.

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The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction model based on technical pedagogy and collegial support to address teacher quality and attrition. The qualitative data were gathered through a series of interviews with 6 alternatively certified secondary education teachers using specific protocols. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. The results indicated that the participants perceived support from administrators and teacher leaders as important to their professional development and effectiveness. As a result of this study, a professional development training program was developed for the study site to assist educational leaders in providing an induction program. Implications for positive social change include for school and district administrators to have a better understanding of the challenges that alternatively certified teachers face; they may also appreciate the importance of providing administrator support to improve teacher effectiveness, retention, and ultimately student achievement.

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Christopher, Kristi Lynn. "A study of the perceptions of new and veteran elementary school teachers regarding stress factors that impact their careers." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0802104-221523/unrestricted/ChristopherK082404f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0802104-221523 Includes bibliographical references. Also available via Internet at the UMI web site.

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Hayes, Gail Lenore. "An Evaluation of a Staff Mentor Program for At-Risk Students in an Oregon High School: CAKE (Caring About Kids Effectively)." PDXScholar, 1998. https://pdxscholar.library.pdx.edu/open_access_etds/4278.

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This study examined the effect of a staff-mentoring program with students identified as at-risk of becoming early leavers. This mentoring program, Caring About Kids Effectively (CAKE), was implemented at a suburban secondary school in Oregon serving grades 9 through 12. The study of the CAKE program had four research components: (a) indicators of school success (GPA, attendance, and attitudes toward school) were compared between at-risk students and those not at-risk; (b) indicators of school success were analyzed over the time at-risk students were mentored to find any significant change; (c) indicators of school success and enrollment status at graduation was compared between students at-risk, with and without mentors; and (d) participants' perceptions of the mentoring program, using a researcher-constructed questionnaire given to mentees and mentors to determine activities that were successful and those which needed reevaluation. Using analysis of covariance, the findings showed: (a) a significant difference (p < .05) in attitudes, GPA, and attendance at the beginning of the study between two groups of students identified as at-risk and not at-risk; (b) a significant difference (p< .05) in attitude toward school at the end of Year 1 between those students at-risk with mentors scoring higher than at-risk without mentors and not at-risk students; (c) GPA and attendance declined for at-risk students, with or without mentors, although at-risk students with a mentor seemed to lessen the decline; and (d) no significant differences (E< .05) in GPA and attendance between at-risk with or without mentors, although more at-risk students with mentors continued in school or received GEDs after four years. Finally, students and staff agreed (75%) that they were “satisfied” that the mentor program helped at-risk students develop positive attitudes toward school; however, only half were satisfied concerning their participation, and felt that administrative support and time available to meet with students were crucial to the success of a mentor program. Based upon these findings, it was concluded that the CAKE staff-mentoring program had a positive influence on attitude toward school and retention of at-risk students.

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Powell, Jessica E. "What works? : a grounded theory of effective peer mentoring in secondary schools." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/15776/.

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The current research was carried out by a Trainee Educational Psychologist (TEP) between September 2013 and May 2015 in a large County in South-East England as part of a Doctorate in Child, Community and Educational Psychology. Using critical realism as a guiding epistemological position, the study sought to bring school based peer mentors and mentees voice to the forefront, by exploring their view of what works. The study aimed to offer a framework for understanding and developing peer mentoring relationships and inform safe and effective peer mentoring practice in secondary schools. This study was conducted using grounded theory methodology as a strategy of inquiry. Data was captured from semi structured interviews which were audio recorded, transcribed verbatim and analysed, assisted by MaxQDA. Purposive sampling was used to select nine participants from two secondary schools: of which 4 were peer mentors and 5 were mentees whom had participated in their schools peer mentoring programme during the academic year 2013/14. The BONDS model addresses the delivery of peer mentoring within the context of peer support interventions and secondary educational settings. The acronym ‘BONDS’ represents the data which emerged from grounded theory methodology as 5 integrated mechanisms which mediate effective peer mentoring. The model proposes that effective peer mentoring is synonymous with a nurturing experience characterised by ‘boundaries’ within peer mentoring, the ‘openness’ of the mentee to engage, the mentors abilities to build a safe and supportive relationship, the peer mentor and mentees ‘dual experience’ of the school system and ‘staff contact’ with mentors. This study adds to the limited body of research which explores the views of peer mentors and mentees engaged in peer mentoring programmes in the UK. The implications of the findings are discussed and good practice recommendations are made to inform the work of school staff, Educational Psychology services and other professionals working to support young people through school based peer mentoring. The limitations of the study are also addressed and suggestions are made for future research.

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Smith, Cheryl Yvette Isabel. "The role of mentoring in the professional development of educators at secondary schools." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52972.

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The study reports on an investigation into the role of mentoring in professional development and to understand how educators at secondary schools in Gauteng perceive and experience mentoring as part of their professional development. The primary research question that guided this study was to determine the role that mentoring plays in the professional development of educators. I used three sub-questions that focussed on educators perceptions and experiences of mentoring, the aspects of mentoring that contributed mostly to their professional development and the professional practice within the education sector in general. This qualitative study used a case study approach to gather the data and was embedded in an instructional leadership theory. Interviews as well as my notes were employed as data collection methods and a thorough literature study was done. Participants consisted of principals, Heads of Departments (HoDs) and educators at two secondary schools in the Gauteng Province. The focus of the study was the role of mentoring in professional development and the he study found that there was no clear link between professional development and mentoring at the schools. The purposively-sampled participants indicated their need for mentoring in relation to professional development. The study found a lack of a formal professional development and mentoring programme in two secondary schools in the Gauteng province, and that mentoring was not part of the professional development strategy at the schools. The absence of a formal professional development and a formal mentoring programme included the aspects of planning, time management and budgeting for the mentioned formal programmes. The literature highlights the lack of mentoring, as part of schools professional development strategies and practices. This may be the reason for the decrease in educator retention, learner achievement and effective teaching and learning.
Dissertation (MEd)--University of Pretoria, 2015.
Education Management and Policy Studies
MEd

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Bradley, Ryan James. "'Why single me out?' : peer mentoring, autism and inclusion in mainstream schools." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7846/.

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The past decade has seen a significant increase in the number of autistic students attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence based practice within schools. A mixed methods multiple case study design was used to evaluate the impact and outcomes of a new peer mentoring programme targeting the inclusion of autistic students. Twelve autistic students and thirty-six non-autistic students participated as mentors across five mainstream secondary schools in the South East of England. Semi-structured interviews were used to record the views and experiences of the mentors and staff participating in the programme. Autistic mentors completed questionnaires on levels of social satisfaction, bullying and social competence. All showed improvements over the course of the programme. These findings highlight the importance of the full inclusion of autistic students in peer mentoring programmes and the use of approaches promoting social competence. The study has wider implications on the way educational approaches for autistic students are developed and implemented in mainstream secondary schools.

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Warsal, Daisy. "The impact of culture on women's leadership in Vanuatu secondary schools." The University of Waikato, 2009. http://hdl.handle.net/10289/2776.

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The government of Vanuatu ratified the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) in 1995. Following the ratification, Gender Equity in Education Policy was developed in 2005 by the Ministry of Education of Vanuatu. One of the objectives was to increase the number of women principals. However, recent statistics on women in educational leadership in Vanuatu show a decline in the number of women principals. The low percentage of women in educational leadership in the secondary schools of Vanuatu indicates that gender equity in educational leadership is still far from being achieved. This study looks at how Vanuatu culture affects women's leadership in secondary schools and identifies ways in which women's leadership might be developed. Qualitative methods were employed to study the experiences of six women leaders and five aspiring women leaders in several Vanuatu secondary schools. The findings from the study indicate three main areas inherent in Vanuatu culture that significantly impact upon the leadership practices of the participants. The findings reveal the existence of entrenched cultural barriers in the education system, in the social structures of Vanuatu and in the attitudes of individual men, women and some students towards women leaders. These barriers, it seems, are the major impediments to women's advancement in educational leadership in Vanuatu secondary schools.

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Wong, Wing-wood. "A study to reflect the induction practices in some secondary schools in Hong Kong : from the principals' and the teachers' perspective /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598187.

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Heddleson, Lucia. "TINKERING WITH EMERGING ADULTHOOD: BONDING FACULTY BEHAVIORS CULTIVATING LIFE PROJECTS FOR AT-RISK EMERGING ADULT STUDENTS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1559751731605712.

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Alkhboli, Naema Ali Alarabi. "Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4549/.

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This study is an investigation of Libyan English language novice teachers' experiences during their first three years after qualifying. Its aim is to inform the development of an induction framework for supporting newcomers to the profession in secondary schools. In this mixed methods study I employed a two-pronged approach: quantitative methods for mapping the territory and to see the wider picture, and qualitative methods to gain an in-depth understanding of the teachers' experiences and thoughts during their first three years of teaching. Quantitative data were generated by a survey questionnaire, while qualitative data were derived from open-ended questionnaire items and interviews. The vast majority of novice teachers in this study reported serious shortcomings in the quality of their induction. Two hundred and twenty-seven teachers from Alzawia and Al-Niqat Al-Khams districts were surveyed, including 21 teachers who participated in interviews. One hundred and ten had graduated from Faculties of Arts in universities where the main focus of study was to develop research. One hundred and seventeen had completed a degree at a teacher training institution. Findings from this research indicate that they encountered diverse challenges in relation to curriculum delivery, integration into the school community and communication with students’ parents, as well as financial difficulties. The key issues that emerged from this research were:• Support for novice teachers is limited, inconsistent and inadequate.• Teacher professionalism requires further development.• The concept of mentoring warrants further consideration to be of benefit to novice teachers and their pupils. This study provided evidence that support at school and district level is essential in order to assist novice teachers of English as a foreign language in their transition from student teacher to professional practitioner. With the aim of enhancing the quality of teacher induction in Libyan secondary schools, the findings of this study have been used to inform the development of a set of recommendations for novice teachers, school principals, mentors and senior staff in district education departments.

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Wong, Wing-wood, and 王榮活. "A study to reflect the induction practices in some secondary schools in Hong Kong: from the principals' and theteachers' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959106.

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Cernetic, Linda K. "A Best Evidence Analysis and Synthesis of Research on Teacher Mentoring Programs for the Entry Year Teacher in the Public Elementary and Secondary Schools." Cedarville University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1065447034.

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Martin, Robert. "A case study of a mentoring program in an urban middle school." 1996. https://scholarworks.umass.edu/dissertations/AAI9638997.

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Across the country many mentoring programs are developing, which are designed to match interested adults with students who need help with getting through school, making career decisions and coming into young adulthood in the twenty-first century. Since the 1980's a significant number of mentoring programs have been eagerly received by educators, through businesses partnerships. But, there is much disagreement among the supporters of the mentoring movement about exactly what should constitute a mentoring relationship, how early in a student's life mentoring should begin, and whether these relationships can be developed on a large scale. Moreover, mentoring is more than a business partnership project. It is a series of complex relationships that often fail. Given the state of urban families and schools, coupled with the state and federal government's reluctance to fund more educational personnel, it becomes critical to find the best ways to take advantage of the largess of the business community in implementing urban mentoring programs. Therefore the study of an urban mentoring program was essential. This research looked for areas of success for others who wish to initiate urban middle school mentoring programs may be more successful. Within the context of the John W. McCormack Middle School-business partnership quantitative data was collected to discern what constitutes the profile of an ideal mentor for early adolescents. Further, this study identified which factors motivate an urban adolescent to become involved with an adult tutor/mentor. Lastly, the study identified which factors motivate working adults and their tutees to volunteer to work with one another in an urban middle school. This study's quantitative data was collected from participating adults and students. The results were supported by interviews. Furthermore the results confirm what was found in the evaluation reports of Career Beginnings and The Partners in Growth studies. The results of this study are very important because of the recent nationwide emphasis on school-business partnerships that involve using their human resources rather than direct financial philanthropy.

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Huang, Shing Ling, and 黃香玲. "Principal Functions and Specific contents of the Operations of Secondary School Mentoring Teacher Groups." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/80592922701663115781.

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碩士
國立高雄師範大學
教育學類研究所
85
This study deals with the evaluative study of the effectives principal functions and specific contents of the operations on secondary school mentoring teacher groups. Indor to chieve the purposes，surveys and visiting interviews are coducted to 964 secondary school teachers.

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Wesolowski, Sandra Lee. "The Impact of Participation in a Secondary School-Based Mentoring Program on Urban Females After High School Graduation." 2012. http://digital.library.duq.edu/u?/etd,157584.

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As thoughts of the future weigh heavily on many adolescents�� minds, the at-risk urban adolescent female are at an especially critical point; every decision she makes on a daily basis has the potential to affect the rest of her life (Way, 1995). However, secondary school-based mentoring programs can provide the modality to intervene with at-risk urban adolescent females to increase the likelihood of success both while in high school and after high school graduation.<br>This study is a phenomonologically-oriented qualitative study that asks the question: What is the impact of participation in a secondary school-based mentoring program on the lives of urban females after high school graduation. The results illustrate the impact of participation in a secondary school-based mentoring program upon the lives of six urban females after graduation from high school. The primary theory that framed this study was Bronfenbrenner��s (1979, 2004) bioecological model of human development. Data were obtained from the responses of the six participants to a guided individual interview. Two repeated themes emerged from the data. These themes were: 1) the relationships between the Pearl and others and 2) the continued impact of a secondary school-based mentoring program on the lives of urban females after high school graduation. These themes created the concepts that were used to report the results of the study. The following findings surfaced as elements of a mentoring program that impacted the lives of these six urban females after high school graduation: 1) the mentor in a secondary school-based mentoring program is critical, 2) schools should work cooperatively with parents/guardians throughout high school and college and work to profoundly support the urban female, 3) long term connections to the mentor and other members of the mentoring group help urban adolescent females achieve continued success, 4) the mentoring program should include multiple strategies for engaging urban adolescent females and providing these young women with the opportunities to develop essential skills for academic and social success in high school, college and work, and 5) mentored urban females who are linked by positive social ties, share common perspectives, and engage in joint activities create a community.<br>The outcomes of this study offer an insightful understanding of the impact of specific factors of participating in a secondary school-based mentoring program on the success of urban adolescent females. This understanding provides the Pittsburgh Public Schools and other school districts with information that can be utilized to develop and direct secondary school-based mentoring programs, specifically those for the at-risk, urban female.
School of Education;
Instructional Leadership Excellence (ILEAD)
EdD;
Dissertation;

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Wehring, Vera Kay. "Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2372.

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The purpose of this study was to conduct an investigation of the meanings novice high school assistant principals have constructed from their experiences to comply with Texas Administrative Code, Title 19 Part 7 Chapter 241.20, which requires an induction period for all new campus administrators. This study focused only on the mentoring aspect of the induction program. This study was not designed as an evaluation tool for the purpose of assessing any particular district’s mentoring plan for its new principals, nor was it designed to evaluate the state statute. This study was about how a state statute on mentoring has been experienced by novice high school assistant principals and the resulting apparent effects of different strategies on the personal growth and learning of the novice high school assistant principals. This is a qualitative study with a sample selection that was nonrandom, purposeful, and small. Grounded theory anchored the data analysis process as the researcher examined emergent themes. This careful inspection and analysis of the mentoring component of the induction year for novice high school assistant principals will pave the way for further studies in the new wave of mentoring.
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Long, Jessica 1983. "The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas." Thesis, 2012. http://hdl.handle.net/1969.1/148433.

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For urban secondary students, the benefits of attending after-school programs may not be solely academic—rather, their attendance and participation may yield more fundamental development needs. A supportive network of influential and positive mentors can improve urban secondary students learning experience outside of the classroom. Urban secondary students may have access to support and assistance from mentors by attending an after-school program. This qualitative ethnographic study explored the perceptions of tutors working in an after-school program in a large urban school district. This study attempted to understand of the tutors’ motivation for working with students, the support that they provided to the students, and the needs they thought the students have. The data was collected through individual interviews and observations of the tutors during the program. Data was analyzed for common themes to support the research questions. From the interview questions, a total of twelve themes were generated to answer the three research questions. According to the participants interviewed in this study, the interactions with the tutors in the program served as catalysts that promoted student academic success and social development. While the themes originating from the questioned varied, the underlying conclusion of the interview data from this research study is that students take more of an interest in themselves and their academic ability when someone else takes a genuine interest in them and their academic ability.

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Fricke, Norma Irene. "The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context." Diss., 2009. http://hdl.handle.net/2263/29830.

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Many South African teachers have low levels of subject knowledge and poor teaching practices but are faced with the additional challenges of implementing a new curriculum and new methodologies for teaching and assessment. These factors combine to expose a teaching population that is generally ineffective, particularly in the case of mathematics and science teachers at under-resourced township schools. The Teacher Mentorship Programme (TMP) is a mentoring programme for mathematics and science teachers focussed on remediating problem areas and revitalising teachers’ classroom practices. Mentors support individual teachers at their workplace and the programme includes all teachers in each of these departments at the schools. This research inquiry is a case study of four TMP teachers. The effect of mentoring as an in-service training strategy is ascertained by considering the changes in their professional, personal and social development. The inquiry reveals firstly the effect of mentoring on the teachers and their practice and secondly what aspects of mentoring are responsible for bringing about such changes. Using the teachers’ and mentors’ voices as informants and based on good practice as recommended by literature, a theory for a mentoring model is proposed as an effective and sustainable model for professional teacher development for mathematics and science teachers in developing contexts. The research findings of this study and the new mentoring model design may serve to enrich the knowledge base on INSET in the area of teachers who are situated in unsupportive schools in developing contexts.
Dissertation (MEd)--University of Pretoria, 2009.
Humanities Education
unrestricted

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"An Evaluation of Perceptions of a Mentoring Program of Beginning Teachers in a Rural East Tennessee Secondary School." East Tennessee State University, 2006. http://etd-submit.etsu.edu/etd/theses/available/etd-1109106-193016/.

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Ivey, Toni Ann. "High School Science Teacher Induction in Texas: Implications for Policy." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408.

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Texas public high schools induct beginning science teachers each year; yet, little is known about how schools induct beginning teachers. The three studies included in this dissertation use a mixed methods approach to explore data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2008 academic year. The first study focused on principals' perceptions of teacher induction. A content analysis of interviews collected from 50 principals examined principals' perceptions of teacher induction. Analyses indicated that high school principals had an overwhelmingly narrow focus of mentoring and provided mentor teachers with little support or training. Findings indicated that induction activities for beginning teachers were front-loaded before the school year began and were left in the hands of unprepared mentors during the school year. Further analyses indicated that the primary purpose of mentoring and induction for beginning teachers in Texas high schools revolved around orientation to campus policies and procedures. Beginning teachers' instructional needs appeared to be an afterthought. The second study explored beginning high school science teachers' evaluations of their induction experiences. Beginning teachers identified the best school-level induction supports received and recommended improvements for school-level induction. Teachers identified mentoring as one of the best received supports, yet also made recommendations for more structure in the mentoring experience. A comparison of beginning teachers' responses with teacher turnover found that: (a) Stayers (i.e., teachers retained at a campus) were most likely to report that they received induction support from other science teachers; (b) Movers (i.e., teachers who transferred to another campus) less frequently reported working conditions as a positive induction support; and (c) Leavers, (i.e., teachers not retained in the profession) most frequently did not identify induction support from the school. The final study compared principals' perceptions of induction and beginning teacher Movers and Leavers' evaluations of their induction experiences. Findings from this study indicated that principals were aware of induction components that were considered helpful by both Movers and Leavers. However, principals did not acknowledge what Movers and Leavers recommended for improvements to current induction practices. The final chapter provides a summary of all three studies. Recommendations are made for improving induction practices for high school science teachers. In particular, high school principals should discard their current "hands-off" approach to teacher induction and become more active in their induction experiences. Additionally, types of induction practices should increase to include more than mentoring. Moreover, policy makers should reform mentoring policies so that current practices, which have a narrow focus on school policies and procedures, are abandoned.

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Dayaram, Harjiwan. "An enquiry into the management of induction and mentoring in an urban secondary school in Phoenix, north Durban region, Kwazulu Natal Department of Education and Culture." Thesis, 2002. http://hdl.handle.net/10413/1758.

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The broad theme of this investigation is Human Resource Management (HRM) in education. It has been widely publicised both in the media and other areas that the salary bill for state paid educators represents the major area of expenditure. More than ninety percent of the education budget in the KwaZulu Natal Department of Education and Culture is spent on the salary bill. It therefore becomes necessary to ensure that newly appointed educators and those appointed into promotion posts who are earning these salaries do justice in their jobs and produce the goods. School management teams have to ensure that these newcomers settle into their new jobs as quickly and effectively as possible. A newcomer into the teaching profession will have to cope with increasingly complex situations such as heterogeneous pupil population, teacher rationalisation, new curricula, teacher redeployment and increased pupil/teacher ratios. It is therefore important that educators, who are the most expensive asset in the school, are managed effectively. The first few days on the plant is considered to be important in any profession, as this will determine whether the employee will continue to provide his/her service or resign. With education as well, the induction of educators has to be managed by the school as quickly as possible to enable and to empower the inductee in becoming an effective educator. While some aspects of induction and mentoring are instituted in an informal way at the school under investigation, many other areas are sorely neglected. The p management of people in South African schools is circumscribed through legislation J* and regulation. The professional development of educators therefore rests with management and must be in line with legislation prescribed in government gazettes. However not much attention is being given to induction and mentoring programmes which focus on utilising and empowering the human capital (staff members) at the school. The challenge for school level management is to come to terms with what it means to manage the performance and productivity of people in ways, which meets the aspirations of the people and the needs of the organisation. This project has attempted to investigate the management of induction and mentoring at a school in Phoenix, north of Durban. It has been found that no formal programmes p on induction and mentoring exist at the school. It is therefore recommended that management together with, and in consultation with staff members, draw up and implement a policy on induction and mentoring. This will ensure that with guidance and training (induction and mentoring), new human resources will be best utilised to suit the needs of the school.
Thesis (M.Ed.)-University of Natal, Durban, 2002.

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Dube, Wilhelminah S. "The induction of novice teachers in community junior secondary schools in Gaborone, Botswana." Diss., 2008. http://hdl.handle.net/10500/1300.

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This study focuses on the induction of novice teachers in Community Junior Secondary Schools (CJSS) in Gaborone, Botswana. The point of departure is that induction is an important factor that is essential to the success of every beginner teacher. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. This problem was investigated by means of a literature study and an empirical investigation using a qualitative approach. A small sample of beginner teachers in six selected schools in Gaborone formed the sample for this study. Findings indicated that the extent to which novice teachers are given professional guidance and support in schools is not enough. It is recommended that induction programmes receive more priority in schools since the first year of teaching is the most important determiner in the teaching career of an individual.
Education management
M.Ed. (Education Management)

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Luman, Christopher John. "Managing learner behaviour of Grade 9 boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal." Diss., 2018. http://hdl.handle.net/10500/24463.

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The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful. This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature. This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner. The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner.
Educational Leadership and Management
M. Ed. (Education Management)

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Mhlongo, Thulani Eugene. "Mentorship programmes for teacher development in Soweto schools." Thesis, 2012. http://hdl.handle.net/10210/6726.

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Ph.D.
The primary aim of this research project was to develop an appropriate management framework based on the development and management of teacher development activities through mentorship programmes, especially because this is one of the major challenges facing schools and or educational organizations' today, and in general and more specifically for the Gauteng Provincial Education Department, again for continuous school based teacher development especially the novice teachers in the selected adaptive schools of Soweto and in order to achieve the general aim of the research project, the following specific aims were investigated, namely: • develop an appropriate and specific framework for managing effective educator development activities through mentorship programmes • describe and develop relevant policies to improve the implementation and effectiveness of the mentorship and induction programmes. • describe the educator development and management of education through mentorship process and procedures as a vital component of education transformation • investigate empirically the perception of educator development and management of education in respect of mentorship activities, within the education personnel

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Vethe, Calson Bhekithemba. "The induction of newly appointed educators :|ban investigation of the situation at four rural secondary schools in the Port Shepstone region, KwaZulu-Natal, 2001-2003." Thesis, 2003. http://hdl.handle.net/10321/2736.

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Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management) at the Durban Institute of Technology, 2003.
This research investigates the induction of newly appointed educators at four selected rural secondary schools in the Port Shepstone Region KwaZulu-Natal during the period 2001 to 2003. This study explores the notion of induction as a means of allaying fear, insecurity and uncertainty and any sense of unfulfilled expectations that newly appointed educators experience. This study also intends to apprise education departments of the need to make induction a more effective professional experience for the benefit of newly appointed educators
M

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Kadzomba, Sarah. "An evaluation of the impact of a mentoring programme in two Soweto based schools." Diss., 2015. http://hdl.handle.net/10500/20137.

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Text in English
There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes. This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue.
Psychology
M.A. (Psychology)

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"指導敎師的支持和新敎師的專業發展: 廣州市中學的經驗 = Support of mentoring teachers and the professional development of new teachers : experiences of secondary schools in Guangzhou." 2002. http://library.cuhk.edu.hk/record=b6073844.

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馮生堯.
論文(哲學博士)--香港中文大學, 2002.
參考文獻 (p. 166-173).
中英文摘要.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Feng Shengyao.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002.
Can kao wen xian (p. 166-173).

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Mazomba, Manalandile Abel. "The role of developmental support groups (DSG's) in implementing integrated quality management system (IQMS) in selected secondary schools in Libode circuit 3." Diss., 2013. http://hdl.handle.net/10500/19010.

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The purpose of this study was to examine the role played by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the secondary schools of Circuit 03 of Libode district of Eastern Cape Province. The scope of research was restricted to three secondary schools in circuit 03. The research methodology was qualitative in which multiple case study strategy was employed. The sampling strategy was purposive sampling and it included principals, educators serving in DSG and educators who have been evaluated in the previous years. Data were collected through semi-structured interviews to get information from principals. Questionnaires with open ended questions were used to obtain information from educators serving in DSGs and educators who have been evaluated in the previous years. The findings of this study were that; the DSGs did not receive training that specifically explained their role. Timing is a problem in evaluation of educators as it is performed in the fourth term when educators are busy preparing for final examinations and planning for the next coming year. The infrastructure condition cripples the performance of DSGs. The interpretation of evaluation instruments for educators poses a challenge to DSGs. The awarding of scores by DSGs tends to be more subjective. DSGs mainly have to use their discretion in awarding scores. Analysis of information received from participants indicated that the role of DSGs in implementing IQMS could be improved with intensive training of DSGs on IQMS. Summative evaluation of educators has to be conducted in the third term as many activities take place in the fourth term. Learner performance has also to be a deciding factor in awarding educator scores. Subject advisors should form part of DSGs. This research is likely to benefit school principals, policy makers, educators and IQMS coordinators as it provides clarity on the role of DSGs in implementing IQMS.
Educational Management and Leadership
M. Ed. (Educational Leadership and Management)

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Dissertations / Theses on the topic 'Secondary school mentoring'

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