首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
ABSTRACT

The purpose of this study was to explore the role of mentoring and how it shapes university presidents in higher education. Using phenomenological case studies to understand the lived experiences of university presidents, we analyzed data from eleven interviews. Drawing on tenets of Zachary’s Four Phases of Mentoring, this study reflects the ways in which university presidents were mentored including the effect that mentoring has on executive leadership preparation and success. This study’s findings can inform our understanding of mentoring and the importance of graduate preparation programs, executive leadership programs and organizations, and professional associations for the university presidency.  相似文献   

2.
ABSTRACT

This article offers a review of extant literature specific to educational leadership preparation programmes. The author explains how leadership development and preparation programmes have evolved over time. Highlighted are: (1) historical contexts of educational leadership, (2) challenges faced when implementing quality graduate programmes in educational leadership, (3) a brief international perspective of educational leadership, and (4) reform efforts aimed at creating a new kind of graduate education in educational leadership. The authors conclude with final reflections.  相似文献   

3.
Abstract

This study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel ready to participate. In the literature, studies support that programmes such as the International General Certificate of Secondary Education and the International Baccalaureate Organisation’s Middle Years Programme prepare students for the IBDP; however, there is a need for students’ voices on how they perceive they are prepared through these programmes. This study investigated three different approaches to IBDP preparation by gaining student insights through a scaled-item questionnaire and interviews. Students identified experiences that gave them skills to monitor their learning and resources that motivated them to participate in an advanced upper-high school programme.  相似文献   

4.
Abstract

An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction.  相似文献   

5.
Involvement in a mentor-student relationship is an invaluable experience for new graduate students. These students frequently have opportunities and experiences provided to them by their mentor that may be otherwise unattainable. Mentoring can help new graduate students develop academically, personally, and professionally. This article describes mentoring in gerontology education from the perspectives and personal experiences of new graduate students in sociology and gerontology. Discussed in this article are types and phases of mentoring, the need for a mentor in gerontology education, selection a mentor, and issues related to mentoring and career advancement.  相似文献   

6.
ABSTRACT

Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.  相似文献   

7.
In this article the author discusses some critical issues in the design and implementation of training programmes for future educational administrators in Africa. Such issues include the determination of skills and competencies required by these administrators, the sociocultural awareness resulting from exposure to the training programme, the discernment of educational purposes, specialisation by sector and function, education for responsible and ethical behaviour, and problems related to the organisation of training programmes, and the certification and placement of the new crop of educational administrators. The discussion focuses on public education systems generally, but draws on the author's impressions and observations about English-speaking Africa.  相似文献   

8.
Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth. We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral students may uncover new ideas about the benefits reaped through undergraduate research experiences.  相似文献   

9.

Mentoring academics is an integral step in aiding their professional development. This commitment to mentoring is discussed by three criminal justice professors, each in a distinct phase of his career. Three distinct mentoring models are discussed: (1) continuing a mentoring relationship with a dissertation advisor or other mentor from graduate school, (2) developing a new mentoring relationship at an academic institution where one receives a position, and (3) developing a new mentoring relationship with an academic in the same field, but at a totally separate institution. The authors describe their advancement in the field of criminal justice as it relates to the existence of a mentoring model, focusing on identifying the strengths of each model.  相似文献   

10.
Background:?This article reports on a mentoring programme which was implemented in selected Scottish secondary schools with the view to supporting students with school work, transition to further education/higher education, careers, and interpersonal skills. Mentoring students can enhance their academic, social, career and other outcomes. Mentoring relationships, when properly implemented, have been found also to yield positive results for mentors.

Purpose:?This paper is an investigation into a school-based mentoring programme which was implemented in 6 selected Scottish secondary schools. In so doing, we hope to contribute to an evolving framework for designing and implementing successful school-based mentoring.

Sample:?The sample for this study included 10 students aged between 16 and 17 years old in the second year of a broader 2-year business/education project, which aimed to promote student uptake of science, technology, engineering and mathematics (STEM) careers after secondary school. There were 11 mentors, who were drawn mainly from the science, health and the education sectors.

Design and method:?Methodologically, this study was qualitative interpretivist in nature. Data collection involved focus group discussion and individual semi-structured interviews.

Results:?The findings show mentee and mentor preparation, clarity of expectations, mentee–mentor matching, mentee motivation, appropriateness of meeting spaces and power relations, modes of communication including the use of social media, and the role of schools as essential conditions which influenced the quality of mentoring relationships.

Conclusion:?The findings suggest that mentoring programmes involving students in school and ‘external’ adult mentors need to consider a range of factors to achieve success when designing and implementing mentoring. This paper raises important issues for example, communication using social media, which have implications for practice in business sector and school partnerships involved in school-based mentoring.  相似文献   

11.
Abstract

This article explores the meaning of professionalism as it relates to early childhood teacher education. The poignant need for such professionalism is timely within the context of contemporary policies that have the potential to de‐skill educational professionalism as well as minimize the breadth and depth of early childhood education. After exploring problems/issues associated with a number of specific policies with such potential, an action plan and strategies for implementing such a plan are proposed. Now that early childhood teacher certification has been receiving increased attention in several states, the author concludes with what she feels is a problem worthy of immediate attention—greater school administrator preparation in early childhood curriculum.  相似文献   

12.
ABSTRACT

Although strides towards inclusivity and racial equality have been made in graduate education, many barriers to graduate education remain for racial/ethnic minorities. In response, we created Scholars Committed to Opportunities in Psychological Education (SCOPE), a mentor-based program for racial/ethnic minority undergraduates. 63 racial/ethnic minority undergraduates completed the SCOPE curricula and pre- and post-program questionnaires regarding graduate school application knowledge, application confidence, stress, self-efficacy, and SCOPE program satisfaction. Mentors completed a training and questionnaires in one SCOPE cohort. Knowledge about the GRE, the application process, and application confidence increased, and stress decreased, following SCOPE. The result of this work is a portable mentoring program that can be used across disciplines and demographics to increase inclusivity and equality.  相似文献   

13.
Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process. As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making sense of the challenge of keeping current technology in educational leadership programs. She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school management, to aspiring administrators. Ms. Alice B. Hambright, a former public school teacher.  相似文献   

14.
The aim of this article was to shed light on problematic issues related to the practical element in early childhood teacher education. We approach these questions mainly through scrutinizing and interpreting this part of kindergarten teachers’ university education in Finland. We then expand our analysis to include the broader issues of job commitment and the role of mentoring programmes among newly qualified kindergarten teachers. With the ‘kindergarten teacher as researcher’ as the chosen teacher model, our findings indicate that this aim can only be realistically achieved if all stages of the teacher education process are effectively linked. Key elements begin with the entry requirements for students and include productively connecting practicum experiences with on-campus courses, establishing a ‘double supervision model’, and cooperating with a stable network of early childhood centres for field studies. A further finding is that, despite a successfully completed professional education, the induction phase in the workplace can be a vulnerable time for novice teachers, suggesting an urgent need for mentoring programmes.  相似文献   

15.

Concerns about the quality and value of doctoral studies continue to be expressed by various constituencies. Cohort mentoring and professional relevance have been identified as significant opportunities for modernising doctoral education. This case study responds to the need for doctoral reform by exploring the process and outcomes of mentoring on a self-formed educational leadership cohort, a grassroots organisation called the WIT (writers in training) cohort. Analysis of this innovation from the members' perspectives suggests that the cohort mentoring experience serves to enhance individual success and improve a particular graduate context. Results indicate that benefits were gained in three areas of professional growth: developing a sense of identity and belonging, support for learning and attaining dreams and experiencing a faculty-student support model.  相似文献   

16.
Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and psychosocial functions as theorized by Kram is explored and the perceived value of the functions to mentors and protégés in the career development of beginning special education administrators is identified. Evidence of coaching, a career function, and counseling, a psychosocial function, was found in all relationships studied and these two functions were ranked as most important to the career development of beginning special education administrators by both mentors and protégés. Recommendations include incorporating mentoring functions into mentor and protégé training to increase the positive effect of mentoring on the career development of beginning special education administrators.  相似文献   

17.
This paper examines the involvement of academic staff in the management and administration of Australian higher education institutions, particularly universities.

An early focus is on the maelstrom of change from 1960 until the mid 1970s when change was generally equated with expansion and growth often without integrative forward planning. Three positive outcomes of this period of change are identified: an expansion of the passive concept of administration to include management and entrepreneurship as legitimate activities in the operation of universities and colleges; a greater involvement by academics in institutional management because, among other reasons, of the availability of enlarged data bases and heightened competition for diminishing resources; and the increasingly definitive forms of professionalisation among career administrators.

The deficient preparation of academics for management roles in Australian universities and colleges is contrasted with evidence of increased participation by administrators in management development activities including graduate programmes. Trigger films which are designed to provoke opportunities for learning in a peer group situation are presented as a particularly powerful remedy for this deficiency.

An evaluation of the TERC trigger film, “Decisions in Academic Departments”, by a small group of professional administrators from eight countries is then analysed. Such trigger films provide a stimulating and easily used resource for the improvement of management and administration in higher education.  相似文献   

18.
This study examines an innovative model program for the mentorship of diverse graduate students entitled the Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education (i.e., Mentoring Institute), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research at the University of Virginia (UVa). The Mentoring Institute was created to promote an inclusive environment for graduate students from diverse backgrounds as well as to provide support for and increase the number of students of color who successfully matriculate and graduate from UVa. A comprehensive program evaluation was conducted that assesses the mentoring experiences of UVa graduate students who participate in the Mentoring Institute. The evaluation data reveals how graduate students’ involvement in the Mentoring Institute has positively impacted their academic and social experiences as well as their feelings of connectedness to UVa's professional community. The evaluation also assesses ongoing activities, professional trainings, workshops, and other support mechanisms provided for graduate students by the Mentoring Institute. In all, graduate students who participated in the Mentoring Institute evaluation indicated that the program has contributed significantly to their academic success, social well being, and feelings of connectedness to the UVa graduate school community. This study should particularly benefit administrators, faculty, students, and higher education professionals who are interested in multicultural graduate student development at predominately White institutions of higher education.  相似文献   

19.
Many institutions of higher education confront seemingly unrelated needs of graduate students, who need not only to complete their dissertations but also to learn how to become proficient mentors for undergraduates as they move on to faculty roles. The graduate students are increasingly searching out high-impact learning experiences such as involvement with undergraduate research. The program we describe in this article offers a solution to these issues by pairing undergraduates with graduate students to work on their dissertation research. Undergraduates undertake hands-on research while learning about graduate school, and the graduate students learn about the mentoring process while receiving assistance that allows them to keep their dissertations moving toward completion.  相似文献   

20.
This case study is a continuation of a research project that investigated 149 mentoring teams in four school districts over a two‐year period. The primary goal in the first phase of the study was to identify mentoring teams that were regularly encountering problems, introduce intervention procedures, and assess the effectiveness of those procedures. In this phase, three teams were selected from the original study to represent four common problems encountered during formal mentoring: institutional barriers, issues of time, lack of emotional support, and poor interpersonal skills. Results indicate the need for a closer examination of the principal's role in the mentoring process, more attention to how mentoring coordinators and administrators use their time, a more rigorous mentor selection process, a more detailed evaluation of the teaching environment, additional support mechanisms, and more prevalent sharing of research.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号