Download or read book Case Studies of Informal Mentoring Relationships Between Adolescent Students of French and Their Teachers in Public Secondary Schools written by Linda Kay Leonard and published by . This book was released on 1991 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Mentoring and Professional Development of New Music Educators written by Michael Vernon Smith and published by . This book was released on 1994 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Graduate School Commencement written by University of Minnesota. Graduate School and published by . This book was released on 1991 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book Opening Up written by Hilary Dutton and published by . This book was released on 2019 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formal youth mentoring aims to promote positive outcomes for youth by facilitating supportive relationships between young people and caring non-familial adults. Evidence suggests the quality of mentoring relationships is a key contributor to effectiveness. Consequently, identifying how mentoring relationships can be enhanced has gained increasing attention. In this thesis I investigate a thus far unexplored relational process in youth mentoring research: mentor self-disclosure. Self-disclosure is a normative communication process that has been consistently linked to the development of close interpersonal relationships. Although youth mentoring is a relational intervention, little is known about the presence, practice, or effect of self-disclosure in mentoring relationships. Here, I present the first substantive work dedicated to self-disclosure in the youth mentoring literature. I used a multiple methods design to explore mentor self-disclosure using questionnaire and direct observational data across three studies. To begin, I conducted a descriptive study of mentor self-disclosure using questionnaire data gathered from 54 mentors. Findings indicate that mentors are engaging in self-disclosure across a wide range of topics, and largely perceive disclosure as a positive influence on their mentoring relationships. I then examined the link between mentor self-disclosure and relationship quality using questionnaire data from 48 mentoring dyads. Results from bivariate correlation and multiple regression analyses indicate that mentor self-disclosure makes a significant contribution to self-reported relationship quality for mentors and mentees. In the third part of my research, I used modified analytic induction to analyse 43 video-recorded interactions of mentors and mentees in conversation. The observed interactions illuminate key features of how mentors practice self-disclosure, including the use of relevant and meaningful disclosure, reciprocity of disclosure, and responsiveness to mentees. In sum, my findings reveal use of self-disclosure is widespread among mentors, provide evidence that disclosure can contribute to relationship quality, and show that mentors practice self-disclosure in distinctive ways. In addition to the thesis findings, several novel elements are included in this research. I use laboratory-based video-recorded direct observation—not before seen in youth mentoring research—to offer a new way of understanding and analysing mentor-mentee communication interactions. I also introduce two new measures to the literature. First, the Mentor Self-disclosure Instrument, a measure of mentor self-disclosure that I developed as part of my research, that is then tested and refined in two separate studies. The second new measure captures relationship quality and is distinguished from others in the field by being focused on the mentor-mentee emotional bond and appropriate for use with both mentors and mentees. In this thesis, I make the case for greater attention to communication in youth mentoring relationships. The emergent research base on relational processes is indicative of the increased focus on understanding the variable effectiveness of mentoring, and communication is at the heart of these enquiries. Communication tools, including self-disclosure, can be used purposefully and strategically by mentors to enhance their mentoring relationships. I argue that youth mentoring would benefit from developing a theoretical tool kit of communication strategies, including self-disclosure, which can form the basis of mentor training on this important topic. To achieve this, more research on communication in the mentoring context is needed. By embracing innovative research methods and an intriguing aspect of interpersonal relationships, I provide an in-depth and promising look at a neglected phenomenon in youth mentoring relationships.
Download or read book Case Study of a School Wide One On One Teacher Student Mentoring Program in Hong Kong written by I-Lingh Luke Chen and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Case Study of a School-wide, One-on-one, Teacher-student Mentoring Program in Hong Kong" by I-Lingh, Luke, Chen, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Youth need guidance to maximize their potentials, develop in a sound and well-rounded way, and steer clear of trouble. This is especially so nowadays, due to the complexity of today's world as well as the greater exposure to a variety of influences that advances in communications technology have brought with them. However, familial trends are such that less rather than more guidance might be available through the home or extended family today. Schools have taken on the brunt of providing this guidance through a variety of guidance programs. One way a particular secondary school in Hong Kong provides this guidance is by instituting a school-wide mentoring program, providing each student with a teacher designated as his personal mentor. While it is true that teachers in Hong Kong have always understood themselves as having a guidance role especially as class tutors for their own classes, and it is also true that mentoring has already been widely used in a variety of youth settings to provide guidance, efforts to combine the two and use teachers as mentors in a formal mentoring program for all the students in the school are less common but also seem to be on the rise. At any rate, research evidence for such programs is lacking and in the context of Hong Kong, virtually non-existent. Questions thus arise as to whether such school-wide, school-based mentoring programs using teachers can actually be successfully put in place; whether they actually have merit when put in place; and if they do have benefits, what kind and what extent of benefits actually accrue, and how might they be maximized. This case study is an attempt to address the above questions by seeking a deeper understanding of the mentoring program in the particular school. Specifically, it seeks first to clarify what the actual implementation of the mentoring program in the school looks like. Secondly, it seeks to consider how the program can be made more effective by identifying factors that affect the outcomes of such mentoring as well as by uncovering points of leverage specific to the case school. The research context of this study is in the domain of mentoring literature. At the same time, perspectives from the field of guidance in schools are also given due consideration. As a case study, a mix of qualitative and quantitative methods are used alongside each other and these include in-depth interviews with students and teachers and a survey of the student population of the school at large. The results show that though the actual implementation may not be as smooth as theorized, the program has already been reaping benefits. The program is also likely to reap even greater benefits if steps are taken to address issues such as clarity of objectives and commitment of staff and if it incorporates certain features of other well-run mentoring programs such as the provision of ongoing training, and program activities to support the development of the mentoring relationship. The results also confirm that factors commonly expected to be moderators of mentoring effectiveness such as the intensity and quality of the mentor-mentee relationship were indeed also moderators in the school's program and that factors more specific to the program's context such as goal-setting and whether the personal tutor was also the class tutor also had significant effects. It further suggested that mentoring the men
Download or read book Five Case Studies of Mentoring Relationships with Young People in Post Sixteen Education written by Samuel Robert Coombes and published by . This book was released on 2016 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Case Study of Informal Peer Mentoring with a First year Teacher and a Veteran Teacher written by Katie Harper Hamilton and published by . This book was released on 2014 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 970 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book EUDISED European Educational Research Yearbook 1997 98 written by and published by . This book was released on 1999 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 880 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cracking the code written by UNESCO and published by UNESCO Publishing. This book was released on 2017-09-04 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Download or read book The Influence of Mentoring Relationships on the Professional Development of In service Distance Education Students written by Karen Gordon and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study reports on an investigation into the influence of the mentoring relationship on the professional development of in-service distant education student-teachers. It explored how student-teachers and their mentors at primary schools in Mpumalanga perceive and experience mentoring relationships as part of their professional development. The primary research question that guided this study was to determine what role mentoring relationships play in the professional development of in-service distant education student-teachers. Three subquestions were used that focused on mentors and mentees' perceptions and experiences of mentoring relationships; aspects of the relationships that contributed most to their professional development; and the mentoring practice within the selected schools. This qualitative study used a case study design and semi-structured interviews generated the relevant data. The study was grounded in Hudson's model of mentoring for effective teaching and learning as a conceptual framework. The participants consisted of senior teachers who acted as mentors and in-service distant education student-teachers were the mentees at six primary schools in Mpumalanga Province. The findings of this study show that mentorship appears to be conceptualised as individual or collective student-teacher emotional support and professional support. Mentorship provides learning opportunities for the student-teachers to fill in the gaps in what could be regarded as the unwritten rules of the teaching profession. The positive influence of the mentor relationship involves supporting distance education student-teachers to grow and mature into accountable, responsible and professional teachers. Through the mentoring process mentors have an opportunity to reflect on their practice for their own professional career growth. The negative influence of mentoring was caused by the characteristics of mentor and organisational challenges. Recommendations are made for developing policy and improving practice.
Download or read book The Impact of Informal Mentoring written by Leonard Sumule and published by . This book was released on 2016 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This grounded theory study explores the perceptions of 33 alumni of 10 Indonesian evangelical theological schools regarding the impact of informal mentoring, which they experienced during their time as students. Data from face-to-face interviews revealed that the informal mentoring relationships (a) helped them to handle their social and emotional needs especially in the first and second semester, (b) facilitated their spiritual growth, (c) helped them achieve their academic goals, and (d) helped them become aware of their potential and identify their ministerial calling and vocations. -- The findings of this study show that the impact of informal mentoring can be described as a parental investment on the part of the mentor into the life of the mentee that is affected by the context, takes place in a specific process, and is dependent on the qualities of the mentor. The context of this parental investment is characterized by the close proximity and interaction that mimics close family relationships, such as the residential dormitories with dorm father/mother, mealtime conversations, and counseling during new student orientation. -- The parental investment process is defined as social-emotional support, spiritual impact, academic support, and ministerial guidance. The qualities of the invested parent (mentor) include assuming parental roles, being good listeners, praying with the mentees, believing in them, and being spiritual and moral role models. Nonfaculty mentors were also influential during internships and ministry practicum. There was also a dark-side to the parental investment mentoring model.
