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1.
Laura Putsche Debbie Storrs Alicia E. Lewis Jennifer Haylett 《Cambridge Journal of Education》2008,38(4):513-528
The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs. 相似文献
2.
Primary science education is a concern around the world and quality mentoring within schools can develop pre‐service teachers' practices. A five‐factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final‐year pre‐service teachers (mentees, n = 211) from three Turkish universities were administered a previously validated instrument to gather perceptions of their mentoring in primary science teaching. ANOVA indicated that each of these five factors was statistically significant (p<.001) with mean scale scores ranging from 3.36 to 4.12. Although mentees perceived their mentors to provide evaluation feedback (95%), model classroom management (88%), guide their preparation (96%), and outline the science curriculum (92%), the majority of mentors were perceived not to assist their mentees in 10 of the 34 survey items. Professional development programmes that target the specific needs of these mentors may further enhance mentoring practices for advancing primary science teaching. 相似文献
3.
The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews were conducted to explore participants' perceptions of mentoring processes that had influenced them professionally. Based on a confirmatory approach in qualitative analysis, using ATLAS.ti 5.0, we found that the influential mentors were perceived as authentic leaders who acted within four dimensions that were consistent with authentic leadership theory: self-awareness, balanced processing, relational transparency and internalised moral perspective. In addition, it was found that the influential mentors had contributed to the mentees' development of leadership strategies that included envisioning, engaging, evaluating, reflecting and monitoring. These findings may contribute to the development of preparatory programmes that can focus on development of authentic leaders among mentors, and may assist in developing middle-level leadership among their mentees. The present study indicated that mentoring characterised by authentic leadership could contribute to the broadening of leadership circles and to the construction of middle-level leadership through advancing mentees' leadership strategies within their educational spheres. 相似文献
4.
Lily Orland-Barak Roseanne Kheir-Farraj Ayelet Becher 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):76-95
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
5.
Amy J. Prunuske Janelle Wilson Melissa Walls Benjamin Clarke 《CBE life sciences education》2013,12(3):403-409
Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual''s science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors’ experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students’ experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research. 相似文献
6.
Linda S. Behar-Horenstein Alena Prikhidko 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):430-454
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
7.
Rebecca K. Frels Linda Reichwein Zientek Anthony J. Onwuegbuzie 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):28-58
The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n?=?998), mentors (n?=?791), and principals (n?=?73). Mentors’ attitudes towards mentoring were statistically significantly more positive than were the mentees’ attitudes, although, on average, the attitudes for both groups were positive. A statistically significant difference in attitudes emerged as a function of grade span, with elementary school mentees reporting the highest levels of motivation to be mentored and the greatest desire to observe veteran teachers. Qualitative analyses revealed that mentoring includes specific format, better matches, increased time for mentoring, observation opportunities, and better training for mentors. Implications are discussed. 相似文献
8.
Peter Hudson 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):30-43
A positive mentor–mentee relationship is essential for the mentee’s development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor–mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor–mentee relationships. 相似文献
9.
Researchers have highlighted developmental mentoring as being beneficial and judgmental mentoring as hampering the potential positive outcomes of mentoring. We introduce the construct clear mentoring as a beneficial form of mentoring. The findings suggest that newly qualified teachers who perceive higher levels of mentoring characterized by mentees’ opportunities to reflect upon their own practice, openness to different approaches to being a teacher, and an atmosphere of relational trust are more likely to report lower levels of self-efficacy. In contrast, mentees who perceive higher levels of mentoring characterized by clear communication of feedback and advice are more likely to report higher levels of self-efficacy and lower levels of intention to quit. This study contributes to the field of mentoring by illuminating how mentors’ communication of evaluations, advice, and feedback can positively affect mentees, and how mentoring dominated by mentees’ perspectives can negatively affects mentees. 相似文献
10.
J. Quinn Brisben 《Equity & Excellence in Education》2013,46(1):36-37
This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings indicate that mentors and mentees enter into these relationships because they believe they can either provide or receive important academic knowledge and resources during the mentoring process. 相似文献
11.
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
12.
Linda S. Behar-Horenstein Xiaoying Feng Alena Prikhidko Yu Su Huan Kuang Roger B. Fillingim 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):109-125
The purpose of our study was to assess how an academic health center (AHC) mentor academy program affected mentor competence and optimized the mentor–mentee relationship. Mixed methods were used to assess the effectiveness of an AHC mentor program at a clinical translational science institute (CTSI). Twenty biomedical research faculty mentors took a validated survey and submitted reflective writings to discover if they corroborated or refuted statistically significant survey results. There was a significant improvement in participants’ confidence of mentor skills, integral mentoring quality, and the extent to which they fulfill mentees’ expectations. Males provided constructive feedback and helped mentees develop goal strategies more often compared to females. Reflective writings supported these findings yet refuted two survey findings. The use of a mixed methods approach offers novel insight into how mentoring programs benefit translational research mentoring capacity building and raises questions about the sole use of surveys as evidence of program effectiveness. 相似文献
13.
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
14.
Christina J. Lunsmann Jori S. Beck Derek R. Riddle Chyllis E. Scott Amy B. Adkins 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):342-363
Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers’ social identity development through the concept of Apprenticeship of Observation – specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers’ prior experiences as mentees – including Alternate Route to Licensure, traditional teacher preparation programs, and inservice teaching – influenced their interactions with teacher candidates as mentors. Recommendations for practice and implications for future research are provided. 相似文献
15.
唐智霞 《河南广播电视大学学报》2012,(3):52-54
文化全球化能促进各民族文化的发展,同时也会对各民族语言文化造成冲击和威胁。全球化语境下的英语教育,肩负着培养民族文化认同感和维护国家文化安全的责任。文化自觉意识的培养应成为英语教育不可忽视的一项重要内容。英语课程作为文化传递的重要工具,一方面要引导学生学习西方优秀文化,另一方面要培养学生对民族文化的认知自觉性,从而实现英语教育与文化自觉的统一,使多元文化达到"和而不同"的境界。 相似文献
16.
Paul Willis Robert Bland Louise Manka Cec Craft 《Educational Research and Evaluation》2013,19(2):173-185
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
17.
通过质性研究的方法对中国留学生在跨文化互动过程中的自我概念及文化身份重构的问题进行探究,旨在更全面、深入地了解中国留学生的跨文化适应状况及其深层影响因素,为如何正确地培养和提高学生的文化自信、文化自觉、文化选择和辨别等跨文化能力提供有效参考。研究结果表明,中国留学生在自我概念的重构上呈现出从关联型自我向独立型自我迁移的动态特征,在文化身份重构的过程中显现出文化反思、文化自觉、文化认同和跨文化认同四个阶段。 相似文献
18.
In this collaborative research, we designed an e-mentoring program for novice teachers and explored online interactions between mentors and mentees, participant satisfaction, and the perceived benefits of the program for mentees and mentors. Our study included 14 mentees, 14 mentors, and 6 teacher educators. Data were gathered through online messages and semi-structured interviews. We found that the interaction frequency changed based on the participant group, the e-mentoring environment was mostly problem-based, and participants provided cognitive, affective, and instrumental support. Moreover, participant-related factors, as well as factors related to the design of the e-mentoring program were found to have influenced teacher satisfaction with the program. We also determined that the e-mentoring program provided different types of benefits for the professional development of mentees and mentors. Finally, we concluded that e-mentoring can be an influential method to help novice teachers providing that the design and participants of the program are meticulously reviewed. 相似文献
19.
Michael J. Karcher 《Psychology in the schools》2005,42(1):65-77
Far more has been written about the possible outcomes of cross‐age mentoring than about actual outcomes and the processes that lead to change. This study examined the effect of mentors' attendance on their mentees' outcomes after six months of developmental mentoring. Developmental mentoring is a structured, cross‐age peer mentoring program designed to promote children's development by facilitating connectedness. In this randomized study of 73 Caucasian, rural youth, multiple analyses of covariance revealed that connectedness to school and parents at posttest were significantly greater for mentees than for the comparison group. Regression analyses revealed that changes in self‐esteem, social skills, and behavioral competence were highly related to mentors' attendance, suggesting relational processes accounted for more change than did exposure to program curricula. However, the relationship between mentors' inconsistent attendance and mentees' decline in self‐esteem and behavioral competence suggests that absent mentors may do more harm than good. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 65–77, 2005. 相似文献
20.
Christine Bieri Buschor Patricia Schuler Braunschweig 《Assessment & Evaluation in Higher Education》2018,43(4):640-651
The aim of this longitudinal study was to gain an understanding of how Swiss student teachers (n = 253), who had passed a competence-based admission test, were assessed by their mentors after the first year of teaching. The results revealed a high correlation between the students’ initial cross-curricular competencies (CCC) and their mentors’ subsequent assessment. A regression analysis showed that the students’ initial CCC had the strongest impact on their subsequent competence development in relation to teaching, whereas cognitively oriented measures, including a cognitive ability test, did not add to the prediction. Qualitative analysis of mentors’ assessments revealed different patterns of low performing students’ competence development in relation to mentors’ support. Students with low self-confidence seemed to particularly benefit from shared reflection and a good mentee-mentor relationship. 相似文献