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Journal articles on the topic 'Secondary school mentoring'
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1
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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Elizabeth, Olu-Ajayi Funmilayo. "Effects of Mentoring in the Utilization and Improvisation of Biology Learning Resources on the Performance of Senior Secondary School Students in South West Nigeria." European Scientific Journal, ESJ 13, no. 4 (February 28, 2017): 270. http://dx.doi.org/10.19044/esj.2017.v13n4p270.
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The aim of this study is to investigate the effects of mentoring in the utilization and improvisation of Biology learning resources on the performance of senior secondary school students. The main purpose of this study is to mentor the senior secondary students on the utilization of the available Biology learning resources in their schools and the improvisation of unavailable resources, when necessary, for effective learning. The study employed the quasi-experimental design which utilizes non-randomized pretest, post-test, and experimental-control group system. The population of the study was made up of senior secondary school students in South West Nigeria. The sample consisted of 180 Biology students selected from six secondary schools. The sampling technique was multi stage, involving simple random and purposive sampling techniques. The instruments used in the study were Biology learning Resources Questionnaire (BLRQ) and Biology Concept Test (BCT). There was a mentoring package involving a Supplemental Instruction Learning Model. The instrument was validated by experts in science education and test evaluation, and the reliability of the instruments was ascertained using test-retest method. Reliability coefficients of 0.72 and 0.67 were obtained through Pearsons Product Moment correlation statistics. The BCT was administered as both pre-test and posttest, while BLRQ was used to gather information on available learning resources in the secondary schools. In addition, SILM was used for treatment. Data collected were analyzed using Pearsons Product Moment Correlation. It was discovered from the study that mentoring served as an effective tool in encouraging the utilization of available and improvisation of unavailable, but needed, learning resources for Biology teaching and learning in secondary schools. This was discovered to improve students' performance in Biology. Based on the findings of the study, recommendations were made. Among which was that mentoring should be used by Biology teachers as an adjunct to normal classroom teaching, especially in improvisation of learning resources for experiment demonstration during practicals, for effective performance by students.
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AMSALU, Belayneh. "Investigating Some Major Challenges That Impede the Practice of School – Based English Mentoring." Journal of World Englishes and Educational Practices 3, no. 6 (June 30, 2021): 19–28. http://dx.doi.org/10.32996/jweep.2021.3.6.3.
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The main purpose of this study was to explore some major challenges that impede the practice of school-based English mentoring on four selected government secondary schools in the West Gojjam Zone. To put this in to effect, a descriptive survey design involving qualitative data was employed. To collect data 4 experienced EFL teachers who are assigned to lead the mentoring role and 4 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 data sources. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants, respectively. In contrast, the 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 due to different factors – school-related, mentor related and mentee related. And finally, based on the findings of the study, some possible suggestions were recommended to responsible bodies.
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Liaqat, Sehrish. "Role of Mentoring in Secondary School Education: Mentees' Experiences and Challenges." Pakistan Social Sciences Review 4, no. II (June 30, 2020): 862–70. http://dx.doi.org/10.35484/pssr.2020(4-ii)70.
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SUCHÁNKOVÁ, Eliška, and Karla HRBÁČKOVÁ. "MENTORING IN THE PROFESSIONAL DEVELOPMENT OF PRIMARY AND SECONDARY SCHOOL TEACHERS." Journal on Efficiency and Responsibility in Education and Science 10, no. 1 (March 31, 2017): 7–15. http://dx.doi.org/10.7160/eriesj.2017.100102.
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Top, Ercan, Derya Baser, Recai Akkus, Sedat Akayoglu, and Melih Derya Gurer. "Secondary school teachers’ preferences in the process of individual technology mentoring." Computers & Education 160 (January 2021): 104030. http://dx.doi.org/10.1016/j.compedu.2020.104030.
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Thote, Prashant, and Gowri S. "GREEN SCHOOL PRACTICES: A POTENTIAL TOOL TOWARDS SUSTAINABLE DEVELOPMENT." International Journal of Research -GRANTHAALAYAH 8, no. 6 (June 29, 2020): 63–70. http://dx.doi.org/10.29121/granthaalayah.v8.i6.2020.423.
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In present century, world faces diverse environmental issues. The school is one the most important place for monitoring, mentoring and promoting sustainable environmental culture in both physical and educational way. Green school programme is an initiative and it is the foundation for environmental education that aims to empower and emancipate students to be the change for our sustainable environment needs by involving fun, joy, and action-oriented learning with responsibility. The level of awareness, practice and understanding of green school practices are investigated among students from senior secondary school. 50 students from senior secondary school participated. Data is collected through 25 items questionnaire. Percentage and t-test are used to analysis the collected data. Result of the study shows that the students understanding and practice of green school practices are very low. Students in the rural residential area have better awareness of green school practices. Recommendations are suggested to include more beginning and integration in chemistry curriculum at senior secondary schools.
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Caleb, Onah. "ONAH, C. IMPACT OF CULTISM ON MANAGEMENT OF SECONDARY SCHOOLS IN MAKURDI LOCAL GOVERNMENT AREA, BENUE STATE." Matters of Behaviour 8, no. 9 (March 25, 2019): 1–6. http://dx.doi.org/10.26455/mob.v8i9.49.
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This research examined the Impact of Cultism on Management of Secondary Schools in Makurdi Local government areas of Benue State. Three research questions and three hypotheses were formulated and tested. 1375 teachers from 10 public secondary schools in Makurdi L.G.A were selected. A well-structured questionnaire titled Cultism and Management of Secondary Schools Questionnaire (CMSSQ) was used for data collection. Data were analyzed using Mean and standard deviations to answer the research questions, while chi-square (X2) was used to test the hypotheses at 0.05 levels of significances. The findings showed that cultism has an impact on the management of secondary schools in Makurdi Local Government Area. Based on the result of the findings, it was recommended that. Head teachers need to share their vision with other staff in the school as this improves primary school teachers’ levels of job satisfaction. Also, a mentoring program is strongly recommended for newly appointed and underperforming serving head teachers.
Keywords: Management, Cultism, Benue State, Schools
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Stoeger, Heidrun, Michael Heilemann, Tobias Debatin, Manuel D. S. Hopp, Sigrun Schirner, and Albert Ziegler. "Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats." Annals of the New York Academy of Sciences 1483, no. 1 (August 29, 2020): 153–73. http://dx.doi.org/10.1111/nyas.14476.
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Garcia-Melgar, Ana, and Noel Meyers. "STEM Near Peer Mentoring for Secondary School Students: a Case Study of University Mentors’ Experiences with Online Mentoring." Journal for STEM Education Research 3, no. 1 (January 2, 2020): 19–42. http://dx.doi.org/10.1007/s41979-019-00024-9.
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Foletta, Gina M. "Projects: Making Mathematics: Developing Mathematical Research Skills." Mathematics Teacher 94, no. 7 (October 2001): 622. http://dx.doi.org/10.5951/mt.94.7.0622.
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The Making Mathematics Project supports high school students—or small groups of students with a teacher—in their work on research projects in mathematics. This support is offered in the form of Web-based resources and online mentoring for secondary school students and their teachers.
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Landay, Eileen. "Mutual Mentoring: Designing and Teaching a Linked University/Secondary School Course on Literacy." English Journal 88, no. 1 (September 1998): 59. http://dx.doi.org/10.2307/821431.
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Eisner, Susan. "Onboarding The Faculty: A Model For Win-Win Mentoring." American Journal of Business Education (AJBE) 8, no. 1 (December 17, 2014): 7–22. http://dx.doi.org/10.19030/ajbe.v8i1.9013.
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Literature finds mentoring to be a substantive, enduring practice in widespread arena, and among the attributes associated with career success and satisfaction. This paper provides a tangible mentoring model that has been operational for several years, and which applies what the literature proscribes to higher education academic settings. The Faculty Mentoring Program (FMP) this paper describes was created by the faculty at an AACSB-accredited School of Business at a mid-sized public regional college as the School anticipated transitions attendant to that accreditation. FMP objectives are consistent with those of mentoring programs interested in optimizing performance and satisfaction of new entrants in any workplace setting, and the reviewed secondary literature establishes and indicates the transferability of FMP core planks to other workplace settings. The phases used to operationalize, assess, and revise that FMP are reported along with strategies used to optimize its reception, impact, and outcomes should that be helpful to those considering if such a construct might be beneficial to pursue in their own settings.
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Dube, Themba. "An Assessment of the Seventh-Day Adventist Church Teacher Recruitment Process on the Achievement of the Church’s goals. A Study of Adventist Schools in Bulawayo." TEXILA INTERNATIONAL JOURNAL OF MANAGEMENT 7, no. 2 (August 30, 2021): 208–22. http://dx.doi.org/10.21522/tijmg.2015.07.02.art018.
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This paper aimed at unearthing practices driven by the Adventist-Teacher recruitment process in order to determine achievement of the organization’s goals. The study was conducted in Adventist Schools in Bulawayo. The schools have a population of about 218 teachers. The study followed a mixed method of research, where quantitative-descriptive statistics were used to discuss findings. A sample of 106 teachers was chosen using the stratified sampling to respond to a self-administered questionnaire. Simple random was used to choose teachers from within each stratum among the three Secondary and Five Primary Schools. In the schools selected, the teachers’ list was used, and either odd numbers or even numbers were used as respondents. Through purposive sampling, three Secondary and five Primary School heads were chosen to respond to interview questions indicated in this study. It is important to note that teachers and school heads did not agree on issues regarding induction and mentoring. Primary data was collected and analyzed using SPSS. Tables and graphs were used in the presentation and discussion of findings. The study established the link between the Recruitment process- which aims at the integration of faith and learning- and Redemptive practices to be positive at Pearson’s r 0,696. The interaction of the Recruitment process and the cutting-edge practices recorded a Pearson’s r of 0,589. The recruitment process appeared to be operating below the ideal standard. The study revealed a poor teacher induction and mentoring process in the schools studied.
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Et.al, Fauziah Hanim Jalal. "An Intervention of Academic Peer Mentoring Program towards Mathematics Grade among Secondary Students in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2795–800. http://dx.doi.org/10.17762/turcomat.v12i3.1310.
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Academic peer mentoring program between peer mentors and mentees has been widely implemented by school counselors. However, few researches have been examined the outcome of the Peer Mentor Module (PMM) on mathematics grade achievement in school. The PMM aim to improve the peer mentor’s soft skills namely in interpersonal relationship, communication, motivation, empathy and emotional stability. The present study examines the effect of participation of form four students in a secondary school in academic peer mentoring program as well as differences between individual and group approach on mathematic grade achievement. A total of 45 sampel form four students who failed in mathematic monthly tests whereby 30 students as mentee served as treatment group while the remainder 15 students as a control group. All 20 peer mentor students participated in an eight hours workshop using the Peer Mentor Module. The subjects were examined at week one for pre-test and post-test at week eight. Data were analyzed using frequency, percentage and mean, with inferential analysis using Mann-Whitney U tests. Statistical analysis included (group x time) measures t-test to determine between and within group mean differences. The finding supports the hypothesis that PMM intervention shows positive effects on increasing the mathematic grade. It was found that the mathematic grade of Individual Peer Mentor Treatment Group is higher than the Group Peer Mentor Treatment Group. Therefore, a one-on-one session (one peer mentor and one mentee) provide better individualized attention for students as well as establish understanding of the content and advices from a peer mentor. This approach can become an important aspect in implementing the guidance and counselling practice that focus in academic peer mentoring.
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이승희. "Analysis of Causal Model on Mentoring Experiences and Sports Achievement of Secondary School Atheletes." Korean Society for the Sociology of Sport 22, no. 2 (June 2009): 95–114. http://dx.doi.org/10.22173/jksss.2009.22.2.95.
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Willis, Paul, Robert Bland, Louise Manka, and Cec Craft. "The ABC of peer mentoring – what secondary students have to say about cross-age peer mentoring in a regional Australian school." Educational Research and Evaluation 18, no. 2 (February 2012): 173–85. http://dx.doi.org/10.1080/13803611.2011.650920.
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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.
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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
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Afrizon, Renol, H. Hidayati, and Relsas Yogica. "Analysis of Problems of Science Teachers in Learning of Prakarya for the Mentoring Activities of Applied Science in Sijunjung Regency." Pelita Eksakta 2, no. 2 (November 30, 2019): 100. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss2/76.
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Natural science teachers at Sijunjung Regency Junior High School must teach science and crafts subjects in meeting the teaching load in their respective schools. 65% of the science teachers at the Sijunjung district junior secondary school teach prakarya subjects. Provision of assistance activities can be used as a solution that is expected to motivate teachers to continue to improve their competence. Before the service community activities are carried out then disseminate questionare to see the initial conditions in more detail in the learning of prakarya so that it can be used as a reference in the implementation of applied science mentoring activities in prakarya learning. The questionnaire was distributed using the Gutman scale. The distribution of the questionnaire was carried out on July 13, 2019 before the mentoring activities began. Analysis of the data used is descriptive data analysis. The analysis showed that the junior high school science teachers in Sijunjung Regency were still not professional in teaching crafts at school. This is due to the still lack of application of science / science in learning prakarya. Prakarya subjects have four material aspects, namely: crafts, engineering, cultivation, and processing. The material aspect of crafts is more dominantly taught by science teachers in craft subjects even though this material aspect is more appropriate to be taught by arts / culture teachers. In addition, there are still very few natural science teachers who are able to compile craft teaching materials. Therefore, the results of this initial condition analysis can be used as a reference in the implementation of applied natural science mentoring activities in prakarya learning so that it suits the needs.
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McGraw, Amanda, and Robert Davis. "Mentoring for pre-service teachers and the use of inquiry-oriented feedback." International Journal of Mentoring and Coaching in Education 6, no. 1 (March 6, 2017): 50–63. http://dx.doi.org/10.1108/ijmce-03-2016-0023.
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Purpose The purpose of this paper is to examine the nature of feedback offered by school mentors in three primary and secondary rural schools during pre-service teachers’ (PSTs’) professional placements. In the context of discussions about the need for more integrated theory/practice connections for PSTs which are “mutually reinforced by all programme components” (Teacher Education Ministerial Advisory Group, 2014, p. ix), it aims to examine whether certain contextual features of school environments have an impact on the nature of feedback offered to PSTs. Design/methodology/approach Through a phenomenological analysis of semi-structured interviews, this paper explores the relationship between certain contextual features of school environments and their impact on the effectiveness of mentor feedback practices. Findings It is suggested that teacher mentors are more likely to offer inquiry-oriented feedback informed by well-developed personal theories and values if they teach in schools where feedback processes are promoted as a central part of teachers’ ongoing professional learning. Professional learning experiences, which include classroom observations, peer feedback and a focus on using feedback to enhance students’ learning, extend and deepen teachers’ understandings and beliefs about feedback as well as their repertoire of strategies. Consequently, they are more informed and better able to work with PSTs using inquiry-oriented approaches. Originality/value Through an examination of teacher narratives, this paper presents two frameworks for considering the nature of feedback offered to PSTs by their teacher mentors: inquiry-oriented and instructional-oriented feedback. It argues that teacher mentors are better equipped to use inquiry-oriented feedback approaches and build growth-fostering relationships if they are engaged in ongoing professional learning experiences in their schools based on classroom observations and non-judgemental peer feedback.
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Hancock, Carl B. "Music Teachers at Risk for Attrition and Migration." Journal of Research in Music Education 56, no. 2 (July 2008): 130–44. http://dx.doi.org/10.1177/0022429408321635.
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This study examined the effects of teacher characteristics, school conditions, teacher efficacy, external support, and remuneration on music educators' risk for attrition and migration. Data from the 1999—2000 Schools and Staffing Survey—a comprehensive, nationally representative survey of teachers, principals, and schools conducted by the National Center for Educational Statistics—were examined for 1,931 music teacher participants. Based on sequential logistic regression analysis, significant predictors included young age (less than 30 years; 30—39 years), teaching in a secondary or private school, extracurricular hours, schoolwide concerns, limited support from administrators and parents, lower salary, and dissatisfaction with salary. When not controlling for school conditions and teacher efficacy, female music teachers were more likely than males to be at greater risk, and minority teachers were more likely to be a high risk than nonminorities. No observed effects were found for older teachers, education, mentoring, and school location. Implications for music teacher retention policy are discussed.
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Zhukova, Olena, Anita Pipere, Dzintra Iliško, and Jeļena Badjanova. "SUSTAINABILITY AND UNSUSTAINABILITY ASPECTS OF INTEGRATION OF NOVICE TEACHERS IN THE SECONDARY SCHOOL SETTING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 632–42. http://dx.doi.org/10.17770/sie2018vol1.3243.
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Teachers are being identified as key actors for ensuring quality education, therefore they need to receive a proper professional support during their first years of work in overcoming initial challenges. As the preliminary research indicates, support that they gain is systemic and fragmentary. The aim of the study is to explore the sustainability and unsustainability aspects of integration of novice teachers in the secondary school system. The research methods employ are semi-structured interviews with fourteen teachers on their adaptation experience in the school system, considering both obstacles and factors of success. Research indicates that novice teachers leave their work within the first three years of teaching by finding demands too high and workload sometimes unmanageable. The authors offer suggestions for a more efficient and coherent process of mentoring and professional development of novice teachers.
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Dulfer, Nicky, Suzanne Rice, and Kira Clarke. "Student engagement, non-completion and pedagogy: Development of a measurement tool." Australian Journal of Education 61, no. 1 (March 14, 2017): 40–53. http://dx.doi.org/10.1177/0004944116685621.
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A significant body of research documents the negative consequences of dropping out of school for both the individual and society. In attempting to respond to the problem of early school leaving, schools and systems internationally have put in place a range of system-level and local responses such as mentoring, targeted additional career guidance and homework clubs. Unfortunately, these ‘add-ons’ often stop outside the classroom door, and do not consider the impact of teaching practices on students’ engagement in school and their decisions to remain or leave. This article reports on the development of instruments aimed at measuring four constructs that have been shown to be related to student engagement and school completion, namely competence, autonomy, relatedness and an appreciation of subject relevance. Analyses of data from a small sample of Year 9 students ( N = 48) in two Australian secondary schools indicated that, with some adjustments, the research instruments developed provided reliable and valid measures of the four constructs for use in large-scale research with students.
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Younger, Mike, and Molly Warrington. "Mentoring and target‐setting in a secondary school in England: an evaluation of aims and benefits." Oxford Review of Education 35, no. 2 (April 2009): 169–85. http://dx.doi.org/10.1080/03054980802666737.
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Karpa, Kelly, Kavita Vakharia, Catherine A. Caruso, Colin Vechery, Lanette Sipple, and Adrian Wang. "Medical student service learning program teaches secondary students about career opportunities in health and medical fields." Advances in Physiology Education 39, no. 4 (December 2015): 315–19. http://dx.doi.org/10.1152/advan.00124.2015.
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Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary students to foster their interest in healthcare and medicine. High school student participants are engaged in a semester-long course that relies on interactive lectures, problem-based learning sessions, mentoring relationships with medical students, and opportunities for shadowing healthcare providers. To date, the curriculum has been offered for 7 consecutive years. To determine the impact that participation in the curriculum has had on college/career choices and to identify areas for improvement, an electronic questionnaire was sent to former participants. Based on a 32% response rate, 81% of former participants indicated that participation in the course influenced their decision to pursue a medical/science-related career. More than half (67%) of respondents indicated intent to pursue a MD/PhD or other postgraduate degree. Based on responses obtained, additional opportunities to incorporate laboratory-based research and simulation sessions should be explored. In addition, a more formalized mentoring component has been added to the course to enhance communication between medical students and mentees. Health/medicine-related educational outreach programs targeting high school students may serve as a pipeline to introduce or reinforce career opportunities in healthcare and related sciences.
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Grima-Farrell, Christine. "Mentoring pathways to enhancing the personal and professional development of pre-service teachers." International Journal of Mentoring and Coaching in Education 4, no. 4 (December 7, 2015): 255–68. http://dx.doi.org/10.1108/ijmce-07-2015-0020.
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Purpose – The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs. Design/methodology/approach – Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes. Findings – Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities. Research limitations/implications – This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers’ professional capacity, confidence and employability potential. Limitations such as small sample size and lack of secondary school representation must be noted. Originality/value – This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.
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Silverman, Philip M. "The Research Dynamic: A Professional Development Model for Secondary School Science Teachers." CBE—Life Sciences Education 8, no. 2 (June 2009): 123–30. http://dx.doi.org/10.1187/cbe.08-03-0015.
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This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of highlighting what is not known about a phenomenon but must become known for further progress. In practice, specified ignorance is framed as a hypothesis, a prediction, or a question. It is commonly the outcome of peer interactions, which are the second essential component of the research dynamic. Peer interactions are the inevitable outcome of having teachers work together in the same laboratory on related research topics. These topics are introduced as gateway experiments, the third component. The most important attribute of gateway experiments is their authenticity. These experiments, when first carried out, opened new scientific vistas. They are also technically, conceptually, and logically simple. We illustrate the research dynamic with a line of seminal experiments in biochemical genetics. We provide evidence that the research dynamic produced significantly positive effects on teachers' confidence in their professional preparedness.
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Føinum, Merete. "Når skolens behov blir viktigere enn formell kompetanse: Hvordan veilede nyutdannede lærere til å undervise i skolefag de ikke har?" Acta Didactica Norge 10, no. 2 (April 15, 2016): 290–310. http://dx.doi.org/10.5617/adno.2446.
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Studien undersøker veiledning av nyutdannede lærere ved en norsk ungdomsskole. Artikkelen problematiserer de ekstra krevende arbeidsbetingelsene som disse nye lærerne møtte i sitt første år, da de ble satt til å undervise i skolefag de ikke hadde studert. Forskningsspørsmålet er: Hvordan fremstiller nyutdannede ungdomsskolelærere sine opplevelser med å undervise i skolefag de ikke selv er formelt kvalifisert i, og på hvilke måter kan veiledning bidra med støtte? Artikkelen presenterer utdrag fra veiledningssamtaler som eksemplifiserer to nye læreres fremstilling av eget arbeid med elevvurdering når de mangler formell kvalifikasjon i faget. De nyutdannedes perspektiv, og mentorens, fremheves som et samspill gjennom interaksjonsanalyse. Artikkelens teoretiske bidrag er analysebegrepene – «psykologisk-emosjonell mentorstøtte» og «faglig-profesjonell mentorstøtte» – som brukes for å identifisere ulike varianter av mentorstøtte i veiledningssamtaler. Innenfor hovedtypen «faglig-profesjonell mentorstøtte» utdypes distinksjonen videre når det skilles analytisk mellom mentor-bidrag som vektlegger spisset drøfting av skolefag (faglig) og mentor-innspill av pedagogisk eller mer generell didaktisk karakter (profesjonell). Dermed bidrar studien til å vise hvordan ulike kvaliteter i faglig-profesjonell lærerveiledning kan gjenkjennes i praksis. Funnene viser hvor avgjørende det er at mentor har kompetanse i det skolefaget det skal veiledes i, såfremt skoler ønsker å tilby nyutdannede lærere spisset veiledning i skolefag. Funnene har implikasjoner for skolelederes/-eieres tilrettelegging av arbeidsforhold og organiseringen av veiledningsstøtte for nyutdannede lærere.Nøkkelord: nyutdannede (førsteårs)lærere, mentor(ing), veiledning, undervisningskompetanse, skolefag, ungdomsskolen, lærerutdanningAbstract Research on teachers’ professional development establishes the first year of teaching as a vulnerable phase for many newly qualified teachers (NQTs). While existing studies shed light on various challenges of NQTs, few studies pay attention to the strains created when NQTs are put in positions of teaching subjects they are not formally qualified for. This study problematizes implications of such work conditions, asking: How do NQTs bring up and discuss issues of teaching school subjects without formal qualifications, and how can mentors support them? Mentoring of NQTs at a lower secondary school in Norway was observed. The NQTs’ perspectives on this matter are displayed by presenting conversation excerpts from mentoring situations. The study demonstrates that while NQTs need both subject specific professional support and psychological-emotional support, the quality of the professional support depends on the mentors’ subject qualifications. Knowledge from the study bears implications for choices relating to the work conditions of NQTs and mentor-mentee matching when school leaders and administrators facilitate mentoring support for NQTs.Keywords: newly qualified teachers (NQTs), mentoring quality, teaching competence, school subjects, teacher education
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Walters, William, Daniel Bruce Robinson, and Jared Walters. "Mentoring as meaningful professional development." International Journal of Mentoring and Coaching in Education 9, no. 1 (September 19, 2019): 21–36. http://dx.doi.org/10.1108/ijmce-01-2019-0005.
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Purpose Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context. Design/methodology/approach The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together. Findings The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice. Research limitations/implications This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts. Originality/value This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.
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Klieba, Anna I., Yuliia O. Bludova, Nataliia A. Galushko, Olena H. Pavlova, and Nataliia V. Pylypenko. "Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher." International Journal of Higher Education 9, no. 7 (August 4, 2020): 73. http://dx.doi.org/10.5430/ijhe.v9n7p73.
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The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers’ training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers’ mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers’ professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils’ knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers’ participation have been developed in almost all EU countries.
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Дипломатова, Зоя Юрьевна, Владимир Николаевич Иванов, and Галина Александровна Александрова. "MENTORING IN AN EDUCATIONAL ORGANIZATION AS A CONDITION FOR A TEACHER’S CAREER GROWTH." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 1(110) (March 30, 2021): 131–40. http://dx.doi.org/10.37972/chgpu.2021.110.1.016.
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В статье описывается организация наставничества в общеобразовательных школах муниципалитета, расположенного в сельской местности, как условие профессионального становления молодого специалиста с последующим выстраиванием карьерного роста. Современная образовательная организация нуждается в пополнении новыми кадрами, соответствующими требованиям профессиональных стандартов «Педагог», «Учитель», «Воспитатель». Для определения реальной ситуации с наставничеством проведено перекрестное анкетирование среди молодых специалистов и администрации общеобразовательной школы, которое позволило выявить проблемы учителей на начальном этапе профессиональной деятельности. Результаты исследования среди молодых специалистов помогут администрации школы проанализировать свою работу по организации наставничества, принимать управленческие решения по успешной адаптации молодых учителей и разработать рекомендации по эффективной организации наставничества. Стоит обратить внимание на результаты анкетирования высшим и средним профессиональным образовательным организациям в плане пересмотра программы подготовки специалистов. Процесс становления будущего учителя начинается в стенах учебных заведений, профессиональный опыт формируется в ходе взаимодействия с участниками образовательного процесса. Значимая роль в формировании будущего учителя и выстраивании карьерного роста принадлежит наставнику. Взаимодействие между наставником и стажером может быть взаимовыгодным, так как современная молодежь более прогрессивна в применении цифровых ресурсовв профессиональной деятельности. The article describes the organization of mentoring in secondary schools of a municipality located in rural areas as a condition for the professional development of a young specialist with the subsequent building of career growth. A modern educational organization needs to be replenished with new personnel that meet the requirements of the professional standard “Educator”, “Teacher”, “Mentor”. To determine the real situation of mentoring, a cross-questioning was carried out among young specialists and the administration of a general education school, which made it possible to identify the problems of teachers at the initial stage of professional activity. The results of the study of the young specialists will help school administrators to analyze their work on mentoring, make management decisions for successful adaptation of young teachers and to develop recommendations for effective mentoring. It is worth paying attention to the results of the questionnaire survey for higher and secondary professional educational organizations in terms of revising the training program for specialists. The process of becoming a future teacher begins within the walls of educational institutions, professional experience is formed in the course of interaction with participants in the educational process. A mentor plays a significant role in shaping the future teacher and building career growth. The interaction between a mentor and a trainee can be mutually beneficial, since modern youth are more progressive in the use of digital resources in their professional activities.
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STROMOV, Vladimir Yurevich, Pavel Viktorovich SYSOYEV, and Vladimir Vladimirovich ZAVYALOV. "DEVELOPMENT OF STUDENT MENTORING IN THE RESEARCH AND EDUCATIONAL SPHERE IN A CLASSICAL UNIVERSITY." Tambov University Review. Series: Humanities, no. 174 (2018): 7–14. http://dx.doi.org/10.20310/1810-0201-2018-23-174-7-14.
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The development of an institution of student mentoring can be one of the tasks of developing student self-governance in a university. We provide grounds for the development of student mentoring in the research and educational sphere in a classical university. Based on an analysis of the literature, we propose the following working definitions of the terms “mentoring” and “student-mentor”. Mentoring is a special individual or group form of work by a more experienced and professionally developed specialist with the younger generation to transfer additional knowledge, practical experience, a work ethic and a culture of interaction in a team with the aim of improving the qualitative and quantitative results of their professional activities. The student-mentor is a senior student (3rd or 4th year undergraduate or graduate), attaining “good” and “excellent” grades, engaged in research work in one of the academic associations of the university under the guidance of a professor or associate professor, taking an active part in the university's public life, who knows and has experienced many difficulties in educational and social-educational work and research activity, and is able to share his/her experience with less competent, junior students. As an example of the implementation of the mentoring institute in the academic research field at Tambov State University named after G.R. Derzhavin, two research and educational projects are described: “The Decade of Professional Literacy” and “The School of Competences”. Each of them was fully developed and implemented by students of the University and was aimed at popularizing academic research among students of secondary general schools in the region and university students, and also at the formation of a number of additional professional and general cultural competencies of students.
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Devi, Syamala, and Dr P. Usha. "The Effect of Peer Mentoring on the Enhancement of Decision Making Skill among Higher Secondary School Students." IOSR Journal of Humanities and Social Science 19, no. 5 (2014): 140–43. http://dx.doi.org/10.9790/0837-1954140143.
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Beattie, Angela M., Heide Busse, Ruth R. Kipping, David J. Gunnell, Matthew Hickman, John A. A. Macleod, William Hollingworth, David Berridge, Chris Metcalfe, and Rona M. Campbell. "Youth mentoring for young people at risk of exclusion from secondary school: a feasibility randomised controlled trial." Lancet 388 (November 2016): S22. http://dx.doi.org/10.1016/s0140-6736(16)32258-9.
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Mazerolle, Stephanie M., Jessica Kirby, and Stacy E. Walker. "A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer." Journal of Athletic Training 53, no. 3 (March 1, 2018): 303–11. http://dx.doi.org/10.4085/1062-6050-45-17.
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Context: The transition to clinical practice is an important topic in athletic training because it is viewed as a stressful time that is accompanied by self-doubt. Mentorship and previous experience support the transition to practice, but little information is available on the organizational entry of the athletic trainer (AT) who is employed full time in the secondary school setting. Objective: To understand the experiences of newly credentialed ATs in full-time positions in the secondary school setting. Design: Qualitative study. Setting: Secondary schools. Patients or Other Participants: Seventeen ATs (4 men, 13 women; age = 25 ± 4 years) were employed full time in the secondary school setting. On average, the full-time ATs worked 40 ± 10 hours per week. Data Collection and Analysis: All participants completed a semistructured telephone interview with 1 researcher. Data were analyzed using a narrative analysis, and credibility was established by peer review and researcher triangulation. The narrative research paradigm guided our protocol and supported the rigor of the study. Results: Our analyses revealed that transition to practice was organic, such that the newly credentialed AT gained awareness by engaging in the role daily. Additionally, the transition process was facilitated by previous experience in the setting, mostly from educational training. Ongoing communication with various stakeholders (athletic directors, team physicians, and peer ATs) in the setting also assisted in the process of transitioning. Finally, mentorship from previous preceptors provided support during the transition process. Conclusions: Transitioning into full-time clinical practice in the secondary school setting was informal and supported by professional relationships and past experiences. Past experiences allowed for awareness but also the development of mentoring relationships that continued beyond the clinical education experience. Communication also assisted the newly credentialed AT, as it provided feedback for legitimation by multiple stakeholders.
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Walker, Stacy E., Ashley B. Thrasher, and Stephanie M. Mazerolle. "Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice." Journal of Athletic Training 51, no. 8 (August 1, 2016): 601–12. http://dx.doi.org/10.4085/1062-6050-51.9.12.
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Context: Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. Objective: To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. Design: Qualitative study. Setting: Individual phone interviews. Patients or Other Participants: Thirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants. Data Collection and Analysis: Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability. Results: The 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring. Conclusions: Employers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care.
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Garza, Rubén, Ellen L. Duchaine, and Raymond Reynosa. "A year in the mentor's classroom." International Journal of Mentoring and Coaching in Education 3, no. 3 (November 4, 2014): 219–36. http://dx.doi.org/10.1108/ijmce-07-2013-0044.
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Purpose – The purpose of this paper is to examine preservice teachers’ perceptions of their learning and teaching experiences in a mentor's classroom during a year-long field-based placement in a high-need urban school. In addition, the authors sought to examine how the experiences contributed to their professional growth and development as future teachers. Design/methodology/approach – This qualitative study used constant comparative analysis (Strauss and Corbin, 1998) to examine preservice teachers’ responses to an open-ended questionnaire, program survey, and also in focus groups about their mentoring experiences. Findings – The findings provide insight into participants’ mentors’ influence during a year-long placement and into characteristics of effective mentoring that contributed to their growth. Major findings of preservice teachers’ mentoring experiences in a high-need urban setting reflected two dominant themes: experiencing a pedagogical fulcrum and navigating the tributaries of professionalism. Research limitations/implications – The study is limited by the small number of participants from one large public university and included only secondary preservice teachers enrolled in one residency program designed to prepare mathematics, science, and special education teachers. Caution should be taken against generalizing the findings, regarding preservice teachers’ learning and teaching experiences in a mentor's classroom, to resident teachers in other areas due to the small sample size and interpretation of the findings. Originality/value – The findings provide a different perspective about the mentoring process to that provided by previous studies because preservice teachers learned and taught in the mentor's classroom during one academic school year without being evaluated by the mentor. The findings illuminate preservice teachers’ professional growth fostered by their experiences and highlight characteristics of the mentor's influence that contributed to their development.
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Vila, Sara, Raquel Gilar-Corbí, and Teresa Pozo-Rico. "Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century." International Journal of Environmental Research and Public Health 18, no. 10 (May 20, 2021): 5498. http://dx.doi.org/10.3390/ijerph18105498.
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In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.
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Lewis, Jennifer R., Mark S. Kotur, Omar Butt, Sumant Kulcarni, Alyssa A. Riley, Nick Ferrell, Kathryn D. Sullivan, and Mauro Ferrari. "Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research." Cell Biology Education 1, no. 1 (March 2002): 26–42. http://dx.doi.org/10.1187/cbe.02-02-0003.
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The purpose of this article is to discuss small-group apprenticeships (SGAs) as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments using both flow cytometry and laser scanning cytometry during the 1-month summer apprenticeship. In addition to effectively and efficiently teaching cell biology laboratory techniques, this course design provided an opportunity for research training, career exploration, and mentoring. Students participated in active research projects, working with a skilled interdisciplinary team of researchers in a large research institution with access to state-of-the-art instrumentation. The instructors, composed of graduate students, laboratory managers, and principal investigators, worked well together to present a real and worthwhile research experience. The students enjoyed learning cell culture techniques while contributing to active research projects. The institution's researchers were equally enthusiastic to instruct and serve as mentors. In this article, we clarify and illuminate the value of small-group laboratory apprenticeships to the institution and the students by presenting the results and experiences of seven middle and high school participants and their instructors.
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Kordic, Boris, and Lepa Babic. "The role of mentoring in youth development." Zbornik Instituta za pedagoska istrazivanja 44, no. 1 (2012): 196–212. http://dx.doi.org/10.2298/zipi1201196k.
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There is an opinion that natural youth mentoring has a favourable impact on psychosocial development and that it is correlated with better success later on life. This research purports to reveal which personality features of mentors and prot?g?s figure as necessary conditions for development of youth mentoring process, which leads towards positive developmental outcomes. The questionnaire created specifically for the purposes of this study was administered to the convenient sample of primary and secondary school students (77) and university students from Belgrade (109). Respondents assessed the features of a significant person from their life through 17 sentences, the changes occurring due to experience with a significant person through 18 sentences, and one?s own features through 16 sentences. Factor analysis extracted two features of significant persons (labelled M-basic support and M-expert), two kinds of outcomes of experience with significant persons (P-self-improvement and P-self-distance) and two types of features in respondents (Openness towards learning and Relying on others). Analyses indicate that establishment of a relationship of truth and exchange, providing the feeling of basic support to prot?g?s, is a conditio sine qua non in mentoring, while competence and professionalism of the mentor figure as differentia specifica in mentoring. In order for such a relationship to be established, it is necessary for mentors to have personality features that are a precondition for establishing the basic support for prot?g?s, and for prot?g?s to be open towards learning and ready to find a support in mentors.
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Lonsdale, Chris, Aidan Lester, Katherine B. Owen, Rhiannon L. White, Louisa Peralta, Morwenna Kirwan, Thierno M. O. Diallo, et al. "An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial." British Journal of Sports Medicine 53, no. 6 (October 9, 2017): 341–47. http://dx.doi.org/10.1136/bjsports-2017-097904.
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ObjectiveQuality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA.MethodsA two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation.ResultsStudents (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation.ConclusionsAMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions.Trial registration numberACTRN12614000184673.