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 Case Study of a School wide One on one Teacher student Mentoring Program in Hong Kong written by I-Lingh Chen (Luke) and published by . This book was released on 2010 with total page 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 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book EFFECTIVENESS OF MENTORSHIP IN written by Jincheng Zhang Zheng and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effectiveness of Mentorship in Pre-teacher Training Program: a Case Study of Zhejiang Normal University" by Jincheng, Zhang Zheng, 張鄭錦程, 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: This study aims to verify the effectiveness of Mentorship in Pre-teacher training program through the case study of Zhejiang Normal University in China. The study assesses the current advantage and disadvantage of Zhejiang Normal University Elementary Education (ZJNU-EE)'s mentorship program and explore the standard of qualified Mentorship in pre-teacher training. International perspective by referring to related successful mentorship program has been offered to make a better case of pre-teacher training system in Elementary education This study uses documents analysis and empirical research methods, including in-depth interviews in the mentorship system at ZJNU-EE. Through the in-depth interview with 14 participants, respectively the policy makers and designer (Department Dean in ZJNU-EE), the mentor performer (Practical mentor teachers in primary school and university), and the participants (college students), this research aims to have a holistic reflection in dimensions of graduates' competency in job application and after employment, from interviewees' feedback in influential factors of ZJNU-EE's success. The paper has produced two conclusions: The first one is that ZJNU-EE is successful by cultivating the best primary school teacher. The definition of 'best primary school teacher' in this study has been divided into two perspectives, the competency of ZJNU-EE graduates in job application procedure and the long term evaluation after the graduates have one year working experience with solid external and internal evaluation; The second one is that Mentorship is the effective factor of the success of ZJNU-EE program to answer the questions that why this program is successful. The value to promote the current Pre-teacher training program/mode of ZJNU-EE and Mentorship program to other universities has been proved for a better mentorship system in pre-teacher education in China. To some extent, the implementation of a mentorship system can satisfy students' needs and equip graduates with competitive professional skills, but there is still an improved space for the degree of student' participation, systematic guidance, laws and rules, and assessment, etc. The experiences of western mentorship system have been added into suggestions in pre-teacher education. Combined with the experience of Teacher Education College, Zhejiang Normal University in implementation, this paper proposes the suggestions and countermeasures to improve the mentorship system. ZJNU-EE provides an empirical paradigm of Mentorship in teacher education to make up the lack of related research. Further, it can enhance the further research work of Pre-teacher training program/mode with comprehensive theoretical and practical materials, especially in cultivating best Elementary Education teacher in China. Subjects: Teachers - Training of - China - Zhejiang Sheng Mentoring - China - Zhejiang Sheng
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching as a Clinical Practice Profession written by Patrick M. Jenlink and published by Rowman & Littlefield. This book was released on 2021-04-15 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching as a Clinical Practice Profession is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students’ success.
Download or read book The Role of Teacher Interpersonal Variables in Students Academic Engagement Success and Motivation written by Ali Derakhshan and published by Frontiers Media SA. This book was released on 2022-07-05 with total page 636 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 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Professional Development Through Mentoring in Hong Kong Public Secondary Schools written by 周家輝 and published by . This book was released on 2021 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentoring Culture on Roles and Conceptions written by Sherry Maria Lobo and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Mentoring Culture on Roles and Conceptions: a Comparative Study of Two Hong Kong Practicum Schools" by Sherry Maria, Lobo, 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: The purpose of this study was to explore the mentoring culture during the practicum placement of student teachers in Hong Kong schools. The sample included 3 mentor teachers (in-service at two schools) and 7 mentee student teachers (from different teacher training courses at the University of Hong Kong). The systematically planned mentorship programme through the School-University Partnership (SUP) and the good will relationship shared with the practicum schools set the context; while the spontaneous, sincere, and open sharing of all research participants gave this study it's rich and detailed content. Participants in this study were invited to share their practicum mentoring experiences through semi-structured interviews and responses to 5 mini-mentoring choice scenarios. Prior to the interview, mentor teachers only were invited to send in their open-ended response to the question: According to you, what is mentoring? These multiple sources for data collection helped triangulate, validate, and contextualize the findings. From analyzing the mentoring aspects- different conceptions, roles and challenges were evident which indicated two very distinct mentoring cultures operated at different schools: inward-focused and outward-focused; in which the student teachers were accorded unique and different identities: teacher-in-class and teacher-in-school, respectively. Each mentoring culture model comprised: (a) the mentoring dimensions- contextual, relational, and process; (b) the super-ordinate professional goal; (c) mentoring pact boundary. The different dynamics of the mentoring pact lead to the different emphasis among the conceptions in the two cultures. Discussions in the last chapter portray paradoxical themes found; while the recommendations suggest areas for further research to help strengthen the design and implementation of: the teacher education program and practicum model. Subjects: Student teachers - China - Hong Kong Mentoring - China - Hong Kong
Download or read book Handbook of Youth Mentoring written by David L. DuBois and published by SAGE Publications. This book was released on 2013-04-30 with total page 601 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
Download or read book The Effectiveness of Mentorship in Pre teacher Training Program written by 張鄭錦程 and published by . This book was released on 2015 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Current Index to Journals in Education written by and published by . This book was released on 2001 with total page 900 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tensions and Complexities in School University Collaboration written by Yu-Yan Cheri Chan 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, "Tensions and Complexities in School-university Collaboration: a Hong Kong Case Study" by Yu-yan, Cheri, Chan, 陳如茵, 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: The aim of this study is to problematise the social practice of school-university collaboration in the context of assessment reform in Hong Kong English Language teaching. Hong Kong's education system has been undergoing major reforms since 1997 and collaboration between tertiary institutions and schools has been negotiated in education policy discourse as a way to improve teaching and learning. In the key policy documents shaping professional development practices for Hong Kong teachers, school-university collaboration is neatly packaged as achievable and unproblematic. In reality, however, school-university collaboration is frequently characterised by tensions and complexities. The objective of this research is to critically examine how particular worldviews about school-university collaboration and partnership are negotiated, reproduced and/or contested in one particular sociocultural context, that of secondary English language teaching in Hong Kong. Drawing on the work of Michel Foucault and the concepts of discourse propounded by Norman Fairclough, a theoretical framework was constructed to examine how collaborative practices in this case study were constituted through discourse. Textual data were collected from the case study. Critical discourse analysis (CDA) was used to examine how teacher-researchers and university facilitators co-constructed and negotiated systems of beliefs and knowledge, interpersonal relations and intrapersonal subjectivity whilst engaged in collaborative action research (CAR). The analysis of the textual data (emails, interviews, transcripts of face-to-face meetings) revealed collaborative practices were mediated through language (verbal and non-verbal). The study also indicates that the collaboration enacted in this case study was highly complex and ambiguous because the practice was predominantly shaped by social, political, ideological and pragmatic factors in the wider sociocultural context, including changes in the assessment of speaking skills of senior secondary students in the English language education curriculum. The discourse of collaboration was thus problematised to identify how all these factors shaped the construction of beliefs, interpersonal relations and identity in the practice of collaborative action research. The study concludes with an examination of the contribution that critical discourse analysis research can make in problematising the practice of school-university collaboration, and how this knowledge may be able to improve the planning and facilitation of future practices. While the existing literature about collaborative action research provides educators with information on how it is implemented in a Western sociocultural context, there are fewer studies which examine the notion of school-university collaboration in a more critical light, for example, by exploring how systemic and contextual factors in society play a significant role in shaping and constraining what people do through collaboration. This case study offers an insight into the complexities of constructing collaboration between two different institutional cultures in a non-Western sociocultural setting. The implications for policy, professional development and research in teacher education are also highlighted. The analysis of the textual data (emails, interviews, transcripts of face-to-face meetings) DOI: 10.535
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2009-04 with total page 654 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Flat World and Education written by Linda Darling-Hammond and published by Teachers College Press. This book was released on 2015-04-17 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: Argues that the education system in America needs to make drastic changes in order to build a system of high-achieving and equitable schools that protects every child's right to learn.
