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1.
Universities worldwide are developing peer mentoring programmes to assist first‐year students’ transition into university life. Awareness of the mentees’ experiences in the mentoring programme – the successes and challenges – contributes to ongoing planning for successful transition for first‐year students. Also, understanding the mentors’ experiences can contribute to the success of the programme and, more importantly, can lead to strong self efficacy for the mentors. This qualitative study appraises a mentoring programme for first‐year undergraduate students from the mentors’ perspective. The mentors’ experiences, both positive and negative, are discussed and a relational model of mentoring is presented. The results of this inquiry have implications for the development of future mentoring programmes, particularly in terms of mentor recruitment and preparation, if first‐year students are to be effectively oriented and supported in their transition to university study.  相似文献   

2.
ABSTRACT

This paper reports on mixed methods research that was part of a larger investigation into the impact of an inclusive, physical activity intervention programme on a broad range of variables including children’s enjoyment of, and participation in physical activity, self-perceptions, physical self-efficacy and how this influenced their overall social–emotional health and well-being. A six-month intervention programme based on Traditional Indigenous Games (TIG) was conducted in a total of five schools with 235 children and their seven teachers, in Queensland, Australia. Student reflective surveys used a four-point Likert scale to collect quantitative data relating to enjoyment and inclusion, perceptions of ability and physical self-efficacy. Qualitative data were also obtained through teachers’ anecdotal notes and post-intervention semi-structured interviews. Statistically significant differences across time were found for student enjoyment, inclusion, perceptions and physical self-efficacy and were supported by the teacher’s qualitative data. Improvements in students’ physical self-efficacy through inclusive physical activity occurred as a result of the positive experiences created by the TIG intervention programme. This study demonstrates the huge potential for the inclusive and cooperative approach foregrounded in TIG, to support the development of inclusive physical activity in schools which enhances physical self-efficacy and promotes the social–emotional health and well-being of children.  相似文献   

3.
Abstract

Emotional awareness programmes and initiatives in education have a high profile. Training courses in emotional literacy and emotional literacy projects are being promoted nationwide. However, whilst many successful projects and programmes have taken place in the context of mainstream school settings, by comparison relatively fewer projects have been reported in special school settings. A seven-week emotional awareness project was designed for seven pupils in a Year 8 form group (12–13 years of age) who were presenting with emotional and emotional/behavioural difficulties in Durants School, which caters for pupils with moderate learning difficulties. The project drew upon principles of circle time and placed emphasis on multisensory activities and role play. The purpose of the project was to identify whether an emotional awareness programme would lead to an increase in the pupils’ awareness and understanding of their own emotions, and whether an awareness of other people’s feelings/emotions could be integrated as a core module of the school’s personal, social and health education curriculum. This project illustrates that an emotional awareness programme can be adapted creatively for pupils with special educational and learning needs without involving expensive resources, and can give pupils life skills that can be applied both in and out of the classroom.  相似文献   

4.
Autism spectrum disorder (ASD) impacts approximately 1 in 44 children in the United States. Common characteristics of ASD are marked deficits in communication and social connectedness. As autistic children approach adolescence, there is a lack of interventions available to them. Mentoring can provide adolescents with a relationship that facilitates social connectedness with another person who has a shared life experience, filling a gap in services. The Autism Mentorship Program (AMP) was designed to provide autistic adolescents a meaningful relationship with an autistic young adult. Via participation in focus groups, mentees (n = 5), mentors (n = 6), and parents of mentees (n = 6) shared their experience of participating in an afterschool, youth mentoring intervention. Themes were developed from an open coding procedure. Results showed that AMP was associated with helping mentees find social connection within their mentoring relationship and among the group of mentees. Mentors also reported mutual benefits in social connectedness. Perceived benefits of the program, including improved academic performance, and suggestions for future programming are reported. AMP appears to be a promising program that provides social benefits for adolescents with ASD who may have few options for this type of support.  相似文献   

5.
This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen's transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a combination of mixed methods including a pre-program adjustment scale, online participation records, content analysis of online interactions and end of program interviews. Results reveal that volunteer freshmen experienced greater psychoemotional needs than the general student population. Personal and emotional interactions often developed, especially if the mentoring pair met face-to-face first and the fresher did not have an alternative support network. However, mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation. Perceptions of CMC were strongly determined by individual preferences. Implications for e-mentoring programs and Web 2.0 use are discussed.  相似文献   

6.
From reading the research literature, it is evident that making the transition from pre-service teacher to beginning teacher is a challenging experience. New to the profession teachers can experience self-doubt and feelings of anxiety about meeting expectations. What is valued at the start of their career is support, especially if it is ongoing and tailored to their needs. In this paper, I present data from the first mentoring programme for new to the profession early childhood teachers in Victoria, Australia – the State-wide Mentoring Program for Early Childhood Teachers (SWMP) (2011–2014). I provide an overview of this mentoring programme highlighting aspects considered most effective in supporting beginning early childhood teachers. I propose that developing a mentoring programme incorporating respectful, responsive, reciprocal and reflective elements, can enhance both mentor’s and mentee’s professional development and professional identity. The impact of this programme is evidenced by the voices of the mentors and mentees involved.  相似文献   

7.
Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter—it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences.  相似文献   

8.
Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.  相似文献   

9.
Drawing on the sociocultural theoretical (SCT) perspective, we offer a microgenetic analysis of mentor–mentee interactions in the context of pre-service teachers’ practicum in a Master’s program for Teaching English as a Second Language (TESL). Following two pairs of mentors and mentees, we analyze audio-recorded interactions and interviews and examine in depth how mediation occurs during mentoring and how such mediation assists the mentees in learning to become teachers. Our findings show that mentors’ mediation is dynamic and contingent upon the context in which mentoring occurs and that the quality and character of mentor–mentee interactions during goal-directed activities is a critical feature of promoting the mentees’ learning. Responsive mediation especially plays a key role in promoting the mentees’ cognitive development, and it is an essential component of effective mentoring. This calls for a more SCT-informed approach to conceptualizing mentoring and training mentors in practicums.  相似文献   

10.
This paper examines the nature of moral dilemmas mentors from three different national groups (Jewish, Druze, and Arab) encounter in their work in Israeli Arab schools, how they manage these dilemmas in practice, and how the nature of particular dilemmas might connect to their management strategies. Given the multicultural and politically conflictive context of the Israeli society, a cultural and political reading of in-service mentors’ moral dilemmas reveals that mentors’ encounter and management of recurrent moral dilemmas is embedded in cultural and political issues in a way that seem to hinder their mentoring practice. Preparation programs for mentors need to highlight awareness of mentors’ own culture and that of their mentees in order to implement a culturally and politically responsive practice.  相似文献   

11.
The phenomenon of women's underrepresentation in engineering is well known. However, the slow progress in achieving better gender equality here compared with other domains has accentuated the ‘numbers’ issue, while the quality aspects have been largely ignored. This study aims to shed light on both these aspects via the lens of mentors, who are at the coalface of guiding female engineers through their education and subsequent careers. Based on data collected from 25 mentors (8 men and 17 women from 8 countries), the paper explores their experiences of being mentors, as well as their views on recommended actions for nurturing female engineers. The findings reveal that the primary motivation for becoming a mentor was personal for men and women. Many mentors from countries with relatively lower female labour participation rates perceive their roles as guarantors of their mentees’ successful future career paths, and a similar trend can be found in mentors in academia. The study underscores the need for invigorating mentors’ roles in order to secure a more equitable future for engineering education.  相似文献   

12.
Today's technology-based society and the vast influx of new information make leadership development a necessity. Many of the world's finest and most successful leaders have trusted mentors. Mentoring has emerged as a means to cultivate the leadership skills of current and future leaders. Mentoring has a rich history and harbors immense learning potential, which is supported by the theories and concepts of prominent researchers and philosophers such as Vygotsky, Rogoff, and Bruner. Mentors take on various roles and, like chameleons, transform their roles to fit the needs of their mentees, including becoming coaches, supporters, counselors, educators, and sponsors. The benefits of both mentors and mentees are extensive, ranging from increased self-esteem, awareness, insight, and professional skills to reduction of stress. While the benefits to mentoring are immense, personal and societal constraints such as time, incompatibility, and inadequate training show that engaging in mentoring takes immense time, effort, and commitment in order to obtain the desired results.  相似文献   

13.
This paper uses theory from sociology of education to explore associations between mentors’ and senior colleagues’ perceptions of schoolwide collective responsibility and the frequency of their interactions with novice teachers. Survey data was collected from novice teachers, their mentors, and their school-based colleagues in 6 Michigan districts and 5 Indiana districts in 2007–2008. The findings suggest that mentors’ perceptions of collective responsibility for learning are strongly associated with their interactions with mentees, and that senior colleagues’ perceptions of schoolwide collective responsibility are also critical to their interactions with novice teachers. This study has implications for principals’ efforts to facilitate interactions between beginning teachers and their mentors and colleagues about core instructional issues.  相似文献   

14.
In my study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program. Three distinct groups emerged as follows: (a) mentors who perceived themselves as moderately efficient throughout the mentoring relationship (the moderate stable (MS) group), (b) mentors who considered themselves moderately efficient at the beginning of the match, and increasingly so as the relationship progressed (the increasing (IN) group), and (c) mentors who perceived themselves as very efficient at the beginning of the match, but who subsequently experienced slight fluctuations of their self-efficacy (the high unstable (HU) group). Several personal and experiential factors such as the mentors’ sensitivity to distress and the mentees’ parental autonomy support predicted the likelihood of belonging to the IN or HU groups (as opposed to the MS group). These findings are interpreted according to the premises of the self-efficacy theory. Implications for mentor selection and training are discussed.  相似文献   

15.
Despite increased research into team science and collaboration, little is known about postdoctoral scholars’ pathways to becoming independent researchers, particularly as it relates to the mentoring relationship. The purpose of our study was to explore if and how the team science framework promotes collaboration and the development of independent researchers from mentees’ and mentors’ perspectives. A convenience sample of faculty mentors and postdoctoral mentees, participated in semi-structured interviews. The analysis revealed three themes for the mentees: working with others, evaluating mentoring, exploring resources, and five themes for the mentors: elaborating on scholarly productivity, mentoring style, setting team culture, strategies to develop T32 scholars, and evaluating program qualities. The findings showed that scholars were engaged in an atmosphere of collaboration fostered by their mentors and that mentors encouraged scholars’ capacity for scientific thinking. Future studies should acquire the perspectives of all team members to examine how teams function.  相似文献   

16.
ABSTRACT

Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors.  相似文献   

17.
The purpose of this small‐scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers’ views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers’ competence to apply social and emotional (SEL) programmes’ intervention activities in the classroom. According to student teachers’ estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self‐awareness and to adopt a non‐directive attitude during the implementation of SEL programme’s activities.  相似文献   

18.
Mentors play a key role in developing preservice teachers for their chosen careers, and providing feedback appears as a significant relational interaction between the mentor and mentee that assists in guiding the mentee’s practices. But what are mentors’ perspectives on providing feedback to their mentees? In this case study, eight mentors viewed a professional video-recorded science lesson facilitated by a final-year preservice teacher during practicum for the purposes of providing oral feedback in a simulated mentor–mentee discussion. Findings showed that mentors’ feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature. Implications are discussed, including preservice teachers receiving feedback from more than one mentor and universities researching the design of valid and reliable tools to guide mentors’ oral feedback  相似文献   

19.
Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary school. This program had a distinctive focus on blending cross-age peer mentoring, academic tutoring, and social support roles. We focus on the program's consumers – the voices of Year 7 students (mentees) and Year 10 students (mentors). Student perspectives were gathered using qualitative methods through repeated focus groups. Data were thematically analysed, and the findings show observed changes in social relationships, problem-solving skills, and engagement with literacy. We discuss the importance of this relationship for effective learning and examine the reported changes to engagement with relationship building. Implications for developing whole-of-school support and increasing wider participation are discussed.  相似文献   

20.
This article analyses the school exclusion and subsequent educational inclusion of pregnant young women participating in a course of antenatal and key skills education at an alternative educational setting. It examines the young women's transitions from ‘failure’ in school to ‘success’ in motherhood and re-engagement with education. This article draws on participant observation- and interview-based research carried out with pregnant young women and staff at an alternative educational setting in London in 2007–2008. The young women's participation in the course represented a severing of past negative experiences in mainstream education, allowing a renewed focus on education alongside a positive maternal identity. The setting represented a form of inclusion, and the young women appreciated the focus on their social and emotional well-being, yet the limited academic provision in some cases continued to reinforce an educational exclusion.  相似文献   

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