An Annotated Bibliography of Current Literature on the Mentoring of Teachers: Collegial Mentoring Promotes Dual Professional Growth.

ERIC Educational Resources Information Center

Harper, Sheryll Lynch

This study reviews current research on teacher mentors. Mentoring is defined as teacher-to-teacher coaching or counseling. The annotated bibliography covers articles that deal with: (1) descriptions and definitions of mentors; (2) mentoring as a vehicle used in teacher induction programs; and (3) the value of mentoring as a staff development tool.…

Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers' Perspectives on Effective Teaching

ERIC Educational Resources Information Center

Goodwin, A. Lin; Roegman, Rachel; Reagan, Emilie M.

2016-01-01

This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers' descriptions of…

An Investigation of the Relationship between Factors of Beginning Teachers' Development within a Mentor-Based Induction Program

ERIC Educational Resources Information Center

Davis, James Kenny

2017-01-01

This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers…

Idiographic Roles of Cooperating Teachers as Mentors in Pre-Service Distance Teacher Education

ERIC Educational Resources Information Center

Koc, Ebru Melek

2012-01-01

This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by…

A Program Evaluation of the Experiences Provided to Novice Teachers through M School District's Teacher-Mentor Training Program

ERIC Educational Resources Information Center

Puryear, Pamela Ann

2012-01-01

Novice teachers often lack effective teaching strategies and exhibit poor classroom management, which creates disruptions in the classroom that lessen the quality of instructional time for students. The purpose of this program evaluation was to examine a teacher-mentor training program and the experiences provided to participants to gain a deeper…

An Analysis on the Experience of Mentoring Support in a College Alternative Teacher Certification Program

ERIC Educational Resources Information Center

Kilgore, Debra V.

2011-01-01

The purpose of this research study was to explore how college alternative teacher certification (ATC) participants experience mentoring support. The goal was to obtain a rich and deep understanding of the nature of the mentoring experience in a college ATC program through the perspectives of mentees and their mentors. The ATC program was the…

The Impact of Mentoring Programs on Teachers in Urban Middle Schools

ERIC Educational Resources Information Center

Wider, Beyonka Shantel

2012-01-01

Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

Promoting the Development of Mentor Teachers: Theory and Research Programs Using Guided Reflection.

ERIC Educational Resources Information Center

Reiman, Alan J.; Thies-Sprinthall, Lois

1993-01-01

Describes theory and a research program that uses guided reflection to promote the development of mentor teachers. Significant findings from a quasi-experimental study and a replication study are presented. The paper can assist teacher educators, policymakers, and school personnel who are searching for a teacher induction model. (GLR)

"A Circular Council of People with Equal Ideas": The Mentoring Mosaic in a Preservice Teacher Education Program

ERIC Educational Resources Information Center

Davis, Susan A.

2017-01-01

Mentoring in music education programs is such a ubiquitous part of the process; it is sometimes overlooked or subsumed under other categories. The purpose of this article is to highlight mentoring relationships within an undergraduate music teacher education program. Formal, informal, vertical, and horizontal mentoring are examined from the…

Promises and Pitfalls for Mentors of Beginning Teachers.

ERIC Educational Resources Information Center

Ganser, Tom

Mentoring programs for beginning teachers are designed to retain good teachers by providing them with psychological support and instructional assistance and introducing them to the cultures of the school and the district. Being a mentor also figures prominently in veteran teachers' professional development. An examination of the literature reveals…

Conceptualizing the Roles of Mentor Teachers during Student Teaching

ERIC Educational Resources Information Center

Butler, Brandon M.; Cuenca, Alexander

2012-01-01

The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher…

Being a Mentor: Novice Teachers' Mentors' Conceptions of Mentoring Prior to Training

ERIC Educational Resources Information Center

Schatz-Oppenheimer, Orna

2017-01-01

This study deals with novice teachers' mentors' conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for…

Expectation Congruency and Psychosocial Support in Formal Agriculture Teacher Mentoring Relationships

ERIC Educational Resources Information Center

Tummons, John; Kitchel, Tracy; Garton, Bryan L.

2016-01-01

Educational leaders have widely implemented mentoring and induction programs to support beginning teachers as they enter the profession. A variety of contextual factors within the mentoring dyad and program may impact the mentoring relationship and subsequent support received by the beginning teacher. The purpose of this study was to describe the…

Undergraduate Peer Mentors as Teacher Leaders: Successful Starts

ERIC Educational Resources Information Center

Wallin, Dawn; DeLathouwer, Erin; Adilman, Jordan; Hoffart, Jessie; Prior-Hildebrandt, Kathy

2017-01-01

This paper discusses the results of a qualitative study that examined the professional growth of undergraduate peer mentors as teacher leaders during an innovative Learning Community initiative designed for a teacher education program at the University of Saskatchewan. The paper describes the extent to which peer mentors exhibited characteristics…

A Mentoring Program Drills down on the Common Core

ERIC Educational Resources Information Center

Davis, Emily; Sinclair, Steve; Gschwend, Laura

2015-01-01

The Santa Cruz/Silicon Valley New Teacher Project--under the aegis of the New Teacher Center--devised a program to train teacher mentors to help new teachers incorporate the Common Core standards into their teaching. The three-year program yielded five critical lessons: Mentors need ongoing support to develop their readiness and willingness to…

Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers

ERIC Educational Resources Information Center

Riebenbauer, Elisabeth; Dreisiebner, Gernot; Stock, Michaela

2017-01-01

The introduction to teaching is critical for novice teachers. Near the end of their master's program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special…

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

ERIC Educational Resources Information Center

Gunuc, Selim

2015-01-01

The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring…

Effective Teacher Induction and Mentoring: Assessing the Evidence

ERIC Educational Resources Information Center

Strong, Michael

2009-01-01

A well-known authority on teacher induction programs offers the most comprehensive, up-to-date review of all recent research on the effectiveness of mentoring and induction support for new teachers. Michael Strong provides a revealing analysis of teacher induction programs and their consequences for education, teacher quality, teacher…

Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior.

ERIC Educational Resources Information Center

Stallion, Brenda K.; Zimpher, Nancy L.

1991-01-01

Study assessed a classroom management program embedded in a mentor and beginning teacher induction program. Researchers assigned mentor/beginning teacher pairs to treatment conditions. Some pairs completed a midyear classroom management intervention workshop. Trained teachers received higher ratings than untrained ones. The presence of mentors did…

A Mentoring Model for Technology Education for Teachers.

ERIC Educational Resources Information Center

MacArthur, Charles A.; And Others

1996-01-01

Describes a computer mentor program that was developed by the University of Maryland and the Prince George's County Public Schools (Maryland) to help teachers learn to integrate computers into their instruction. Topics include a course for the mentors, school administrative support, and results of program evaluations. (LRW)

The Influence of Mentoring Relationship Quality and Satisfaction on Novice Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Alessa, Matar Ahmed

2017-01-01

This study examined the influence of mentoring relationship quality, mentoring satisfaction, and mentor matches on novice teachers' self-efficacy. Additionally, the study continued to explore a Midwestern State's mentoring program features, novice teachers' needs, and challenges of working conditions. The study surveyed 340 novice teachers, with a…

Why Mentor? Linking Mentor Teachers' Motivations to Their Mentoring Conceptions

ERIC Educational Resources Information Center

van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie

2016-01-01

Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…

Developing Mentors: An Analysis of Shared Mentoring Practices

ERIC Educational Resources Information Center

Bower-Phipps, Laura; Klecka, Cari Van Senus; Sature, Amanda L.

2016-01-01

Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring…

Using Mentors and Interdisciplinary Teams To "Genderize" Teacher Education.

ERIC Educational Resources Information Center

Sanders, Jo; Campbell, Patricia B.

This paper describes a national project concerning gender equity in teacher education in mathematics, science, and technology. Using a model of external mentors and on-site teams, the Teacher Education Mentor Program (TEMP) worked with seven universities to facilitate the inclusion of gender equity in individual college courses and in college of…

Virtual Mentoring of Preservice Teachers

ERIC Educational Resources Information Center

Reese, Jill

2016-01-01

The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…

Mentoring New Teachers. Updated Edition.

ERIC Educational Resources Information Center

Portner, Hal

This book includes step-by-step instructions to help experienced teachers become just as skilled at mentoring beginning teachers as they are at teaching. It describes how teacher mentors can: relate to their proteges in ways that establish good working rapport; assess how the mentoring is progressing and make necessary adjustments; coach proteges…

The Mentor Teacher Casebook.

ERIC Educational Resources Information Center

Shulman, Judith H., Ed.; Colbert, Joel A., Ed.

This casebook, developed in collaboration with 22 mentor teachers in the Los Angeles (California) Unified School District, provides illustrative vignettes, written by the mentor teachers themselves, of their work with first-year teachers. The vignettes describe the circumstances of each event, its consequences, and the ongoing thoughts and…

Induction and Mentoring: Levels of Student Teacher Understanding

ERIC Educational Resources Information Center

Wilkins, Elizabeth A.; Okrasinski, Jeanne E.

2015-01-01

The purpose of this study was to explore perspectives held by student teachers about induction and mentoring programs and how teacher education programs could contribute to a broader continuum of supports that span from preservice to in-service teaching. Using survey research, this mixed-method study sought to understand what student teachers from…

Preservice Music Teacher Perceptions of Mentoring Young Composers: An Exploratory Case Study

ERIC Educational Resources Information Center

Menard, Elizabeth A.; Rosen, Robert

2016-01-01

Case study techniques were used to investigate perceptions of undergraduate music majors participating as teacher/mentors for elementary students in a university sponsored music composition program. Data included teacher interviews and observation of teacher training and composition mentoring sessions. Teacher perceptions were categorized as…

Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2012-01-01

Every year teacher preparation programs invest considerable time and energy in selecting and supporting cooperating teachers who serve as mentors for their student teachers. Given the weight and importance educators place on the student teaching experience and the powerful role it can play in shaping future teachers, it makes sense for teacher…

Supporting Music Teacher Mentors

ERIC Educational Resources Information Center

Zaffini, Erin Dineen

2015-01-01

While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…

"What" and "how" does a mentor teacher learn during a secondary science teacher candidate's internship?

NASA Astrophysics Data System (ADS)

Ashmann, Scott A.

Teaching science for understanding is hard work. Not many teachers leave a teacher education program sufficiently prepared to engage in this practice. In fact, many veteran teachers struggle with this complicated task, so effective professional development is needed. One approach that may hold some promise is being a mentor teacher to an intern. To investigate this possibility, the following central question guided this study: "What" and "how" does a secondary science teacher learn about the practices of teaching from the experience of being a mentor teacher for a science intern? A conceptual framework based on three planes of focus was utilized in this study. These planes are (a) a focus on the larger learning community and context, (b) a focus on the local learning community and activities, and (c) a focus on learners and purposes. Data were collected on two focus mentor teachers. These data included observations of interactions between the mentor and intern, responses to clarifying questions, interviews with other science teachers, and observations of both the mentor and the intern teaching lessons. Relationships among the characteristics of the context of the school and science department with the mentor teacher's theory of learning and teaching practices and the patterns of practice the mentor used in responding to specific occasions for learning were explored. It was found that these characteristics are related to five elements of mentor teacher learning: the social environment, resource use, defining tasks, the learning process, and the nature of a satisfactory conclusion. Two conclusions were made. The first was that remarkably detailed parallels exist among key elements in the context in which a mentor teacher works, the mentor teacher's approaches to teaching and learning, and the mentor's response to occasions for learning during the internship. The second was that differences among mentors in these key elements could account for differences in "what

Introducing Teacher Mentoring in Kosovo Schools--Potential and Challenges for Sustainability

ERIC Educational Resources Information Center

Vula, Eda; Berisha, Fatlume; Saqipi, Blerim

2015-01-01

This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a…

Science Teacher Retention: Mentoring and Renewal. Issues in Science Education.

ERIC Educational Resources Information Center

Rhoton, Jack, Ed.; Bowers, Patricia, Ed.

This book discusses science teacher retention and renewal, what kinds of problems beginner teachers face, mentoring programs, and intervention programs that support beginner teachers. Chapters include: (1) "Turnover and Shortages among Science and Mathematics Teachers in the United States" (Richard M. Ingersoll); (2) "Comprehensive Teacher…

Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior.

ERIC Educational Resources Information Center

Stallion, Brenda K.

The purpose of this study was to assess the effects of a program for training teachers in classroom management that was embedded in a mentor and beginning teacher induction program. Both mentor teachers and beginning teachers were randomly assigned to treatment conditions. The research sought to determine the effects of the classroom management…

The Impact of Mentoring on Alternatively Certified Teachers

ERIC Educational Resources Information Center

Kesler, Becky

2013-01-01

The purpose of this study was to explore the perceived effectiveness of mentoring for teachers certified through non-traditional avenues. This quantitative study investigated the type and amount of support teachers certified through the Arkansas Non-traditional Licensure Program (NTLP) and the Master of Arts in Teaching Program (MATP) received…

Student Teachers' and Mentor Teachers' Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?

ERIC Educational Resources Information Center

Izadinia, Mahsa

2016-01-01

This study examines similarities and differences between mentor teachers' and student teachers' perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The…

Mentoring in Preservice Mathematics Teacher Education

ERIC Educational Resources Information Center

Mewborn, Denise S.

2005-01-01

Mentoring is often assumed to be done by experienced teachers with new teachers in one-on-one settings and designed to help the mentee be successful with the tasks of teaching. In the context of preservice teacher education, mentoring usually takes place during field experiences, particularly student teaching when the mentor is the host classroom…

Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention

ERIC Educational Resources Information Center

Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean

2012-01-01

Early career teacher attrition is a matter of economic, social, and educational concern in many countries. Usually induction programs, including mentoring, are seen to alleviate the problem of early career teacher attrition. Mentoring/induction programs as a solution to what is defined as the problem of early career teacher attrition and retention…

The Effects of New Jersey's Teacher Mentoring Program on Teacher Job Satisfaction: A Study on the Influence of the Standardization of Mentoring Programs in Northern New Jersey

ERIC Educational Resources Information Center

Block, Matthew Jared

2017-01-01

The purpose of this study was to evaluate the influence of the 2006 New Jersey Department of Education's initiative to improve mentoring supports for first-year new teachers throughout the state. As part of this initiative, every school district in the state was required to develop a comprehensive mentoring plan to support new teachers. Districts…

Illinois Work-Based Learning Programs: Worksite Mentor Knowledge and Training

ERIC Educational Resources Information Center

Chadd, Julie; Anderson, Marcia A.

2005-01-01

Teacher-coordinators and worksite mentors of high school work-based learning programs throughout Illinois were the subjects of this study which described worksite mentors' knowledge of teaching work skills to students participating in work-based learning programs and the nature of the training provided to these worksite mentors. There were no…

Exploring the Dyad: The Relationship Establishment between a Novice Physical Education Teacher and His Mentor

ERIC Educational Resources Information Center

Gordon, Evelyn J.

2017-01-01

The retention of new teachers is a noteworthy issue among physical education teachers. One way to combat attrition is with the implementation of induction programs that have a strong emphasis on mentoring. Mentoring creates a "growth-in-connection" for the novice physical education teacher as well as the mentor. The relational cultural…

Mentoring Student Teachers: Collaboration with Physical Education Teacher Education

ERIC Educational Resources Information Center

Ballinger, Debra A.; Bishop, Jan G.

2011-01-01

There is a special relationship between a student teacher, the PK-12 teacher who serves as mentor, and the university/college supervisor. These three individuals, often called the triad, work together to transition the student from pre-service teacher to professional educator. This article focuses on the roles of mentor teachers and…

Earth Science Resource Teachers: A Mentor Program for NASA's Explorer Schools

NASA Astrophysics Data System (ADS)

Ireton, F.; Owens, A.; Steffen, P. L.

2004-12-01

Each year, the NASA Explorer Schools (NES) program establishes a three-year partnership between NASA and 50 school teams, consisting of teachers and education administrators from diverse communities across the country. While partnered with NASA, NES teams acquire and use new teaching resources and technology tools for grades 4 - 9 using NASA's unique content, experts and other resources. Schools in the program are eligible to receive funding (pending budget approval) over the three-year period to purchase technology tools that support science and mathematics instruction. Explorer School teams attend a one-week summer institute at one of NASA's field centers each summer. The weeklong institutes are designed to introduce the teachers and administrators to the wealth of NASA information and resources available and to provide them with content background on NASA's exploration programs. During the 2004 summer institutes at Goddard Space Flight Center (GSFC) the National Earth Science Teachers Association (NESTA) entered into a pilot program with NES to test the feasibility of master teachers serving as mentors for the NES teams. Five master teachers were selected as Earth Science Resource Teachers (ESRT) from an application pool and attended the NES workshop at GSFC. During the workshop they participated in the program along side the NES teams which provided the opportunity for them to meet the teams and develop a rapport. Over the next year the ESRT will be in communication with the NES teams to offer suggestions on classroom management, content issues, classroom resources, and will be able to assist them in meeting the goals of NES. This paper will discuss the planning, selection, participation, outcomes, costs, and suggestions for future ESRT mentorship programs.

Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations

ERIC Educational Resources Information Center

Waring, Hansun Zhang

2013-01-01

Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study…

Stories of English Teacher Mentor Retention

ERIC Educational Resources Information Center

Bell, Julie

2017-01-01

There is ever-growing concern in the education community over increasing teacher attrition rates. Many have argued mentoring is one answer to that concern, at both the pre-service teacher and induction levels. However, researchers have given little attention to a key component of mentoring: retaining the mentors themselves. Compensation may be a…

Perspectives from Pre-Service Mathematics and Science Teachers in an Urban Residency Program: Characteristics of Effective Mentors

ERIC Educational Resources Information Center

Garza, Rubén; Harter, Rod A.

2016-01-01

The purpose of our study was to examine mathematics and science pre-service teachers' perceptions of their mentoring experiences during their 1st year in the Teaching Residency Program for Critical Shortage Areas, an initiative designed to recruit, prepare, and retain teachers for high-need urban schools. Results from this mixed-methods study…

Mentoring Teachers in Systematic Phonics Instruction: Effectiveness of an Intensive Year-Long Program for Kindergarten through 3rd Grade Teachers and Their Students

ERIC Educational Resources Information Center

Ehri, Linnea C.; Flugman, Bert

2018-01-01

Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers' knowledge and effectiveness in teaching phonics and the extent that it improved students' achievement in reading…

Mentoring New Teachers: Promise and Problems in Times of Teacher Shortage

ERIC Educational Resources Information Center

Martinez, Kay

2004-01-01

Currently enthusiasm for mentoring of new teachers has re-emerged among teacher employing authorities in Australia and the United States. The literature on mentoring provides strong support for the importance of mentoring in retaining good teachers and in invigorating the teaching workforce; it also abounds in practical strategies and processes…

Uncovering Contents of Mentor Teachers' Interactive Cognitions during Mentoring Dialogues

ERIC Educational Resources Information Center

Hennissen, Paul; Crasborn, Frank; Brouwer, Niels; Korthagen, Fred; Bergen, Theo

2010-01-01

In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers'…

Making Mentoring Work

ERIC Educational Resources Information Center

Weisling, Nina F.; Gardiner, Wendy

2018-01-01

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don't live up to their potential. This article presents four research-based strategies that improve mentoring programs' prospects for success. By setting clear expectations, getting…

Examining Assumptions about Teacher Educator Identities by Self-Study of the Role of Mentor of Pre-Service Teachers

ERIC Educational Resources Information Center

McDonough, Sharon; Brandenburg, Robyn

2012-01-01

The role of university-based mentors providing support for pre-service teachers (PSTs) on professional experience placements has long been an element of teacher education programs. These mentors often face challenging situations as they confront their own assumptions about teaching and learning, while also supporting PSTs who may be experiencing…

Learner-Centered Mentoring: Building from Student Teachers' Individual Needs and Experiences as Novice Practitioners

ERIC Educational Resources Information Center

Kolman, Joni S.; Roegman, Rachel; Goodwin, A. Lin

2017-01-01

This exploratory study documents the practices of a group of mentor teachers (MTs) in high-need schools within a high-accountability district. These MTs support teacher candidates, called residents, in an urban teacher residency program. The primary research question--what are the mentoring practices of a group of strong MTs?--led the authors not…

Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions

ERIC Educational Resources Information Center

Hudson, Peter; Hudson, Sue

2018-01-01

Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with…

Mentor preparation: A qualitative study of STEM master teacher professional development

NASA Astrophysics Data System (ADS)

Click-Cuellar, Heather Lynn

The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers. In this dissertation, I conducted qualitative research to explore and understand the perceptions of STEM (science, technology, engineering, and mathematics) Master Teachers' mentoring professional development in the context of the Master Teacher Academies program situated at Desert State University (pseudonym), a large institution located on the Texas-Mexico border. Additionally, I examined the reported teaching self-efficacy of STEM Master Teachers (mentors), as well as that of their novice teachers (mentees). Another purpose of the study was to investigate the forms and elements of interactions between these mentors and their mentees. Participants of this study were Texas certified Master Mathematics or Master Science Teachers, and their novice mathematics or science teacher mentees; all of whom teach in a high need U.S. Mexico border city school district serving a student population that is over 93% Hispanic. A grounded theory approach was used in examining and analyzing mentor and mentee perceptions and experiences through case studies. A constructivist framework was utilized to derive findings from interviews and the review of documents and contribute a diverse context and population to the literature. The study reveals conclusions and recommendations that will benefit educators, universities, school districts, and policy makers in regard to teacher mentor preparation.

Mentor Policy and the Quality of Mentoring

ERIC Educational Resources Information Center

Polikoff, Morgan S.; Desimone, Laura M.; Porter, Andrew C.; Hochberg, Eric D.

2015-01-01

Mentoring is a common form of support for beginning teachers. State and district mentoring policies vary along a number of dimensions, yet policymakers have little evidence to draw on in designing effective mentoring programs. We use quantitative and qualitative data from a study of beginning middle school mathematics teachers in 10 districts to…

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

ERIC Educational Resources Information Center

Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

The GLOBE Program in Alabama: A Mentoring Approach to State-wide Implementation

NASA Astrophysics Data System (ADS)

Cox, G. N.

2003-12-01

Established in 1997, the GLOBE in Alabama (GIA) partnership has trained more than 1,000 teachers in almost 500 schools - over 25% of the total number of K-12 schools in Alabama. Over those five years, GIA has strived to achieve recognition of GLOBE as the "glue" to Alabama's new education program, the Alabama Math, Science and Technology Initiative (AMSTI). In 2003, GIA trained over 370 AMSTI K-8 teachers at two AMSTI hub sites in north Alabama. As the AMSTI program grows with the addition of future hub sites (eleven are planned), GIA must ready itself to train thousands of AMSTI teachers during the two-week summer professional development institutes that are part of AMSTI. A key component of AMSTI is a mentoring program conducted by math and science specialists - classroom educators loaned to the AMSTI hub sites by the school systems each hub site serves. The AMSTI mentoring program mirrors the GIA mentoring model begun in 1999 that originally funded regional GLOBE master teachers to provide technical assistance, feedback, and coaching for other GLOBE teachers. In schools where GIA mentor teachers were working, nearly a 100% increase in GLOBE student data reporting was noted. The GIA mentors now work within the hub site framework to ensure implementation of GLOBE as an integrated part of AMSTI. With the continued support of the State of Alabama, GIA will establish a network of mentors who work with the AMSTI hub site specialists in providing support for all AMSTI teachers. GIA is administered by the National Space Science and Technology Center, a partnership between NASA and the State of Alabama's seven research universities. Operational funding for GIA has been provided by the University of Alabama in Huntsville's Earth System Science Center, the NASA Marshall Space Flight Center, the Alabama Space Grant Consortium, The Alabama Department of Economic and Community Affairs, the Alabama State Department of Education, and Legacy. GIA has been able to build on these

Using Blackboard and Skype for Mentoring Beginning Teachers

ERIC Educational Resources Information Center

Suk Hwang, Young; Vrongistinos, Konstantinos

2012-01-01

The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

ERIC Educational Resources Information Center

Barnett, Ellen; Friedrichsen, Patricia J.

2015-01-01

Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and "how" mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the…

Determining the Roles of Mentors in the Teachers' Use of Technology: Implementation of Systems-Based Mentoring Model

ERIC Educational Resources Information Center

Gökoglu, Seyfullah; Çakiroglu, Ünal

2017-01-01

The aim of this case study is to evaluate the effect of mentors on teachers' technology integration process into their classrooms. In integration process, interactions between the mentors and the teachers are implemented in terms of Systems-Based Mentoring Model (SBMM). Mentors' leadership roles were determined and changes in teachers' technology…

Impacts of a Peer Mentoring Program on Preservice Physical Educators' Development

ERIC Educational Resources Information Center

Faucette, Nell; Nugent, Peg

2017-01-01

Today, new and redesigned mentoring roles are being explored in teacher education programs. According to literature, having peers mentor less experienced colleagues can benefit both groups. In this study, 11 senior physical education majors served as mentors to 15 juniors. Mentoring sessions occurred during regularly scheduled classes for all.…

Administrative Context and Novice Teacher-Mentor Interactions

ERIC Educational Resources Information Center

Pogodzinski, Ben

2015-01-01

Purpose: Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school's administrative context is associated with the focus and frequency of novice teacher-mentor…

An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses

ERIC Educational Resources Information Center

Strong, Michael; Baron, Wendy

2004-01-01

This study analyzes how mentor teachers make pedagogical suggestions to beginning teachers during mentoring conversations and how beginning teachers respond. Sixty-four conversations between 16 veteran teacher mentors and their beginning teacher proteges are examined and analyzed. The analysis reveals the extreme efforts of mentors to avoid giving…

Increasing Mentoring Skills of Cooperating Teachers to Enhance Support for Pre-Service Teacher Candidates

ERIC Educational Resources Information Center

Borden, Ryen

2014-01-01

Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their…

Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

NASA Astrophysics Data System (ADS)

Barnett, Ellen; Friedrichsen, Patricia J.

2015-11-01

Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

Teachers and Testing: Mentor Teachers Share Experiences

ERIC Educational Resources Information Center

Franklin, Cheryl A.; Snow-Gerono, Jennifer

2005-01-01

This article reports research conducted to describe the perceptions of mentor teachers in elementary schools who work with preservice teachers in local school-university partnerships. Teachers shared how their lives in elementary schools/classrooms have changed as a result of new standardized testing requirements. Results focus on how…

Experienced Teachers' Voices: What Motivates Them to Mentor?

ERIC Educational Resources Information Center

Garza, Ruben; Ramirez, Alfredo, Jr.; Ovando, Martha

2009-01-01

This qualitative study examined 88 experienced teachers' responses related to mentoring. Our findings suggest mentors possess the willingness and expertise to enhance the professional development and growth of a beginning teacher. Mentors were motivated by the opportunity to express an altruistic value, to provide affective support, to grow…

Starting an e-Mentor Program

ERIC Educational Resources Information Center

Caron, Daniel W.

2008-01-01

Mentorship is a valuable learning tool. A quick search of the Internet will result in hundreds of examples of mentorship between students, teachers, and people from industry. In this article, the author describes an e-mentor program used by aerospace students at Kingswoood Regional High School in Wolfeboro, New Hampshire. The author also describes…

An Exploration of Interactions between Virtual Mentors and Preservice Teachers

ERIC Educational Resources Information Center

Reese, Jill

2017-01-01

This study describes interactions between preservice music teachers and experienced teachers during virtual mentoring sessions embedded in field experiences for an elementary general music methods course. Participants were preservice music teachers (mentees) and experienced teachers (mentors). Videos of six mentoring sessions were transcribed,…

Judgemental and Developmental Mentoring in Further Education Initial Teacher Education in England: Mentor and Mentee Perspectives

ERIC Educational Resources Information Center

Manning, Catherine; Hobson, Andrew J.

2017-01-01

This article presents findings from a study which sought to identify the extent to which trainee teachers and their mentors considered their mentoring experiences and approaches to be judgemental or developmental. The article draws on a case study of trainee teachers and mentors on an Initial Teacher Education programme at a further education…

Correlation between Teaching Styles of Candidate Music Teachers and Mentor Music Teachers

ERIC Educational Resources Information Center

Ahmethan, Nurtug Bariseri

2016-01-01

Music teacher candidates spend part of their Bachelor education in practice schools with mentor teachers before starting work. Observing music teachers in the classroom empower candidates to understand how music teaching and learning occur in classrooms, and also enlightens them on how mentor teachers teach, which then expands their awareness…

E-Mentoring for Professional Development of Pre-Service Teachers: A Case Study

ERIC Educational Resources Information Center

Kahraman, Mehmet; Kuzu, Abdullah

2016-01-01

This study focused on supporting the professional development of information technologies pre-service teachers with e-mentoring approach. The e-mentoring program was conducted in four basic phases; preparation, matching, interaction and finalizing. In the study, the data were collected via researcher journals, semi-structured interviews held with…

Mentoring Alternative Certification Teachers: Implementing an Online Collaborative Consultation Community

ERIC Educational Resources Information Center

Dukes, Lyman, III; Jones, Brett D.

2007-01-01

Online discussion boards have the potential to provide significant support to beginning teachers; thus, we designed an online collaborative consultation community to provide mentor support to university students enrolled in an alternative certification program. The results suggest that although students in alternative certification programs will…

Collaboration and Virtual Mentoring: Building Relationships between Pre-Service and In-Service Special Education Teachers.

ERIC Educational Resources Information Center

Seabrooks, Janice J.; Kenney, Stephanie; LaMontagne, Maggie

2000-01-01

Explored the impact of mentoring via the Internet within two special education teacher preparation programs in which graduate students mentored undergraduate students. Data from pre- and post-intervention surveys, Internet interactions, and video conferencing indicated that participants considered Internet mentoring a positive experience that…

Preparing Science Specific Mentors: A Look at One Successful Georgia Program.

ERIC Educational Resources Information Center

Upson, Leslie; Koballa, Thomas; Gerber, Brian

The state of Georgia has developed the Teacher Support Specialist Program to assist prospective mentors as they begin the process of preparing to provide support and guidance to those new to the profession. Successful completion of this program for either staff development units or college credit enables Georgia teachers to add the teacher support…

Examining Mathematics Mentor Teachers' Practices in Professional Development Courses on Teaching Data Analysis: Implications for Mentor Teachers' Programs

ERIC Educational Resources Information Center

Kuzle, Ana; Biehler, Rolf

2015-01-01

In this paper, we report on the training practices of 12 mathematics mentor teachers who developed and implemented five short professional development courses after participating in a 5-month continuous professional development course "Competence-oriented teaching and learning of data analysis." The intention of this course was to deepen…

Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs

ERIC Educational Resources Information Center

Guise, Megan

2013-01-01

Although there is some agreement in the field of education as to what constitutes a mentor and the roles and responsibilities of a mentor, mentoring programs vary drastically across states and across schools with respect to the amount of structure and the resources available to implement these programs. Too often, mentoring programs take on a…

Peer Mentoring: Stories of Three Mathematics Teachers

ERIC Educational Resources Information Center

Kensington-Miller, Barbara

2011-01-01

Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical…

Mentors' Views of Factors Essential for the Success of Beginning Teachers

ERIC Educational Resources Information Center

Barrera, Arnold; Braley, Richard; Slate, John R.

2008-01-01

The views of 46 mentors of first-year teachers were obtained regarding practices that they viewed as essential for their success in mentoring teachers. Specifically, they were queried about teacher involvement/support, staff development, administrative support, and resource materials. Almost all of the mentor teachers believed a teacher-mentoring…

Effective Practices for Mentoring Beginning Middle School Teachers: Mentor's Perspectives

ERIC Educational Resources Information Center

Sowell, Marsha

2017-01-01

In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the…

New Teachers' Perspectives of Informal Mentoring: Quality of Mentoring and Contributors

ERIC Educational Resources Information Center

Du, Fengning; Wang, Qi

2017-01-01

As an individual socialization initiative, informal mentoring has often been lauded as an effective tool to provide spontaneous and immediate social-emotional and career-related assistance to new teachers. Little is known about how informal mentoring is perpetuated in workplace. Through the conceptual lens of dynamic process theory of mentoring,…

Multilevel approach to mentoring in the Research Experiences for Undergraduates programs

NASA Astrophysics Data System (ADS)

Bonine, K. E.; Dontsova, K.; Pavao-Zuckerman, M.; Paavo, B.; Hogan, D.; Oberg, E.; Gay, J.

2015-12-01

This presentation focuses on different types of mentoring for students participating in Research Experiences for Undergraduates programs with examples, including some new approaches, from The Environmental and Earth Systems Research Experiences for Undergraduates Program at Biosphere 2. While traditional faculty mentors play essential role in students' development as researchers and professionals, other formal and informal mentoring can be important component of the REU program and student experiences. Students receive mentoring from program directors, coordinators, and on site undergraduate advisors. While working on their research projects, REU students receive essential support and mentoring from undergraduate and graduate students and postdoctoral scientists in the research groups of their primary mentors. Cohort living and group activities give multiple opportunities for peer mentoring where each student brings their own strengths and experiences to the group. Biosphere 2 REU program puts strong emphasis on teaching students to effectively communicate their research to public. In order to help REUs learn needed skills the outreach personnel at Biosphere 2 mentor and advise students both in groups and individually, in lecture format and by personal example, on best outreach approaches in general and on individual outreach projects students develop. To further enhance and strengthen outreach mentoring we used a novel approach of blending cohort of REU students with the Cal Poly STAR (STEM Teacher And Researcher) Program fellows, future K-12 STEM teachers who are gaining research experience at Biosphere 2. STAR fellows live together with the REU students and participate with them in professional development activities, as well as perform research side by side. Educational background and experiences gives these students a different view and better preparation and tools to effectively communicate and adapt science to lay audiences, a challenge commonly facing

Teachers Need Teachers: An Induction Program for First Year Bilingual Teachers.

ERIC Educational Resources Information Center

Sosa, Alicia Salinas; Gonzales, Frank

A critical shortage of bilingual teachers exists in Texas. While the Hispanic population has grown at a 39% rate, the number of Hispanic teachers has declined. The Teachers Need Teachers program in San Antonio pairs about 75 new bilingual education teachers with experienced bilingual education teachers, who serve as mentors. Its purpose is to…

Assisting Beginning Teachers and School Communities to Grow through Extended and Collaborative Mentoring Experiences

ERIC Educational Resources Information Center

Long, Janette

2009-01-01

Mentoring as a strategy to assist and retain beginning teachers in the profession has been perceived as the panacea for reducing attrition rates. Whilst this may be true in many cases, mentoring alone has been unable to stem the flow of resignations. In this essay on scholarship and teaching, the author explores surrounding mentoring programs. New…

The Impact of Induction/Mentoring on Job Satisfaction and Retention of Novice Teachers

ERIC Educational Resources Information Center

Williams, Ingrid Rene'e

2012-01-01

Teachers are essential to the success of all students. In an effort to reduce high teacher turnover, states and/or school systems are implementing induction/mentoring programs as a mechanism for supporting teachers in their early years. The issue is not the availability of teachers; higher education is producing more than enough qualified…

Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City. NBER Working Paper No. 13868

ERIC Educational Resources Information Center

Rockoff, Jonah E.

2008-01-01

Mentoring has become an extremely popular policy for improving the retention and performance of new teachers, but we know little about its effects on teacher and student outcomes. I study the impact of mentoring in New York City, which adopted a nationally recognized mentoring program in 2004. I use detailed program data to examine the…

Teacher Mentoring and Induction: The State of the Art and Beyond

ERIC Educational Resources Information Center

Portner, Hal, Ed.

2005-01-01

One out of every two new teachers will quit teaching within five years; however, studies show that comprehensive induction programs can slash attrition rates in half and dramatically accelerate the professional development of new teachers. This book combines an overview of the current state of induction and mentoring with cutting-edge strategies…

Pre-Service Teachers' Evaluation of Their Mentor Teachers, School Experiences, and Theory-Practice Relationship

ERIC Educational Resources Information Center

Alemdag, Ecenaz; Simsek, Pinar Özdemir

2017-01-01

This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had…

Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms

ERIC Educational Resources Information Center

Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa

2018-01-01

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to…

Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

ERIC Educational Resources Information Center

Schneider, Rebecca M.

2009-01-01

To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication…

Building Bridges: How to Increase the Efficacy of Teacher Mentors and Student-Teacher Programs

ERIC Educational Resources Information Center

Nesheim, Nicole E.; Moran, Clarice M.; Pendleton, Melissa

2014-01-01

The cases presented describe two levels of struggle. One level identifies two student teachers (ST) and their mentors failing to meet one another's expectations. Another level presents school administration as it seeks to find ways of meeting STs' needs while maintaining a positive and productive school climate. Relevant research is presented to…

Managing Mentoring Programs.

ERIC Educational Resources Information Center

IUME Briefs, 1992

1992-01-01

Some programs for helping at-risk youth achieve excellent results, while others do not. One reason for program success can be proper management. Mentoring is a promising strategy for helping at-risk youth. Planners who want to create effective mentoring programs should look at the implementation experiences of other youth programs. Evaluations…

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

NASA Astrophysics Data System (ADS)

Abed, Osama H.; Abd-El-Khalick, Fouad

2015-03-01

Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

NASA Astrophysics Data System (ADS)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

Mentoring and Professional Teacher Development: A Case Study of Mentor Teachers at a Rural North Carolina High School

ERIC Educational Resources Information Center

Clark, Patricia D.

2016-01-01

This case study dissertation investigated the perceptions of mentor teachers in regard to their professional practice, teacher leadership, and workplace satisfaction. The researcher investigated the lived experiences of these teachers within the bounds of their prescribed relationships with a beginning teacher. This dissertation is motivated by…

Mentoring Student Teachers: A Conceptual Model.

ERIC Educational Resources Information Center

Stahlhut, Richard G.; Hawkes, Richard R.

This study sought to determine how student teachers perceived their cooperating teacher's leadership practices. The Leader Behavior Description Questionnaire Form was completed during the final week of clinical field experience by 212 student teachers. The questionnaire was based on four identified leadership styles used by mentors: (1)…

Mentoring Trainee Music Teachers: Beyond Apprenticeship or Reflection

ERIC Educational Resources Information Center

Cain, Tim

2007-01-01

This article explores the theoretical concepts of "apprenticeship" and "reflection" in Initial Teacher Education music mentoring. It presents two case studies of Secondary music mentoring and relates these to the theoretical concepts. The article argues that a more integrated view of music mentoring might be provided with…

Leadership in Hard-to-Staff Schools: Novice Teachers as Mentors

ERIC Educational Resources Information Center

Catapano, Susan; Huisman, Sarah

2013-01-01

In our study, we chronicle the development of two novice urban teachers who developed in to mentors in the third year of their teaching. The two novice teachers were hired to serve as mentors to new teachers in or near their school. Interviews with the teachers about their experiences identified three areas of discussion as a result of their…

Supporting learner-centered technology integration through situated mentoring

NASA Astrophysics Data System (ADS)

Rosenberg, Marian Goode

Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

The Influence of Teacher Education on Mentor Teachers' Role Perception in Professional Development Schools

ERIC Educational Resources Information Center

Klieger, Aviva; Oster-Levinz, Anat

2015-01-01

Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…

Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education

ERIC Educational Resources Information Center

Payne, Katherina A.

2018-01-01

Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their…

Mentoring in Higher Education Music Study: Are Good Teachers Mentors?

ERIC Educational Resources Information Center

McCowen, Heather V.

2010-01-01

This quantitative study examined the correlation between how college level music students rated their teachers on the Fowler/O'Gorman Mentor Functions Questionnaire and how they perceived two aspects of their private music lessons: (1) to what extent they perceived their relationship with their teachers as positive, and (2) to what extent they…

Desirable Attributes and Practices for Mentees: Mentor Teachers' Expectations

ERIC Educational Resources Information Center

Hudson, Peter

2013-01-01

Research indicates attributes and practices for mentor teachers that can be used for effective mentoring. Universities provide guidelines for preservice teacher (mentee) engagement in schools generally from anecdotal evidence, however, what are desirable attributes and practices for mentees? This qualitative study gathers data from 25 mentor…

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

ERIC Educational Resources Information Center

Abed, Osama H.; Abd-El-Khalick, Fouad

2015-01-01

Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these…

The Induction Mentor Voice: A Phenomenological Study of Effective Practices for High Quality K-12 Teacher Induction Mentoring

ERIC Educational Resources Information Center

Doering, Sagui Araceli

2018-01-01

In education, mentoring is pivotal in the early development and long-term success and self-directed efficacy of new teachers. With increasing acknowledgment of the importance of mentoring as the preferred means of induction support for new teachers, mentors can serve to positively impact the overall quality of teaching and learning. Yet, like the…

Work-to-School Mentoring: Childcare Center Directors and Teachers' Return to School

ERIC Educational Resources Information Center

Deutsch, Francine M.; Tong, Taryn L.

2011-01-01

As supervisors of preschool teachers, childcare center directors are well-situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic…

Mentoring for Diversity and Equity: Focusing on Students of Color and New Teachers of Color

ERIC Educational Resources Information Center

Achinstein, Betty

2012-01-01

The task of preparing and supporting new teachers for working with diverse youth has generated widespread interest in induction and mentoring programs (Wang & Odell, 2002). However, much of mentoring in practice falls short of equity- and diversity-focused work. It can be better characterized as "situational adjustment, technical advice, and…

"Being" the PDS Triad: My PDS Experiences as a Teacher Candidate, a Mentoring Teacher, and Beyond

ERIC Educational Resources Information Center

Daoud, Nisreen

2017-01-01

This article describes the journey of a current doctoral student from teacher candidacy to inservice work and mentor teaching to studying effective teacher preparation. The purpose of the article is to investigate the importance of the PDS triad--teacher candidate, mentor teacher, and university instructor--through one person's perspective. Having…

Business Education University Supervisors' Perspectives of Mentor Teachers' Competencies

ERIC Educational Resources Information Center

Fletcher, Edward C., Jr.

2012-01-01

This study examined the perspectives of an expert panel of 31 business education university supervisors from the U.S. and Canada using a modified Delphi approach regarding the areas in which mentor teachers are typically most and least prepared. Findings indicated business education mentor teachers are most prepared in the areas of classroom…

REFORMA/UCLA Mentor Program: A Mentoring Manual.

ERIC Educational Resources Information Center

Tauler, Sandra

Although mentoring dates back to Greek mythology, the concept continues to thrive in today's society. Mentoring is a strategy that successful people have known about for centuries. The REFORMA/UCLA Mentor Program has made use of this strategy since its inception in November 1985 at the Graduate School of Library and Information Science at the…

The Multiple Roles of Mentors

ERIC Educational Resources Information Center

Sanchez, Sabrina R.; Roegman, Rachel; Goodwin, A. Lin

2016-01-01

Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles:…

The Possible Effects of Mentoring on Second Career Teacher Perceptions

ERIC Educational Resources Information Center

Lopez, Carol A.

2017-01-01

The primary goal of this study was to examine the effects of mentoring during the first teaching year of high school Second Career Teachers. The teachers' perception of this aspect of their professional career was studied. The practice has been that school district administration assigns new teachers a mentor to support them in their success. They…

Perceptions of Experienced Music Teachers regarding Their Work as Music Mentors

ERIC Educational Resources Information Center

Conway, Colleen; Holcomb, Al

2008-01-01

The purpose of this study was to examine the perceptions of experienced music teachers regarding their preparation for and experience of mentoring in a 2-year mentor project focusing on the support of teachers in Title I schools in Orlando, Florida. Data included the following: initial expectations of mentoring from Year 1 (note cards), biggest…

78 FR 66905 - Agency Information Collection Activities; Comment Request; Evaluating the Retired Mentors for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-07

...; Comment Request; Evaluating the Retired Mentors for Teachers Program AGENCY: Institute of Education... considered public records. Title of Collection: Evaluating the Retired Mentors for Teachers Program. OMB... study of the Retired Mentors for New Teachers program for probationary teachers developed by the Aurora...

Repositioning Professionalism: Teachers, Mentors, Policy and Praxis

ERIC Educational Resources Information Center

Ingleby, Ewan; Tummons, Jonathan

2012-01-01

This article reflects on the interplay between the recommended policy of providing mentors for PCET ITT (Post-Compulsory Education and Training Initial Teacher Training) students and the praxis or application of this policy. The findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside…

A Mixed Methods Study Exploring Strengths-Based Mentoring in Clinical Practice and Student Teacher Development

ERIC Educational Resources Information Center

Moehle, Matthew R.

2011-01-01

As teacher education programs further emphasize clinical experiences, the role of university student teaching supervisor becomes increasingly important, as does research on supervision practices. Practitioners and researchers in the fields of positive psychology, management, and teacher education have argued that mentors who employ characteristics…

The Effects of Mentor Instruction on Teaching Visual Supports to Novice, Special Education Teachers

ERIC Educational Resources Information Center

Mrstik, Samantha L.; Vasquez, Eleazar; Pearl, Cynthia

2018-01-01

The use of mentor teachers to sustain the longevity of a novice special education teacher is not a new tactic nor is the use of a mentor teacher's guidance in professional development for novice teachers. This study examines a new method of mentor teachers conducting professional development sessions for novice special educators through the use of…

Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2007

2007-01-01

The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

The Induction Program--Teachers' Experience after Five Years of Practice

ERIC Educational Resources Information Center

Eisenschmidt, Eve; Oder, Tuuli; Reiska, Epp

2013-01-01

The induction program to provide support for novice teachers was introduced into teacher education in Estonia in 2004. The teachers who participated in the first program have now been working for several years. To evaluate the effectiveness of induction activities, we explored how mentoring and an induction program influence teachers' opinions…

Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships☆

PubMed Central

Chan, Christian S.; Rhodes, Jean E.; Howard, Waylon J.; Lowe, Sarah R.; Schwartz, Sarah E.O.; Herrera, Carla

2013-01-01

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students’ socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth’s Emotional Engagement scale, was significantly associated with positive changes in youths’ relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed. PMID:23375177

Mentoring Program Enhancements Supporting Effective Mentoring of Children of Incarcerated Parents.

PubMed

Stump, Kathryn N; Kupersmidt, Janis B; Stelter, Rebecca L; Rhodes, Jean E

2018-04-26

Children of incarcerated parents (COIP) are at risk for a range of negative outcomes; however, participating in a mentoring relationship can be a promising intervention for these youth. This study examined the impact of mentoring and mentoring program enhancements on COIP. Secondary data analyses were conducted on an archival database consisting of 70,729 matches from 216 Big Brothers Big Sisters (BBBS) local agencies to establish the differential effects of mentoring on COIP. A subset of 45 BBBS agencies, representing 25,252 matches, participated in a telephone interview about program enhancements for better serving COIP. Results revealed that enhanced program practices, including having specific program goals, providing specialized mentor training, and receiving additional funding resulted in better outcomes for COIP matches. Specifically, specialized mentor training and receiving additional funding for serving matches containing COIP were associated with longer and stronger matches. Having specific goals for serving COIP was associated with higher educational expectations in COIP. Results are discussed in terms of benefits of a relationship-based intervention for addressing the needs of COIP and suggestions for program improvements when mentoring programs are serving this unique population of youth. © Society for Community Research and Action 2018.

Conceptions and Expectations of Mentoring Relationships in a Teacher Education Reform Context

ERIC Educational Resources Information Center

Aderibigbe, Semiyu; Colucci-Gray, Laura; Gray, Donald S.

2016-01-01

Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be…

Designing Higher Education Curriculum to Increase Graduate Outcomes and Work Readiness: The Assessment and Mentoring Program (AMP)

ERIC Educational Resources Information Center

Jenkinson, Kate A.; Benson, Amanda C.

2016-01-01

Pre-service teacher programs have a responsibility to equip graduating students with more than the minimum skill sets required by governing bodies. The Assessment and Mentoring Program (AMP) is a four-way collaborative mentoring learning community underpinned by social constructivism. Conducted in Victoria, Australia during the 2014-2016 academic…

Extending the Teacher Educator Role: Developing Tools for Working with School Mentors

ERIC Educational Resources Information Center

Douglas, Alaster Scott

2017-01-01

This article considers the ways in which a group of university-based teacher educators work with school-based mentors (cooperating teachers). Owing to a number of changes in teacher education policy in England, feelings of marginalisation from the teacher educators are presented before exploring how they undertake their work with school mentors.…

Awareness as an Enactivist Framework for the Mathematical Learning of Teachers, Mentors and Institutions

ERIC Educational Resources Information Center

Preciado-Babb, Armando Paulino; Metz, Martina; Marcotte, Chenoa

2015-01-01

This paper explores the learning of both individuals and organizations within the context of a 3-year professional development program for mathematics and science teachers in a middle school. We propose to extend the notion of awareness from individuals to autonomous systems as a means to study the learning of teachers, mentors, the school, and…

Maximizing the Potential of Mentoring: A Framework for Pre-Service Teacher Education

ERIC Educational Resources Information Center

Ambrosetti, Angelina; Knight, Bruce Allen; Dekkers, John

2014-01-01

Within the professional placement component of pre-service teacher education, mentoring has become a strategy that is used during the practical application of learning to teach. In this paper, we examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context. Firstly, the…

Targeted Mentoring: Evaluation of a Program

PubMed Central

McAllister, Carolyn A.; Harold, Rena D.; Ahmedani, Brian K.; Cramer, Elizabeth P.

2009-01-01

Targeted mentoring refers to mentoring aimed at a particular population. This article presents the evaluation of a mentoring program for lesbian, gay, bisexual, and transgender (LGBT) persons in social work education. Forty-three mentors and protégés responded to a survey regarding their program experiences. The results highlight the need for targeted mentoring, although some disparities of experience for mentors and protégés in this program are apparent. In general, mentors felt positive about participating, giving back to the LGBT community, and were more satisfied with their experiences than were the protégés, who were looking for more specific types of instrumental and psychosocial support. PMID:20046917

The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

ERIC Educational Resources Information Center

Achinstein, Betty; Davis, Emily

2014-01-01

While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

Mentoring Prospective Principals: Determinants of Productive Mentor-Mentee Relationship

ERIC Educational Resources Information Center

Schechter, Chen

2014-01-01

Mentoring contributes to prospective principals' growth, easing their transition from the role of teacher to that of administrator. This article reports findings from a study aimed at examining the determinant factors affecting the mentor-mentee relationship in a uniquely designed principal preparation program in New York City. The study…

DON Mentor-Protege Program

DTIC Science & Technology

2011-08-23

The HCA Small Business Office should forward endorsed agreements for evaluation to the Mentor-Protégé Program Manager for final review by close of...PROGRAM MANAGER Oreta Stinson Small Business Programs Office of the Secretary of the Navy 720 Kennon Ave S.E. Building 36, Room 207 Washington...DON Mentor-Protégé Program August 23, 2011 Oreta Stinson Deputy Director, Department of the Navy Office of Small Business Programs Report

Developing and Sustaining an Educative Mentoring Model of STEM Teacher Professional Development through Collaborative Partnership

ERIC Educational Resources Information Center

Richmond, Gail; Dershimer, R. Charles; Ferreira, Maria; Maylone, Nelson; Kubitskey, Beth; Meriweather, Alycia

2017-01-01

In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings…

Supporting Data-Informed Practice among Early Career Teachers: The Role of Mentors

ERIC Educational Resources Information Center

Jimerson, Jo Beth; Choate, Marnie R.; Dietz, Laurel K.

2015-01-01

Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not. To address this gap, we…

Mentoring Beginning Teachers in Primary Schools: Research Review

ERIC Educational Resources Information Center

Spooner-Lane, Rebecca

2017-01-01

While mentoring programmes have proven to be successful in reducing attrition and improving teaching ability in beginning teachers, there remains a lack of research delineating the key components of effective mentoring programmes in primary education. This integrative research review examines empirical studies conducted since 2000 on the nature…

Can the Mentoring and Socialization of Pre-Service Teachers Improve Teacher Education?

ERIC Educational Resources Information Center

Vumilia, Philbert L.; Semali, Ladislaus M.

2016-01-01

The goal of this study was to determine whether the processes of mentoring and socialization that take place during block teaching practice (BTP) in Tanzania can improve the quality of teacher education. In this essay, "mentoring" refers to all activities geared toward guiding, counseling, monitoring, supervising, and supporting teacher…

Developing a mentoring program in clinical nutrition.

PubMed

Martindale, Robert G; McClave, Stephen; Heyland, Daren; August, David

2010-01-01

Mentoring programs in nutrition are essential to the survival of clinical nutrition as we know it today. The best method known to maintain an influx of talent to a discipline is by developing an active mentoring program. This paper describes 1 concept for development of a viable mentor program. Mentoring should be flexible and based on mentees' training background. Realistic goals should be set, with written and verbal feedback, to sustain a successful program. Programs should incorporate the Socratic Method whenever possible. Factors that leave doubt about the survival of nutrition as a viable area of focus for physicians include the inability to generate adequate funds to support oneself and limited numbers of mentors available with dedicated time to be a mentor. A healthy, sustainable mentoring program in clinical nutrition will ensure survival of physician-based nutrition programs.

What Is "Good" Mentoring? Understanding Mentoring Practices of Teacher Induction through Case Studies of Finland and Australia

ERIC Educational Resources Information Center

Pennanen, Matti; Bristol, Laurette; Wilkinson, Jane; Heikkinen, Hannu L. T.

2016-01-01

Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand "good" mentoring, these local arrangements cannot be ignored. In this article, the theory of practice architectures is employed to…

Development of Teachers as Scientists in Research Experiences for Teachers Programs

NASA Astrophysics Data System (ADS)

Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa

2014-11-01

This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.

Assessing clinical practice of student nurses: Views of teachers, mentors and students.

PubMed

Helminen, Kristiina; Tossavainen, Kerttu; Turunen, Hannele

2014-08-01

Assessment received by students affects the way that they conduct their studies and shapes their interests in clinical placements. It is therefore important that mentors and teachers have high quality assessment strategies to ensure the competence of nursing students. The objective of this study is to describe the views and experiences of nursing students, nursing teachers, and mentors on the final assessment of nursing students in clinical practice. The study also investigates respondents' views on using a standardized national or European scheme for clinical assessment in the future. Descriptive survey design with a questionnaire. Implemented in five Finnish universities of applied sciences and in five partner hospitals. Nursing students (n=276), nursing teachers (n=108) and mentors (n=225). A questionnaire was used to collect data. Survey data were analyzed by using SPSS version 19. Descriptive statistics and cross tabulations were used to characterize the data. Nursing students felt that they had spent enough time with their mentors during their clinical practice period to ensure that the mentors could assess their behavior. Mentors also evaluated that they had spent enough time with the students. Students and mentors both indicated occasional difficulties with the language used in the competence assessment document. Most of the nursing students and mentors shared the view that it is always necessary for a teacher to be involved in the final assessment discussion. The study highlights the importance of assessment skills of mentors and the important role of the teachers. Findings from this study indicate that nursing students' clinical practice assessment already includes many good practices, but we still have some difficulties in ensuring effective measures of competence. Copyright © 2014. Published by Elsevier Ltd.

Building Discretionary Authority in a Teacher Education Program

ERIC Educational Resources Information Center

Baker, Scott; Milner, Joseph O.

2016-01-01

This article reports on a teacher education program's use of "teaching rounds" and "action research" to build teacher candidates' "discretionary authority," the confidence to make their own teaching decisions rather than model their classroom choices solely on a mentor teacher's classroom pedagogy. Discretionary…

Talking the Talk and Walking the Walk: Pre-Service Teachers' Evaluation of Their Mentors

ERIC Educational Resources Information Center

Izadinia, Mahsa

2015-01-01

The purpose of this study is to examine the similarities between mentor teachers' espoused theories and theories-in-use. Semi-structured interviews were conducted with 16 mentor teachers to investigate their perceived mentoring roles prior to the placement. Their seven pre-service teachers were also interviewed at the end of the practicum to…

Looking for Professor Right: Mentee Selection of Mentors in a Formal Mentoring Program

ERIC Educational Resources Information Center

Bell, Amani; Treleaven, Lesley

2011-01-01

Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has…

Transforming Beginner Teacher Mentoring Interventions for Social Reform

ERIC Educational Resources Information Center

Smit, Tanya; du Toit, Pieter H.

2016-01-01

This article reports on an investigation into the use of action research for beginner teachers' professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching…

Integrating Mentoring with Curriculum: Mentor Leadership Programs for Schools

ERIC Educational Resources Information Center

Townsend, Wayne

2015-01-01

Student "Mentor" and "Leadership" Programs impact the climate and culture of schools. Students are capable of outstanding leadership when given the opportunities and constructs to be successful. The evidence is clear that those schools that embrace student leadership and mentor programs have more positive events, activities,…

More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany.

PubMed

Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Niedermaier, Sophie; Fischer, Martin R

2011-09-24

Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six programs (27%) offer mentoring

More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

PubMed Central

2011-01-01

Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. Results We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six

Learning Teaching Practices: The Role of Critical Mentoring Conversations in Teacher Education

ERIC Educational Resources Information Center

Edwards-Groves, Christine J.

2014-01-01

This paper examines the role of dialogue for learning about and enacting teaching within critical mentoring conversations between pre-service teachers (PSTs) and classroom teacher mentors. The paper draws on a broader two-year intervention study, conducted in a teacher education faculty in rural Australia. The empirical study centred on the…

Student Teachers' Outlooks upon the Ethics of Their Mentors during Teaching Practice

ERIC Educational Resources Information Center

Atjonen, Paivi

2012-01-01

The aim of this study is to describe student teachers' experiences of their mentors' ethical decisions during their teaching practice sessions for teacher education. The data was gathered from 201 prospective class and subject teachers who described from an ethical viewpoint both positive and negative mentoring experiences. The data analysis is…

Developing Professional Identities through Participation within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor-Teachers

ERIC Educational Resources Information Center

Caudle, Lori A.; Moran, Mary Jane

2013-01-01

Early childhood classroom teachers are often left with little support and guidance as they assume responsibilities as mentor-teachers. The purpose of this collective case study was to explore how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about…

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

NASA Astrophysics Data System (ADS)

Upson Bradbury, Leslie; Koballa, Thomas R., Jr.

2007-12-01

Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.

How Do School Districts Mentor New Teachers? REL 2016-125

ERIC Educational Resources Information Center

DeCesare, Dale; Workman, Simon; McClelland, Abby

2016-01-01

This report provides a snapshot of school district policies for mentoring new teachers in five Regional Educational Laboratory Central states (Kansas, Missouri, Nebraska, North Dakota, and South Dakota). State education agencies collected survey data from school districts on who provides mentoring, how time spent mentoring changes after the first…

13 CFR 124.520 - Mentor/protege program.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Mentor/protege program. 124.520... § 124.520 Mentor/protege program. (a) General. The mentor/protege program is designed to encourage approved mentors to provide various forms of assistance to eligible Participants. This assistance may...

Mentors, Not Models: Supporting Teachers to Be Empowered in an Irish Context

ERIC Educational Resources Information Center

O'Dohery, Teresa; Deegan, James

2009-01-01

This article explores the values and perceptions of Irish mentor teachers who have been involved in mentoring novice teachers. While situating this research within the historical context of the teaching profession in the Republic of Ireland, the article chronicles the establishment of the National Pilot Project on Teacher Induction and reports on…

K-5 mentor teachers' journeys toward reform-oriented science within a professional development school context

NASA Astrophysics Data System (ADS)

Manno, Jacqueline L.

Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to those questions, experience phenomena, share ideas, and develop explanations of science concepts based on evidence. One of the ways schools have risen to meet the challenge of ever-increasing demands for success in science and all other curricular areas has been in the development of professional development schools (PDSs). Dedicated to the simultaneous renewal of schools and teacher education programs, the structure of a PDS plays a significant role in the change process. The purpose of this research study was to investigate the nature of change in mentor teachers' beliefs and pedagogical practices toward science teaching in the elementary school as conveyed through their own "stories of practice". The major research questions that guided the study were: (1) How do mentor teachers describe their science teaching practices and how have they changed as a result of participation in PDS? (a) In what ways do PDS mentor teachers' descriptions of practice reflect contemporary reform ideas and practices in science education? (b) To what extent do their stories emphasize technical aspects of teaching versus epistemological changes in their thinking and knowledge? (c) How is student learning in science reflected in teachers' stories of practice? (2) What is the relationship between the levels and types of involvement in PDS to change in thinking about and practices of teaching science? (3) What is the depth of commitment that mentors convey about changes in science teaching practices? Using case study design, the research explored the ways experienced teachers, working within the context of a PDS community, described changes in the ways they think about and teach science. The connection to the issue of change in teaching practices grew out of interest in understanding the relationship

Advancing diversity and inclusion through AGU's mentoring programs

NASA Astrophysics Data System (ADS)

Asher, P. M.; Marasco, L.; Hurtado, C.; Hanlon, S. M.; Ambrogio, O.

2017-12-01

AGU offers three separate mentoring programs at the Fall Meeting. These are the Undergraduate Mentoring Program, Career and Research Advice Mentorship (CRAM) sessions, and the Sharing Science mentoring program. While each of these have had an impact on students and mentors, these programs are limited in that the mentor and mentee interactions only occur during the Fall Meeting. To increase the impact of mentoring beyond the Fall Meeting, AGU is piloting a new program that is entirely virtual. This virtual program, called Mentoring365, is designed to have a diverse set of mentees and mentors interacting over a three-month period. Mentoring365 offers participants with a mentor that they can "meet and interact with" outside of Fall Meeting and potentially continue a relationship beyond the duration of the program. It is intended to build or add to a student's professional network and provide a student with additional support outside their research, academic, and/or graduate advisor. This presentation will highlight some of the features of the program as well as provide insight into the progress of the Mentoring365 pilot. The ultimate intent is to expand the program efficacy by collaborating across organizations in the Earth and space sciences to provide a robust and diverse pool of mentors and mentees.

Science mentor program at Mission Hill Junior High School

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dahlquist, K.

Science graduate students from the University of California at Santa Cruz mentor a class of 7th graders from the Mission Hill Junior High School. The program`s purpose is: (1) to create a scientific learning community where scientists interact at different levels of the educational hierarchy; (2) to have fun in order to spark interest in science; and (3) to support girls and minority students in science. A total of seven mentors met with the students at least once a week after school for one quarter to tutor and assist with science fair projects. Other activities included a field trip tomore » a university earth science lab, judging the science fair, and assisting during laboratory exercises. Graduate students run the program with minimal organization and funding, communicating by electronic mail. An informal evaluation of the program by the mentors has concluded that the most valuable and effective activities have been the field trip and assisting with labs. The actual {open_quotes}mentor meetings{close_quotes} after school did not work effectively because they had a vaguely defined purpose and the kids did not show up regularly to participate. Future directions include redefining ourselves as mentors for the entire school instead of just one class and better coordinating our activities with the teachers` curriculum. We will continue to assist with the labs and organize formal tutoring for students having problems with math and science. Finally, we will arrange more activities and field trips such as an amateur astronomy night. We will especially target girls who attended the {open_quotes}Expanding Your Horizons{trademark} in Science, Mathematics, and Engineering{close_quotes} career day for those activities.« less

Collaborations That Promote Growth: Music Student Teachers as Peer Mentors

ERIC Educational Resources Information Center

Draves, Tami J.

2017-01-01

The purpose of this research was to explore the experiences of four music student teachers engaged in peer mentoring. This was an intrinsic case study with a focus on the peer-mentoring programme. Data included reflections on peer-mentoring activities and individual and focus group interviews. Five themes resulted from data analysis: expanding…

Strengthening New Teacher Agency through Holistic Mentoring

ERIC Educational Resources Information Center

Bieler, Deborah

2013-01-01

If emerging teachers are going to be something more than technicians, they need to reflect on their instructional worldviews, the mission of schools, and their role as autonomous professionals. In this article, the author shows how three pedagogical "moves" she made as a holistic mentor helped her student teachers forge and voice…

Developing, testing, and implementing a survey of scientist mentoring teachers as part of an RET: The GABI RET mentor survey.

NASA Astrophysics Data System (ADS)

Davey, B.

2017-12-01

The impacts of mentoring in education have been well established. Mentors have a large impact on their mentees and have been show to affect mentee attitudes towards learning, interest in subjects, future success, and more. While mentoring has a well-documented impact on the mentees, mentoring also has an impact on the mentors themselves. However, little has been studied empirically about these impacts. When we looked for a validated instrument that measured the impact of mentoring on the scientists working with the teachers, we found many anecdotal reports but no instruments that meet our specific needs. To this end, we developed, tested, and implemented our own instrument for measuring the impacts of mentoring on our scientist mentors. Our instrument contained both quantitative and qualitative items designed to reveal the effects of mentoring in two areas: 1) cognitive domain (mentoring, teaching, understanding K-12) and 2) affective domain (professional, personal, participation). We first shared our survey with experts in survey development and mentoring, gathered their feedback, and incorporated their suggestions into our instrument. We then had a subsection of our mentors complete the survey and then complete it again three to four days later (test-retest). Our survey has a high correlation for the test-retest quantitative items (0.93) and a high correlation (0.90) between the three reviewers of the qualitative items. From our findings, we feel we have a validated instrument (face, content, and contruct validity) that answers our research questions reliably. Our contribution to the study of mentoring of science teachers reveals a broad range of impacts on the mentors themselves including an improved understanding of the challenges of classroom teaching, a recognition of the importance of scientists working with science teachers, an enhanced ability to communicate their research and findings, and an increased interest and excitement for their own work.

Dialogic Praxis in Teacher Preparation: A Discourse Analysis of Mentoring Talk

ERIC Educational Resources Information Center

Bieler, Deborah

2010-01-01

This study examined the complexities of mentoring discourse and agentive teacher preparation. I argue that such an examination is necessary to better prepare student teachers to engage agentively with the powerful status quo in schools. I begin by discussing the intersections of current thinking about mentoring and dialogue, and I describe how…

Professional Development for Secondary School Mathematics Teachers: A Peer Mentoring Model

ERIC Educational Resources Information Center

Kensington-Miller, Barbara

2012-01-01

Professional development is important for all teachers, and in low socio-economic schools where the challenges of teaching are greater this need is crucial. A model involving a combination of one-on-one peer mentoring integrated with group peer mentoring was piloted with experienced mathematics teachers of senior students in low socio-economic…

ESL Mentoring for Secondary Rural Educators: Math and Science Teachers Become Second Language Specialists through Collaboration

ERIC Educational Resources Information Center

Hansen-Thomas, Holly; Grosso Richins, Liliana

2015-01-01

This article draws on data from the capstone graduate course in a specially designed professional development program for rural math and science teachers that describes how participant teachers translated their newly acquired knowledge about English as a second language (ESL) into a mentoring experience for their rural content specialist peers.…

Continuing Education for Mentors and a Mentoring Program for RN-to-BSN Students.

PubMed

Cheek, Rita E; Walsh Dotson, Jo Ann; Ogilvie, LeAnn A

2016-06-01

Mentoring programs have been used effectively with graduate and undergraduate nursing students and newly licensed nurses. There are few publications about mentoring for the RN enrolled in a bachelor of science in nursing (RN-to-BSN) program. To address low graduation rates in the public RN-to-BSN nursing programs, the Montana Center to Advance Health Through Nursing designed a mentoring program to help these nurses achieve their BSN. This voluntary program was initiated at an RN-to-BSN program in a 4-year college with six RN students who were paired with a mentor. An interactive, continuing education workshop on mentoring also was developed to prepare experienced nurses for their role as a mentor. This workshop was held nine times across Montana, with a total of 156 attendees. Workshop evaluations were consistently positive. Participants identified time and personality issues as barriers to successful mentoring and recommended expansion of the workshop to a distance-learning format so more nurses could attend. J Contin Educ Nurs. 2016;47(6):272-277. Copyright 2016, SLACK Incorporated.

The TACT-Mentor Program: A Dual Introduction into College Teaching. Final Report.

ERIC Educational Resources Information Center

Murray, Robert C.

A two-part effort called "The TACT Mentor Program: A Dual Introduction into College Teaching," designed to assist new faculty in their first year of teaching at Heidelberg College, Ohio, is described and evaluated. The first part of the program, TACT (Teachers and College Teaching) consisted of weekly discussions based on the book…

Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees

PubMed Central

Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali

2017-01-01

Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors (n= 12) and a group of mentees (n= 21) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants’ views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs. PMID:28638809

Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees.

PubMed

Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali

2017-01-01

Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors ( n= 12 ) and a group of mentees ( n= 21 ) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants' views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.

Diabetes educator mentorship program: mentors requested.

PubMed

Beck, Joni K; Traficano, Sheryl E

2015-02-01

The purpose of this article is to describe the Diabetes Educator Mentorship Program, communicate mentors' experiences and perceptions during the first 3 years following implementation, and provide strategies to encourage mentoring. Creation of this collaborative program has fostered successful attainment of additional certified diabetes educators who obtained diabetes self-management education and support (DSMES) practice requirement hours through a voluntary Diabetes Educator Mentorship Program. There is a significant need for additional mentors to meet the growing need for mentoring partnerships. Increasing the number of mentors will provide more opportunities to those seeking to gain DSMES experience and will ultimately expand the number of health professionals available to educate those with diabetes or prediabetes. © 2014 The Author(s).

Supporting Beginner Teacher Identity Development: External Mentors and the Third Space

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.

2016-01-01

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…

48 CFR 1552.219-70 - Mentor-Protege Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor-Protege Program... Mentor-Protege Program. As prescribed in 1519.203(a), insert the following clause: Mentor-Protege Program OCT 2000 (a) The Contractor has been approved to participate in the EPA Mentor-Protege program. The...

Post-Baccalaureate Teacher Certification Programs: Strategies for Enhancement, Improvement, and Peaceful Co-existence with Traditional Teacher Certification Programs.

ERIC Educational Resources Information Center

Duhon-Haynes, Gwendolyn; And Others

This paper examines alternative certification programs in terms of entrance requirements, supervision and mentoring, and post-certification professional support. A good alternative program uses rigorous screening processes to ensure the selection of qualified teacher interns; provides high-quality preservice training in methodology, classroom…

Mentoring a new science teacher in reform-based ways: A focus on inquiry

NASA Astrophysics Data System (ADS)

Schomer, Scott D.

The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the

Mindfulness Practices in Mentoring and Teaching

ERIC Educational Resources Information Center

Trube, Barbara

2017-01-01

Mentoring, including peer mentoring, is a key element of teacher education programs and subsequent teaching practice. In order to share the benefits of mindfulness practices, a faculty member in a state university in the Midwestern United States promoted the practice of mindfulness by teacher candidates enrolled in her courses. As members of a…

New Teacher Induction, Mentoring, and the Development of Self-Determined Professional Educators

ERIC Educational Resources Information Center

Olivadoti, Heidi C.

2012-01-01

This study examined the following research question: Are there any significant relationships between mentoring new teachers and their development as self-determined professional educators? While the explicit goals related to mentoring new teachers are to improve practice, address equity issues, and increase student achievement, the implicit…

The Women in Emergency Medicine Mentoring Program: An Innovative Approach to Mentoring

PubMed Central

Welch, Julie L.; Jimenez, Heather L.; Walthall, Jennifer; Allen, Sheryl E.

2012-01-01

Background Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. Objective To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. Methods The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004–2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. Results A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. Conclusion This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring. PMID:23997883

The women in emergency medicine mentoring program: an innovative approach to mentoring.

PubMed

Welch, Julie L; Jimenez, Heather L; Walthall, Jennifer; Allen, Sheryl E

2012-09-01

Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004-2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.

Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.

2013-01-01

Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…

Mentoring as the Core Element of New Teacher Induction in the USA: Policies and Practices

ERIC Educational Resources Information Center

Zembytska, Maryna

2016-01-01

The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform…

E-Mentoring for New Principals: A Case Study of a Mentoring Program

ERIC Educational Resources Information Center

Russo, Erin D.

2013-01-01

This descriptive case study includes both new principals and their mentor principals engaged in e-mentoring activities. This study examines the components of a school district's mentoring program in order to make sense of e-mentoring technology. The literature review highlights mentoring practices in education, and also draws upon e-mentoring…

From the Secondary Section: Mentoring New Teachers by Empowering the "Peeps"

ERIC Educational Resources Information Center

Haas, Kay Parks

2012-01-01

If the author was to pinpoint her greatest passion as an educator, it would be that of mentoring teachers. Everyone knows the statistics of how many new teachers leave the profession after just a few years and that one of the factors in retaining them lies in the value of a quality mentor. Looking back, the author realizes that educators' first…

Climbing the Steps toward a Successful Cooperating Teacher/Student Teacher Mentoring Relationship

ERIC Educational Resources Information Center

Jones, Cameron K.; Kelsey, Kathleen D.; Brown, Nicholas R.

2014-01-01

Agricultural education cooperating teachers (mentors) are idealized as seasoned professionals, proficient in their craft, and able to transmit tacit knowledge to pre-service teachers (mentees) through demonstration, conversation, and coaching. When the relationship is successful both parties experience positive outcomes that may last a lifetime.…

Learning through Interactive Talk: A School-Based Mentor Teacher Study Group as a Context for Professional Learning

ERIC Educational Resources Information Center

Carroll, D.

2005-01-01

This article reports on a year-long study of collaborative professional learning in a mentor teacher study group connected to a large university teacher education program. It introduces a theoretical framework for considering the nature of interactive talk and its relationship to professional learning. Using examples of study group discourse, it…

Student Teacher Perceptions of the Impact of Mentoring on Student Teaching

ERIC Educational Resources Information Center

Bird, Lori K.

2012-01-01

Mentoring is an essential component of the student teaching experience. The support provided by highly prepared and effective mentors contributes to the success of student teachers during this high stakes period of professional development. Findings from this mixed-methods study support five mentoring factors as valid and a useful framework for…

Supporting Mentors of Preservice Early Childhood Education Teachers: A Literature Review

ERIC Educational Resources Information Center

Hobbs, Melody Kay; Stovall, Rachel

2015-01-01

The rigorous and complex demands of a mentor's role are often overlooked during the mentorship of preservice teachers. Mentors have the profound responsibility to be both supervisor and instructor all the while fostering a cooperative, trusting, and supportive relationship. However, many mentors feel unprepared to meet the needs of preservice…

The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers

ERIC Educational Resources Information Center

Clarke, Anthony; Collins, John; Triggs, Valerie; Nielsen, Wendy; Augustine, Ann; Coulter, Dianne; Cunningham, Joni; Grigoriadis, Tina; Hardman, Stephanie; Hunter, Lee; Kinegal, Jane; Li, Bianca; Mah, Jeff; Mastin, Karen; Partridge, David; Pawer, Leonard; Rasoda,Sandy; Salbuvik, Kathleen; Ward, Mitch; White, Janet; Weil, Frederick

2012-01-01

We report on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. The Mentoring Profile Inventory (MPI) helps quantify important features of both the motivating and challenging aspects of mentoring student teachers and provides results to respondents in a…

Essential Elements for a Pharmacy Practice Mentoring Program

PubMed Central

Hardy, Yolanda M.; Jarvis, Courtney; Stoner, Steven C.; Pitlick, Matthew; Hilaire, Michelle L.; Hanes, Scott; Carey, Katherine; Burke, Jack; Lodise, Nicole M.

2013-01-01

Formal guidelines for mentoring faculty members in pharmacy practice divisions of colleges and schools of pharmacy do not exist in the literature. This paper addresses the background literature on mentoring programs, explores the current state of mentoring programs used in pharmacy practice departments, and provides guidelines for colleges and schools instituting formal mentoring programs. As the number of pharmacy colleges and schools has grown, the demand for quality pharmacy faculty members has dramatically increased. While some faculty members gain teaching experience during postgraduate residency training, new pharmacy practice faculty members often need professional development to meet the demands of their academic responsibilities. A mentoring program can be 1 means of improving faculty success and retention. Many US colleges and schools of pharmacy have developed formal mentoring programs, whereas several others have informal processes in place. This paper discusses those programs and the literature available, and makes recommendations on the structure of mentoring programs. PMID:23519448

A Correlational Study of Mentoring and Servant Leadership on First-Year Teachers in a Select School Division

ERIC Educational Resources Information Center

Kitchens, Kelly McMillan

2017-01-01

With an estimated 40 to 50% of teachers leaving the classroom within their first 5 years (Arnett, 2017; Haynes, Maddock, & Goldrick, 2014; Ingersoll, 2012; Neason, 2014; Phillips, 2015; Riggs, 2013), some have espoused that a well-conceived and well-implemented teacher induction program with a strong emphasis on mentoring will not only…

Toward Mentoring in Palliative Social Work: A Narrative Review of Mentoring Programs in Social Work.

PubMed

Toh, Ying Pin; Karthik, R; Teo, Chia Chia; Suppiah, Sarasvathy; Cheung, Siew Li; Krishna, Lalit

2018-03-01

Mentoring by an experienced practitioner enhances professional well-being, promotes resilience, and provides a means of addressing poor job satisfaction and high burnout rates among medical social workers. This is a crucial source of support for social workers working in fields with high risk of compassion fatigue and burnout like palliative care. Implementing such a program, however, is hindered by differences in understanding and application of mentoring practice. This narrative review of mentoring practice in social work seeks to identify key elements and common approaches within successful mentoring programs in social work that could be adapted to guide the design of new mentoring programs in medical social work. Methodology and Data Sources: A literature search of mentoring programs in social work between January 1, 2000, and December 31, 2015, using Pubmed, CINAHL, OVID, ERIC, Scopus, Cochrane and ScienceDirect databases, involving a senior experienced mentor and undergraduate and/or junior postgraduates, was carried out. A total of 1302 abstracts were retrieved, 22 full-text articles were analyzed, and 8 articles were included. Thematic analysis of the included articles revealed 7 themes pertaining to the mentoring process, outcomes and barriers, and the characteristics of mentoring relationships, mentors, mentees, and host organizations. Common themes in prevailing mentoring practices help identify key elements for the design of an effective mentoring program in medical social work. We conclude with a discussion of the implications of these findings upon clinical practice in palliative care and on sustaining such a program.

Mentor Program Provides STEM Options

ERIC Educational Resources Information Center

Abdul-alim, Jamaal

2011-01-01

The ACE Mentor Program provides early career exposure, mentoring, and scholarships to high school students in an attempt to encourage them to enter one of the three fields that make up the ACE acronym: (1) architecture; (2) construction; and (3) engineering. Founded in 1993 by longtime engineering consultant Charles Thornton, the program is…

A National Descriptive Survey of Teacher Residency Programs

ERIC Educational Resources Information Center

Wasburn-Moses, Leah

2017-01-01

Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare…

Mentoring and Supervision for Teacher Development.

ERIC Educational Resources Information Center

Reiman, Alan J.; Thies-Sprinthall, Lois

The fields of instructional supervision, adult development, teacher education and mentoring, and ongoing professional development are synthesized in this text. Examples and case studies are drawn from local systems in North Carolina as well as state, national, and international public school/university consortia to identify emerging trends in…

Mentoring for New-Hire Success in Any Profession

ERIC Educational Resources Information Center

Runyan, Charles K.

2013-01-01

The paper focuses on the need for trained mentors in developing new hires in any profession and outlines a developmental theoretical framework as a basis for mentor training. To illustrate the success of trained developmental mentoring, a unique mentoring program called the Kansas Early Career/Mentor Teacher Academy is reviewed. The paper shares…

Future HIV Mentoring Programs to Enhance Diversity.

PubMed

Stoff, David M; Cargill, Victoria A

2016-09-01

This paper proposes a general template to guide future mentoring program development addressing: (i) considerations to ensure an adequate research workforce; (ii) key guidelines and principles of mentoring; and (iii) use of a logic model to develop program milestones, outcomes and evaluation. We focus on these areas to guide and inform the most effective mentoring program components, which we find to be more helpful than identifying specific features and ingredients. Although the focus is on the development of a new generation of investigators from diverse backgrounds, this template may also apply to mentoring programs for other investigators and for disciplines beyond HIV.

Mentoring Program Practices and Effectiveness.

ERIC Educational Resources Information Center

Johnson, Amy W.; Sullivan, Judith A.

1995-01-01

Philadelphia's Sponsor-a-Scholar program pairs high school students with adults who guide them in preparing for the future. The program shows that there is little certainty about what constitutes best practice; that the complex task of mentoring requires a gamut of skills; and that support services for both mentors and proteges are essential. (SK)

Reflecting on Talk: A Mentor Teacher's Gradual Release in Co-Planning

ERIC Educational Resources Information Center

Pylman, Stacey

2016-01-01

The goal of this case study was to explore how a mentor teacher used video-recorded co-planning sessions to reflect on and improve one's mentoring practice. Findings reveal ways in which the mentor used talk in co-planning sessions to model one's thinking process and to gradually release planning responsibility to engage the intern in learning to…

Making Space for the Struggle: Teacher Leadership as Mentoring

ERIC Educational Resources Information Center

Carlough, Stacey

2016-01-01

Teacher development does not stop when a degree is earned--at that point, it has barely taken flight. Real teacher growth happens when meaningful time and safe and authentic space are given to discussing and refining practice under the guidance of a pedagogically and contextually experienced mentor. Here, one teacher leader recounts her purposeful…

Interpretations of Mentoring during Early Childhood Education Mentor Training

ERIC Educational Resources Information Center

Kupila, Päivi; Ukkonen-Mikkola, Tuulikki; Rantala, Kyllikki

2017-01-01

This study examines how interpretations of mentoring by trainee mentors (TMs) changed over the course of a mentor training programme, and how this contributed to the TMs' professional development. The context of the study was a mentor training programme for preschool teachers who mentor early childhood teacher students during their practicums.…

Mentor Age and Youth Developmental Outcomes in School-Based Mentoring Programs

ERIC Educational Resources Information Center

Hwang, NaYoung

2015-01-01

Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer…

A mentor-protégé program for new faculty, Part II: Stories of mentors.

PubMed

Wilson, Carol B; Brannan, Jane; White, Anne

2010-12-01

Mentorship has been identified as an influential factor in retaining new nursing faculty. A mentor-protégé program for novice faculty was implemented to promote development of the protégés in their role as nurse educators. A qualitative research study conducted to illuminate the meaning of experiences of mentors led to the emergence of four patterns: The Significance of the Mentor-Protégé Relationship, Communication as Important Between Mentor and Protégé, The Mentor-Protégé Program-Protégé's Perspectives, and The Mentoring Role as Expert Educator. The data from the study support the significance of providing mentorship to novice or new nurse educators. The data suggest that mentors benefit from participation in a mentor-protégé program as much as the protégés. Similar programs are needed in nursing if we are to mentor and encourage faculty to begin and remain in the role of educators to combat the future nurse educator shortage. Copyright 2010, SLACK Incorporated.

The Impact of Training and Induction Activities upon Mentors as Indicated through Measurement of Mentor Self-Efficacy.

ERIC Educational Resources Information Center

Riggs, Iris M.

Developing mentor support can become a major financial investment for a school district. Inservice programs must be implemented to develop the mentors. Additionally, in order to serve new teachers, the mentors must be released from their classroom duties through the use of substitute or full-time replacements. To protect the investment of district…

Peer Mentoring Exchange Program: Opportunities for Professional Improvement.

ERIC Educational Resources Information Center

Decker, Robert H.; Dedrick, Charles V. L.

"Peer mentoring,""peer coaching," and "colleagueship supervision" describe a process of professional improvement in which teachers assist other teachers in becoming more competent and innovative in the use of pedagogical skills. Recent evidence suggests that teachers feel the individuals most qualified to assist them…

The GTA Mentoring Program: An Interdisciplinary Approach to Developing Future Faculty as Teacher-Scholars.

ERIC Educational Resources Information Center

Gaia, A. Celeste; Corts, Daniel P.; Tatum, Holly E.; Allen, Jan

2003-01-01

Describes an interdisciplinary mentoring program for graduate teaching assistance, the Graduate Teaching Assistant (GTA) program. Outlines the vision and structure of the program and highlights its many benefits, which include the development of personal and professional relationships. (SLD)

The University of Connecticut Biomedical Engineering Mentoring Program for high school students.

PubMed

Enderle, John D; Liebler, Christopher M; Haapala, Stephenic A; Hart, James L; Thonakkaraparayil, Naomi T; Romonosky, Laura L; Rodriguez, Francisco; Trumbower, Randy D

2004-01-01

For the past four years, the Biomedical Engineering Program at the University of Connecticut has offered a summer mentoring program for high school students interested in biomedical engineering. To offer this program, we have partnered with the UConn Mentor Connection Program, the School of Engineering 2000 Program and the College of Liberal Arts and Sciences Summer Laboratory Apprentice Program. We typically have approximately 20-25 high school students learning about biomedical engineering each summer. The mentoring aspect of the program exists at many different levels, with the graduate students mentoring the undergraduate students, and these students mentoring the high school students. The program starts with a three-hour lecture on biomedical engineering to properly orient the students. An in-depth paper on an area in biomedical engineering is a required component, as well as a PowerPoint presentation on their research. All of the students build a device to record an EKG on a computer using LabView, including signal processing to remove noise. The students learn some rudimentary concepts on electrocardiography and the physiology and anatomy of the heart. The students also learn basic electronics and breadboarding circuits, PSpice, the building of a printed circuit board, PIC microcontroller, the operation of Multimeters (including the oscilloscope), soldering, assembly of the EKG device and writing LabView code to run their device on a PC. The students keep their EKG device, LabView program and a fully illustrated booklet on EKG to bring home with them, and hopefully bring back to their high school to share their experiences with other students and teachers. The students also work on several other projects during this summer experience as well as visit Hartford Hospital to learn about Clinical Engineering.

Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships

ERIC Educational Resources Information Center

McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina

2015-01-01

In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and…

Evaluating a Psychology Graduate Student Peer Mentoring Program

ERIC Educational Resources Information Center

Fleck, Christina; Mullins, Morell E.

2012-01-01

Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were…

Mentoring for Professional Geropsychology within a Doctoral Program

ERIC Educational Resources Information Center

Knight, Bob G.

2011-01-01

Mentoring in doctoral programs in professional psychology has its roots in mentoring in science programs of all types. Professional psychology in general may suffer from conflating mentoring with clinical supervision. Using the Pikes Peak Model competencies as a framework, mentoring in attitudes, knowledge, and skills related to professional…

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

NASA Astrophysics Data System (ADS)

Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

An Examination of New Counselor Mentor Programs

ERIC Educational Resources Information Center

Bass, Erin; Gardner, Lauren; Onwukaeme, Chika; Revere, Dawn; Shepherd, Denise; Parrish, Mark S.

2013-01-01

An analysis of current new counselor mentor programs reveals the need for such programs, but information regarding established programs is limited. A review of the literature addresses program characteristics and data obtained from existing mentor program participants. An overview of four programs explaining the framework outlined for mentoring…

Evaluating Mentoring Programs. P/PV Brief

ERIC Educational Resources Information Center

Grossman, Jean Baldwin

2009-01-01

This methodological brief is designed to provide both program operators and researchers with practical advice about how to assess a program's implementation and impact. Adapted from an article that first appeared in "The Handbook of Youth Mentoring" (DuBois and Karcher, ed. 2005), the brief focuses on the evaluation of mentoring programs, but the…

Enhancing the Practicum Experience for Pre-service Chemistry Teachers Through Collaborative CoRe Design with Mentor Teachers

NASA Astrophysics Data System (ADS)

Hume, Anne; Berry, Amanda

2013-10-01

This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers' development of their pedagogical content knowledge (PCK). The collaboration involved identifying and discussing pedagogical issues related to a practicum-teaching topic using a student teacher's draft CoRe as a starting point and ongoing focus for the professional dialogue. Practicum offered an opportunity for aspects of student teachers' PCK, as embodied in their draft CoRes, to be explored and expanded upon in classroom programmes with the support and input of associate teachers. The findings were influenced by different contextual factors; however, the student teachers found their CoRes to be very useful frameworks for engaging in focussed professional dialogue with their teaching mentors. They valued the expertise, currency of knowledge and mentoring of their associates and reported positively about the contribution this support made to their PCK development via the CoRe design process and the transformation of the CoRe into classroom teaching.

Mentoring program design and implementation in new medical schools

PubMed Central

Fornari, Alice; Murray, Thomas S.; Menzin, Andrew W.; Woo, Vivian A.; Clifton, Maurice; Lombardi, Marion; Shelov, Steven

2014-01-01

Purpose Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula. Methods Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs. Results The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty. Conclusions Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established. PMID:24962112

Perceived benefits of a radiology resident mentoring program: comparison of residents with self-selected vs assigned mentors.

PubMed

Yamada, Kei; Slanetz, Priscilla J; Boiselle, Phillip M

2014-05-01

It has been suggested that assigned mentoring relationships are less successful than those that develop by free choice. This study evaluates radiology residents' overall experience with a mentoring program and compares the responses of those who self-selected mentors with those who were assigned mentors. A voluntary Web-based survey was sent to 27 radiology residents in postgraduate years 3-5. Data collected included the following: year in residency, method of mentor assignment, duration of relationship, frequency and types of communication, perceived value of mentoring, overall satisfaction with the program, and the perceived impact of mentoring. Twenty-five of 27 residents (93%) responded, with 14 having self-selected mentors (56%) and 11 having assigned mentors (44%). Both groups unanimously agreed that mentoring is beneficial or critical to their training; however, those residents with self-selected mentors were significantly more satisfied with the mentoring program (4 vs 3.3; P = .04) and more likely to consider their mentor as their primary mentor compared with those with assigned mentors (11 [79%] vs 4 [36%]; P = .049). Although all residents perceived a benefit, residents with self-selected mentors rated almost all mentoring parameters more positively than those with assigned mentors, although most of these parameters did not reach statistical significance. Residents highly value the importance of mentoring. However, residents who self-select their mentors are more likely to be satisfied with a mentoring program. Copyright © 2014 Canadian Association of Radiologists. Published by Elsevier Inc. All rights reserved.

Science teachers and docents as mentors to science and mathematics undergraduates in formal and information settings. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Koran, J.J. Jr.

Twenty-four undergraduate science and mathematics majors who were juniors and seniors in the colleges of Liberal Arts and Sciences and Engineering were recruited, and paid, to participate in an orientation seminar and act as teacher aides in regional schools and the Florida Museum of Natural History. Aides worked with teachers in the schools one semester and as docents in the natural history museum a second semester. Mentoring took place by the principal investigator and participating teachers and docents throughout the program. Success of the program was measured by a specially prepared attitude instrument which was administered to participants before themore » mentoring started and when it ended each semester. Written logs (field notes) were also prepared and submitted by participants at the end of each semester. Further, a tally was kept of the number of participants who decided to go into science or mathematics teaching as a result of the experience.« less

Impact of Mentoring on K-12 Beginning Teachers' Efficacy and Commitment: A Comparative Phenomenological Study

ERIC Educational Resources Information Center

Mozdzanowski, Sandra Kay

2016-01-01

Despite a growing body of literature on the needs of beginning teachers, little is known about the impact of mentoring on K-12 beginning teachers' efficacy and commitment to teaching, and why beginning teachers in special education received less mentoring than their counterparts in general education. This qualitative phenomenological study…

Efficacy of an Interinstitutional Mentoring Program Within Pediatric Rheumatology.

PubMed

Moorthy, Lakshmi Nandini; Muscal, Eyal; Riebschleger, Meredith; Klein-Gitelman, Marisa; Nigrovic, Lise E; Horon, Jeffrey R; Rouster-Stevens, Kelly; Ferguson, Polly J; Eberhard, B Anne; Brunner, Hermine I; Prahalad, Sampath; Schneider, Rayfel; Nigrovic, Peter A

2016-05-01

The small size of many pediatric rheumatology programs translates into limited mentoring options for early career physicians. To address this problem, the American College of Rheumatology (ACR) and the Childhood Arthritis and Rheumatology Research Alliance (CARRA) developed a subspecialty-wide interinstitutional mentoring program, the ACR/CARRA Mentoring Interest Group (AMIGO). We sought to assess the impact of this program on mentoring within pediatric rheumatology. In a longitudinal 3-year study, participant ratings from the AMIGO pilot program were compared with those after the program was opened to general enrollment. Access to mentoring as a function of career stage was assessed by surveys of the US and Canadian pediatric rheumatologists in 2011 and 2014, before and after implementation of AMIGO. Participants in the pilot phase (19 dyads) and the general implementation phase (112 dyads) reported comparable success in establishing mentor contact, suitability of mentor-mentee pairing, and benefit with respect to career development, scholarship, and work-life balance. Community surveys showed that AMIGO participation as mentee was high among fellows (86%) and modest among junior faculty (31%). Implementation correlated with significant gains in breadth of mentorship and in overall satisfaction with mentoring for fellows but not junior faculty. AMIGO is a career mentoring program that serves most fellows and many junior faculty in pediatric rheumatology across the US and Canada. Program evaluation data confirm that a subspecialty-wide interinstitutional mentoring program is feasible and can translate into concrete improvement in mentoring, measurable at the level of the whole professional community. © 2016, American College of Rheumatology.

Mentoring. Education Research Consumer Guide, Number 7.

ERIC Educational Resources Information Center

Floyd, Nancy, Ed.

This newsletter, created for teachers, parents, and others interested in current educational themes, addresses the issue of mentoring, what it is, how it works, and why it is needed; and provides some examples of current mentoring programs. It explains that there are two types of mentoring: natural, such as through friends, relatives, and…

Perceptions of Pre-Service Teachers on Mentor Teachers' Roles in Promoting Inclusive Practicum: Case Studies in U.S. Elementary School Contexts

ERIC Educational Resources Information Center

Maddamsetti, Jihea

2018-01-01

This case study examines a Chinese and Korean-Chinese pre-service teachers' perceptions of their mentor teachers' role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher's open conversations and willingness to host those students bring positive influence on their learning…

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs

PubMed Central

Diekroger, Elizabeth A.; Reyes, Charina; Myers, Katherine M.; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

2017-01-01

Objective Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. Methods Developmental-behavioral pediatric fellows and recent graduates less than 5 years out of training from a US-based DBP fellowship program were contacted through their program directors to complete a survey on their mentoring experiences in fellowship and early career. Results A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p<0.001) and receiving mentoring in multiple areas (p<0.001). Qualitative responses suggested that effective mentoring addresses the mentee’s career goals, provides insight into being a developmental-behavioral pediatrician, navigating academics and involves a personal relationship. Conclusion Results suggest an opportunity for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates. PMID:28460369

The Mentoring Experience: Leadership Development Program Perspectives

ERIC Educational Resources Information Center

Lamm, Kevan W.; Sapp, Rochelle; Lamm, Alexa J.

2017-01-01

Using a semi-structured interview approach, ten mentors from a leadership development program focused on building leaders in Colleges of Agriculture and Life Sciences across the nation provided insights regarding their mentoring method, process, and experiences. Mentors interviewed agreed the mentoring process was beneficial for themselves as well…

Scenarios of Mentor Education in Romania--Towards Improving Teacher Induction

ERIC Educational Resources Information Center

Stîngu, Mihaela; Eisenschmidt, Eve; Iucu, Romi?a

2016-01-01

The aim of this paper is to examine the induction programme for newly qualified teachers and mentor education in Estonia, providing a comparative analysis of existing Estonian and possible Romanian models of mentoring. While the Estonian induction programme has been in place for more than ten years, induction in Romania is a relatively new and has…

A mentor training program improves mentoring competency for researchers working with early-career investigators from underrepresented backgrounds.

PubMed

Johnson, Mallory O; Gandhi, Monica

2015-08-01

Mentoring is increasingly recognized as a critical element in supporting successful careers in academic research in medicine and related disciplines, particularly for trainees and early career investigators from underrepresented backgrounds. Mentoring is often executed ad hoc; there are limited programs to train faculty to become more effective mentors, and the few that exist have a dearth of empirical support of their impact. In 2013, we recruited 34 faculty from across the US engaged in HIV-related clinical research to participate in a 2-day Mentoring the Mentors workshop. The workshop included didactic and interactive content focused on a range of topics, such as mentor-mentee communication, leadership styles, emotional intelligence, understanding the impact of diversity (unconscious bias, microaggressions, discrimination, tokenism) for mentees, and specific tools and techniques for effective mentoring. Pre- and post-workshop online evaluations documented high rates of satisfaction with the program and statistically significant improvements in self-appraised mentoring skills (e.g. addressing diversity in mentoring, communication with mentees, aligning mentor-mentee expectations), as assessed via a validated mentoring competency tool. This is the first mentoring training program focused on enhancing mentors' abilities to nurture investigators of diversity, filling an important gap, and evaluation results offer support for its effectiveness. Results suggest a need for refinement and expansion of the program and for more comprehensive, long-term evaluation of distal mentoring outcomes for those who participate in the program.

Preservice Teachers' Lived Experience on the Mentoring Relationship with Their University Supervisor

ERIC Educational Resources Information Center

Brague, Michele L.

2013-01-01

Historically, teacher education faculty were the field supervisors. As teacher education evolved, adjunct supervisors emerged to supervise preservice teachers where they were assigned (Slick, 1995a). By examining the preservice teachers' lived experiences of their mentoring relationship with their university supervisor, teacher education programs…

Peer-Group Mentoring as a Tool for Teacher Development

ERIC Educational Resources Information Center

Geeraerts, Kendra; Tynjälä, Päivi; Heikkinen, Hannu L. T.; Markkanen, Ilona; Pennanen, Matti; Gijbels, David

2015-01-01

Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees' perceptions of the results of…

A Mixed Method Study on the Missouri Beginning Teachers Assistance Program and Teacher Retention in Saint Louis School Districts

ERIC Educational Resources Information Center

Ciolek, Raymond

2017-01-01

The purpose of this research was to investigate whether new teacher and new teacher mentor perceptions of the effectiveness of the Missouri State Beginning Teachers' Assistance Program (BTAP) were positive and whether the new teacher perceptions led to the new teacher remaining in the teaching profession at least five years. At the time of this…

Where Are the Good Mentors?

ERIC Educational Resources Information Center

McCann, Thomas M., Ed.; Johannessen, Larry, Ed.

2009-01-01

New teachers need to know that the connections with a wide web of colleagues and friends support professional growth and well-being. In this article, the authors focus on effective ways to support new English teachers and student teachers by developing a mentoring program. It is more realistic to encourage new teachers to develop a "network of…

Beginning Teachers' Perceptions of In-School and In-Profession Mentoring Relationships

ERIC Educational Resources Information Center

Greiman, Bradley C.; Torres, Robert M.; Burris, Scott; Kitchel, Tracy

2007-01-01

The purpose of this study was to compare two different formal mentoring relationships based on the perceptions of beginning teachers regarding their dyadic interactions. Kram's mentor role theory and Byrne's similarity-attraction paradigm served as the theoretical foundation for the study. The specific variables of interest included psychosocial…

Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Dorner, Helga; Kumar, Swapna

2016-01-01

The Mentored Innovation Model is an online collaborative mentoring model developed in Hungary to help teachers integrate technology in their classrooms in meaningful ways. It combines an online modular approach of formal pedagogical ICT training with an informal online community experience of sharing, developing and critiquing of shared learning…

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs.

PubMed

Diekroger, Elizabeth A; Reyes, Charina; Myers, Katherine M; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

2017-05-01

Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career. A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p < .001) and receiving mentoring in multiple areas (p < .001). Qualitative responses suggested that effective mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship. Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience?

ERIC Educational Resources Information Center

Kissau, Scott P.; King, Elena Tosky

2015-01-01

Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The…

Preparing Interprofessional Faculty to Be Humanistic Mentors for Medical Students: The GW-Gold Mentor Development Program.

PubMed

Blatt, Benjamin; Plack, Margaret M; Simmens, Samuel J

2018-01-01

The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course. Through GW-Gold workshops, faculty mentors develop interprofessional humanistic communities of practice, preparing them to lead second such communities with their students. This article describes the program and its evaluation. To assess outcomes and better understand the mentor experience, we used a mixed-method validating triangulation design consisting of simultaneous collection of quantitative (mentor and student surveys) and qualitative (open-ended survey questions and focus group) data. Data were analyzed in parallel and merged at the point of interpretation, allowing for triangulation and validation of outcomes. Mentors rated the program highly, gained confidence in their humanistic skills, and received high scores from students. Three themes emerged that validated program design, confirmed outcomes, and expanded on the mentor experience: (1) Interprofessional faculty communities developed through observation, collaboration, reflection, and dialogue; (2) Humanistic mentors created safe environments for student engagement; and (3) Engaging in interprofessional humanistic communities of practice expanded mentors' personal and professional identities. Outcomes support the value of the GW-Gold program's distinctive features in preparing faculty to sustain humanism in medical education: an interprofessional approach and small communities of practice built on humanistic values.

Best Practices in Mentoring in NOAA Scholarship Programs

NASA Astrophysics Data System (ADS)

Kaplan, M.; Sarvis, S.; Dancy, V.

2015-12-01

Through established scholarship programs, NOAA hosts 125 - 175 undergraduate students each summer to participate in internship opportunities at agency facilities. In order to host a scholar, NOAA labs and offices must designate a mentor who develops a project and oversees activities of the student throughout the summer. NOAA implements best practices in mentoring in the following ways: mentor and intern responsibilities are clearly defined in a manual; mentors are required to take an online mentor training class; mentors and scholars are matched through an online system and scholars conduct a site visit prior to beginning the internship; proposed internship projects are reviewed by scholarship program managers to assure they are sufficiently analytical and will advance the student in their future academic and career goals; and mentors are surveyed at the midpoint, allowing scholarship program managers to identify problems and intervene if possible. These practices have resulted in strong results. Students identify the mentor relationship, hands-on experience and networking with professionals as the three most important outcomes of the internship experience.

48 CFR 952.219-70 - DOE Mentor-Protege program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false DOE Mentor-Protege program... FORMS SOLICITATION PROVISIONS AND CONTRACT CLAUSES Text of Provisions and Clauses 952.219-70 DOE Mentor.... DOE Mentor-Protege Program (MAY 2000) The Department of Energy has established a Mentor-Protege...

Analysis of Discussion Board Interaction in an Online Peer Mentoring Site

ERIC Educational Resources Information Center

Ruane, Regina; Lee, Vera J.

2016-01-01

This study uses Critical Discourse Analysis and Social Network Analysis to examine an online peer mentoring site created to unite first-year and third-year preservice teachers enrolled in an undergraduate teacher education program. The peer mentoring site was developed to provide both first-year preservice teachers and more experienced peers the…

The Role of Mentors in Developing and Implementing High-Quality Field-Based Placements

ERIC Educational Resources Information Center

Paulsen, Kim; DaFonte, Alexandra; Barton-Arwood, Sally

2015-01-01

Teacher preparation programs (TPP) rely on school-based mentor teachers and university mentors to assist their teacher candidates with bridging the information presented in courses to the "real world" of teaching. Given the important role that the clinical components of teacher preparation provide in terms of candidate development, the…

Content Analysis of a Facebook Group as a Form of Mentoring for EFL Teachers

ERIC Educational Resources Information Center

Cinkara, Emrah; Arslan, Fadime Yalçin

2017-01-01

Mentoring, a main constituent of teacher education, has taken new shape in recent years, with educators incorporating technology and social media into their practices. This study investigated the use of a Facebook group as a form of informal mentoring among teachers with reference to qualitative and quantitative data collected from the entries,…

Supporting Novice Teachers through Mentoring and Induction in the United States

ERIC Educational Resources Information Center

Zembytska, Maryna

2015-01-01

The study focuses on the U.S. system of novice teacher support. The study highlights the evolution of mentoring from a traditional, isolated, hierarchical one-to-one relationship to multiple interactions which comprise a collaborative developmental network. The findings suggest that mentoring and induction support in the United States are…

Listening, Play, and Social Attraction in the Mentoring of New Teachers

ERIC Educational Resources Information Center

Young, Raymond W.; Cates, Carl M.

2010-01-01

This study explores the roles of mentors and proteges as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA answered a questionnaire about their mentors' empathic and directive listening, playful communication, social attractiveness, and ability to help…

Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching

ERIC Educational Resources Information Center

Baeten, Marlies; Simons, Mathea

2016-01-01

This study investigates team teaching between student teachers and mentors during student teachers' field experiences. A systematic literature search was conducted, which resulted into a narrative review. Three team teaching models could be distinguished: (1) the co-planning and co-evaluation model, (2) the assistant teaching model, and (3) the…

An Analysis of Three Different Approaches to Student Teacher Mentoring and Their Impact on Knowledge Generation in Practicum Settings

ERIC Educational Resources Information Center

Mena, Juanjo; García, Marisa; Clarke, Anthony; Barkatsas, Anastasios

2016-01-01

Mentoring in Teacher Education is a key component in the professional development of student teachers. However, little research focuses on the knowledge shared and generated in mentoring conversations. In this paper, we explore the knowledge student teachers articulate in mentoring conversations under three different post-lesson approaches to…

Ten Ways to Make Mentoring Work

ERIC Educational Resources Information Center

Breaux, Annette

2016-01-01

In her years of experience studying, working with, and writing about new teachers, induction programs, and mentoring, Annette Breaux has learned that successful mentoring boils down to 10 factors. In this article, Breaux highlights those features and provides actionable takeaways for school districts and educators. She recommends embedding…

Pre-Service Teachers' Questions about the Profession during Mentoring Group Conversations

ERIC Educational Resources Information Center

Eriksson, Anita

2017-01-01

The use of mentoring group conversations as a tool to support pre-service teachers' professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how…

The Effect of Formal Mentoring Program Characteristics on Organizational Attraction

ERIC Educational Resources Information Center

Horvath, Michael; Wasko, Laurie E.; Bradley, Jessica L.

2008-01-01

Although the extant mentoring literature describes the post-hire benefits of mentoring programs, less is known about how mentoring programs affect pre-hire perceptions of organizations--perceptions that may have subsequent implications for the success of mentoring programs and other HRD practices. To explore this issue, we used a policy-capturing…

Creating Leaders through the Teacher Learning and Leadership Program

ERIC Educational Resources Information Center

Pearce, Kyle

2015-01-01

Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education--funded project that addresses student learning needs in their classrooms. This…

New Program for New Faculty Mentoring at California State University, Chico

NASA Astrophysics Data System (ADS)

Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.

2015-12-01

CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.

Distributed Mentoring: Preparing Preservice Resident Teachers for High Needs Urban High Schools

ERIC Educational Resources Information Center

Leon, Marjorie Roth

2014-01-01

A distributed mentoring model was implemented to scaffold preservice teachers completing a residency in high needs urban turnaround high schools. In this situated learning context, expert faculty and peer mentors contributed confirmatory insights for promoting engaged evidence-based pedagogy, instructional differentiation, homework completion,…

The Mentored Multigenre Project: Fostering Authentic Writing Interactions between High School Writers and Teacher Candidates

ERIC Educational Resources Information Center

West, Jessica A.; Saine, Paula

2017-01-01

This article describes the Mentored Multigenre Project, a virtual writing collaboration experience between high school writers and teacher candidates. Our goal was to create an authentic opportunity for our high school students to receive writing feedback from virtual writing mentors, while also creating an opportunity for our teacher candidates…

Mentoring in Physical Education: Issues and Insights.

ERIC Educational Resources Information Center

Mawer, Mick, Ed.

These chapters describe partnerships and mentoring programs in the United Kingdom for initial teacher education. Part 1: The Context contains two chapters: "Partnerships in School-Based Training: The Implications for Physical Education" (Patricia Shenton and Elizabeth Murdoch); and "What Is Mentoring?" (Michael Taylor and Joan…

Collaborative Co-Mentoring for the Novice and the Experienced English Teacher

ERIC Educational Resources Information Center

Bickmore, Steven T.

2013-01-01

Novice teachers often find themselves isolated; they are often assigned students with the most difficult challenges, with no mentor, and without professional learning to further develop the skills they began to acquire as student teachers. It is important to disrupt the institutionalized isolation of the novice teacher (Darling-Hammond and Sclan;…

Educative Mentoring: Promoting Reform-Based Science Teaching through Mentoring Relationships

ERIC Educational Resources Information Center

Bradbury, Leslie Upson

2010-01-01

Educative mentoring is an idea developed by Feiman-Nemser [Feiman-Nemser, S. (1998). Teachers as teacher educators. "European Journal of Teacher Education," 21(1), 63-74; (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. "Journal of Teacher Education," 52(1), 17-30] to reflect current conceptions of mentoring that…

The Role of Teachers' Guided Reflection in Effecting Positive Program Change.

ERIC Educational Resources Information Center

Vogt, Lynn Allington; Au, Kathryn H. P.

1995-01-01

Examines the evolution of teacher support and development in the Kamehameha Elementary Education Program (KEEP) and Rough Rock Community School collaboration. Ongoing teacher development featured regular classroom observation and feedback with mentors and peers and self-reflection through videotaping and journal writing. (two references) (MDM)

Collaborative Mentorship: A Mentoring Approach to Support and Sustain Teachers for Equity and Diversity

ERIC Educational Resources Information Center

Lopez, Ann E.

2013-01-01

In this article, I propose collaborative mentorship (CM) as a mentoring approach to support and sustain teachers in diversity and equity education. CM is theorized as a mentoring relationship grounded in critical dialog between mentor and mentee. Drawing on research conducted in a culturally, racially, linguistically, and socially diverse…

What kind of mentoring do we need? A review of mentoring program studies for medical students.

PubMed

Hur, Yera; Kim, Sun; Lee, Keumho

2013-03-01

Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.

What Type of Feedback Do Student Teachers Expect from Their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers

ERIC Educational Resources Information Center

Martínez Agudo, Juan de Dios

2016-01-01

Mentorship represents a vital component in all teacher education programmes since mentors' feedback plays an essential role in shaping candidate teachers' professional identity. The quality of feedback provided by school mentors during the practicum experience constitutes the main focus of this study. This research paper aimed at investigating…

Cleaning Up the Clinic: Examining Mentor Teachers' Perceptions of Urban Classrooms and Culturally Responsive Teaching

ERIC Educational Resources Information Center

Thomas-Alexander, Sashelle; Harper, Brian E.

2017-01-01

This study investigates the beliefs of mentor teachers with respect to urban classrooms as well as their confidence level with respect to working with a diverse array of urban students. When presented with a simple, unambiguous query concerning urban schools and the Culturally Responsive Teaching Self-Efficacy Scale, mentor teachers in this sample…

E-Mentoring for Social Equity: Review of Research to Inform Program Development

ERIC Educational Resources Information Center

Single, Peg Boyle; Single, Richard M.

2005-01-01

The advent of user-friendly email programs and web browsers created possibilities for widespread use of e-mentoring programs. In this review of the research, we presented the history of e-mentoring programs and defined e-mentoring and structured e-mentoring programs, focusing on large-scale e-mentoring programs that addressed issues of social…

Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development

ERIC Educational Resources Information Center

Childre, Amy L.; Van Rie, Ginny L.

2015-01-01

In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the…

Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

PubMed

Sheehan, Amy Heck; Gonzalvo, Jasmine D; Ramsey, Darin C; Sprunger, Tracy L

2016-04-25

Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

A mentor development program for clinical translational science faculty leads to sustained, improved confidence in mentoring skills.

PubMed

Feldman, Mitchell D; Steinauer, Jody E; Khalili, Mandana; Huang, Laurence; Kahn, James S; Lee, Kathryn A; Creasman, Jennifer; Brown, Jeanette S

2012-08-01

Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long-term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two-thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long-term impact of a mentor training program for CT researchers. © 2012 Wiley Periodicals, Inc.

Mentoring for 2000 and beyond

NASA Technical Reports Server (NTRS)

Guerra, K. M.; Farrance, M. A.

1994-01-01

Today, more than 40 percent of the United States workforce are women. However, only a small percentage of working women are employed in science or engineering fields. The numbers of women in engineering and math professions have actually decreased since 1984. Last year, a mentoring program was created at NASA Ames Research Center aimed at encouraging young girls to stay in school, increasing their self confidence and helping them perform better academically. Teachers at the Ronald McNair Intermediate School matched fifth through eighth grade students with women engineers at NASA Ames. Results from a year-end survey submitted by the mentees indicated that the program was successful in achieving its first-year goals; more than one student reported that she felt 'really special' because of her mentor's efforts. The NASA Ames Mentor program has continued into the 1992-93 academic year with both returning mentor/mentee pairs and new participants.

Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring

ERIC Educational Resources Information Center

Dorner, Helga; Kumar, Swapna

2017-01-01

This study examines Hungarian pre-service and inservice teachers' satisfaction (n = 154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with…

Counselor- and Teacher-Led Support Groups for Beginning Teachers: A Cognitive-Developmental Perspective.

ERIC Educational Resources Information Center

Reiman, Alan J.; And Others

1995-01-01

One of the continuing problems for public education has been the absence of effective programs to support teachers during their induction into the profession. Describes an intervention program coordinated by mentor counselors and mentor teachers along with preliminary qualitative and quantitative findings. (JBJ)

"¡Guiamos!": A University-Based Program for Pre-Service Bilingual and ESL Teachers

ERIC Educational Resources Information Center

Riley, Jacqueline; Muñoz, Ava; Green, Laura Chris; Kim, JoHyun

2017-01-01

The researchers explored the benefits, challenges and preferred methods of communication of those who took part in the "¡Guiamos!" online and face-to-face mentoring program. Participants included 21 novice pre-service teachers who served as mentees and 32 experienced educators of English language learners who served as mentors. To…

Faculty Mentoring Programs: Reenvisioning Rather than Reinventing the Wheel

ERIC Educational Resources Information Center

Zellers, Darlene F.; Howard, Valerie M.; Barcic, Maureen A.

2008-01-01

In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies of faculty mentoring programs that currently inform our understanding of this professional development practice…

Anchoring a Mentoring Network in a New Faculty Development Program

ERIC Educational Resources Information Center

Beane-Katner, Linda

2014-01-01

Intentional mentoring of the next generation of faculty is critical if they are to be successful teacher-scholars. The traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and…

School-Based Mentoring Programs. Untangling the Tensions between Theory and Practice. Research Report 90-7.

ERIC Educational Resources Information Center

Reiman, Alan J.; Edelfelt, Roy A.

This paper describes the contextual dimensions of eight school sites that ameliorate or restrain relationships between mentor and novice teachers. Interview data from 23 mentors, 16 novice teachers, and 8 principals suggest 5 contextual themes that ameliorate or restrain an effective induction for novice teachers: (1) early experiences; (2)…

Preservice Teacher Institute: Developing a Model Learning Community for Student Teachers

ERIC Educational Resources Information Center

Kent, Andrea M.; Simpson, Jennifer L.

2009-01-01

The Preservice Teacher Institute (PTI) is a budding learning community designed to provide mentoring and support for senior elementary education undergraduate candidates. This program is an effective paradigm for mentoring and inducting new teachers into the profession. PTI is a two-semester program. The first semester is restricted to candidates…

Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

ERIC Educational Resources Information Center

Saltan, Fatih

2015-01-01

The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools…

A Mentor Development Program for Clinical Translational Science Faculty Leads to Sustained, Improved Confidence in Mentoring Skills

PubMed Central

Feldman, Mitchell D.; Steinauer, Jody E.; Khalili, Mandana; Huang, Laurence; Kahn, James S.; Lee, Kathryn A.; Creasman, Jennifer; Brown, Jeanette S.

2012-01-01

Abstract Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long‐term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two‐thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long‐term impact of a mentor training program for CT researchers. Clin Trans Sci 2012; Volume 5: 362–367 PMID:22883616

Supporting the Writing up of Teacher Research: Peer and Mentor Roles

ERIC Educational Resources Information Center

Dikilitas, Kenan; Mumford, Simon E.

2016-01-01

This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration created a socio-constructivist learning environment, leading to the development of academic…

Experiences and Perceptions of Mentors in a Community Mentoring Program for At-Risk Students

ERIC Educational Resources Information Center

Allen, Belinda K.

2013-01-01

This phenomenological case study explored the perceptions and experiences of mentors who work for a community-based mentoring program that was created to provide at-risk minority students with male role models. Most studies from the past 20 years have assessed mainly the academic, social, and emotional outcomes of mentoring among at-risk minority…

Long-term follow-up of a facilitated peer mentoring program.

PubMed

Mayer, Anita P; Blair, Janis E; Ko, Marcia G; Patel, Salma I; Files, Julia A

2014-03-01

Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged. To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements. Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions. Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compared to those in the five years after program enrollment. At follow-up, participants reported positive perceptions of the program and 44% continued to work with their original peer mentor groups. Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants. Future studies are needed to assess its applicability and success among various demographic groups in academic medicine.

Ethical Behaviours of Student Teachers' Mentors in Forced Same-Gender and Cross-Gender Matches in a Malawian Initial Primary Teacher Education Programme: Implications for Mentor Selection and Development

ERIC Educational Resources Information Center

Mwanza, Alnord L. D.; Moyo, George; Maphosa, Cosmas

2017-01-01

The popularity of assigned or forced same-gender and cross-gender matches between school mentors and student teachers has heightened concerns regarding the ethical and/or unethical behaviours of mentors. In this article the authors present the findings of a cross-sectional survey study on the prevalence of ethical and/or unethical behaviours of…

Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors.

PubMed

Helminen, Kristiina; Johnson, Martin; Isoaho, Hannu; Turunen, Hannele; Tossavainen, Kerttu

2017-12-01

To describe the phenomenon of final assessment of the clinical practice of nursing students and to examine whether there were differences in assessments by the students and their teachers and mentors. Final assessment of students in clinical practice during their education has great importance for ensuring that enough high-quality nursing students are trained, as assessment tasks affect what the nursing student learns during the clinical practice. This study used descriptive, cross-sectional design. The population of this study comprised nursing students (n = 276) and their teachers (n = 108) in five universities of applied sciences in Finland as well as mentors (n = 225) who came from five partner hospitals. A questionnaire developed for this study contained questions about background variables as well as structured questions scored on a four-point scale, which also allowed the respondents to provide additional comments. When comparing the results related to nursing teachers' presence in the final assessment situation, it was found that teachers and mentors evaluated this as being carried out more often than nursing students suggested. Nursing students noted that fair and consistent assessment is carried out more often than nursing teachers thought. Mentors and teachers said that honest and direct criteria-based final assessment was carried out more often than nursing students evaluated. Nursing students and mentors need support from educational institutions and from nursing teachers in order to ensure the completion of a relevant assessment process. The findings of this study highlight an awareness of final assessment process. It is desirable to have a common understanding, for example, of how the assessment should be managed and what the assessment criteria are, as this will ensure a good quality process. © 2017 John Wiley & Sons Ltd.

Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Report

ERIC Educational Resources Information Center

Merrill, Lisa; Kang, David; Siman, Nina; Soltani, Jasmine

2016-01-01

The iMentor College Ready Program combines school-based mentoring with technology and aspects of whole school reform. The program strives to create strong relationships between low-income youth and college-educated mentors--relationships that it hopes to leverage to help students develop the mindsets, skills, and knowledge necessary to enroll and…

48 CFR 352.219-70 - Mentor-protégé program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor-protégé program... Mentor-protégé program. As prescribed in 319.270-1(a), the Contracting Officer shall insert the following provision: Mentor-Protégé Program (January 2010) (a) Large business prime contractors serving as mentors in...

Learning To Teach Science: Activities for Student Teachers and Mentors.

ERIC Educational Resources Information Center

Monk, Martin, Ed.; Dillon, Justin, Ed.

Despite the variations in the spontaneous ability of new teachers, teaching is both an art and a craft that can be learned through hard work and that demands close attention to detail. The practical purpose of this book is to provide mentors in England with activities to be used with their student teachers and to provide guidance on activities to…

An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report

ERIC Educational Resources Information Center

Glazerman, Steven; Seifullah, Allison

2010-01-01

In 2007, the Chicago Public Schools (CPS) began implementing a schoolwide reform called the Teacher Advancement Program (TAP) using funds from the federal Teacher Incentive Fund (TIF) and private foundations. Under the TAP model, teachers can earn extra pay and responsibilities through promotion to mentor or master teacher as well as annual…

Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices

ERIC Educational Resources Information Center

Sempowicz, Tracey; Hudson, Peter

2011-01-01

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…

The Magic of Mentoring: A Democratic Approach to Mentoring Trainee Teachers in Post-Compulsory Education

ERIC Educational Resources Information Center

Thompson, Carol

2016-01-01

This paper explores the impact of subject-specific mentoring within post-compulsory education. Using questionnaires and semi-structured interviews, it considers those factors considered "most useful" to teachers in training. The findings suggest that, contrary to the views espoused by bodies such as the Office for Standards in Education,…

Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil.

PubMed

de Oliveira, Camila Aparecida Machado; de França Carvalho, Carolina Prado; Céspedes, Isabel Cristina; de Oliveira, Flávia; Le Sueur-Maluf, Luciana

2015-01-01

The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance. © 2015 American Association of Anatomists.

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

Feedback Consistencies and Inconsistencies: Eight Mentors' Observations on One Preservice Teacher's Lesson

ERIC Educational Resources Information Center

Hudson, Peter

2014-01-01

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…

Training the next generation of research mentors: the University of California, San Francisco, Clinical & Translational Science Institute Mentor Development Program.

PubMed

Feldman, Mitchell D; Huang, Laurence; Guglielmo, B Joseph; Jordan, Richard; Kahn, James; Creasman, Jennifer M; Wiener-Kronish, Jeanine P; Lee, Kathryn A; Tehrani, Ariane; Yaffe, Kristine; Brown, Jeanette S

2009-06-01

Mentoring is a critical component of career development and success for clinical translational science research faculty. Yet few programs train faculty in mentoring skills. We describe outcomes from the first two faculty cohorts who completed a Mentor Development Program (MDP) at UCSF. Eligibility includes having dedicated research time, expertise in a scientific area and a desire to be a lead research mentor. A post-MDP survey measured the program's impact on enhancement of five key mentoring skills, change in the Mentors-in-Training (MIT) self-rated importance of being a mentor to their career satisfaction, and overall confidence in their mentoring skills. Since 2007, 29 MITs participated in and 26 completed the MDP. Only 15% of the MITs reported any previous mentor training. Overall, 96% of MITs felt that participation in the MDP helped them to become better mentors. A majority reported a significant increase in confidence in mentoring skills and most reported an increased understanding of important mentoring issues at UCSF. MITs reported increased confidence in overall and specific mentoring skills after completion of the MDP. The MDP can serve as a model for other institutions to develop the next generation of clinical-translational research mentors.

Identifying Professional Development Environment for Mentor Teachers at a Learning Centre

ERIC Educational Resources Information Center

Cheng, May May-hung; Yeung, Yau-Yuen

2010-01-01

This paper argues with evidence that conditions for teacher professional development can be enhanced for mentor teachers through a Learning Centre (LC) project which has been introduced in Hong Kong as a collaborative project between the government, a primary school, a secondary school, and the Hong Kong Institute of Education. The LC teachers…

Genuine Conversation: The Enabler in Good Mentoring of Pre-Service Teachers

ERIC Educational Resources Information Center

Sheridan, Lynn; Young, Marie

2017-01-01

This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and…

Mentoring medical students in your general practice.

PubMed

Fraser, John

2016-05-01

Mentoring medical students in general practices is becoming more common in Australia due to formalised scholarship programs and informal approaches by students. This paper defines mentoring in Australian general practice. Practical suggestions are made on how to structure a mentorship program in your practice. Mentoring differs from leadership and teaching. It is a long-term relationship between a student and an experienced general practitioner. Avoiding summative assessment in mentorship is important to its success. Mentoring is about forming a safe place to confidentially discuss personal and professional issues between a mentor and student. This is based on defining roles and mutual trust. At the same time, students crave formative feedback. Unfortunately, present feedback models are based on teaching principles that can blur the differences between assessor, teacher and mentor. Mentorship can provide students with orientation and learning experiences so that they are prepared for practice as an intern.

Mentoring and Student Support in Online Doctoral Programs

ERIC Educational Resources Information Center

Kumar, Swapna; Coe, Catherine

2017-01-01

The increase in online graduate programs and the online mentoring of student research have led to the need to identify challenges faced by online mentees and successful strategies used by online mentors during the dissertation process. Based on semistructured interviews with ten graduates, strategies for online mentoring and areas of support…

Developing Mentorship Skills in Clinical Faculty: A Best Practices Approach to Supporting Beginning Teachers

ERIC Educational Resources Information Center

Hall, Dara M.; Hughes, Michelle A.; Thelk, Amy D.

2017-01-01

Effective mentoring programs help to recruit new teachers and improve teacher retention rates (e.g. Ingersoll & Strong, 2011, Rideout & Windle, 2010). Many school districts require mentoring programs for new teachers; however, they do not always have the resources to prepare their teachers to mentor beginning teachers. Clinical faculty…

Assessing Elementary Prospective Teachers' Mathematical Explanations after Engagement in Online Mentoring Modules

ERIC Educational Resources Information Center

Wall, Jennifer; Selmer, Sarah; Bingham Brown, Amy

2016-01-01

Prospective elementary teachers at three universities engaged in online modules called the Virtual Field Experience, created by the Math Forum. The prospective teachers learned about problem solving and mentoring elementary students in composing solutions and explanations to nonroutine challenge problems. Finally, through an asynchronous online…

Critical Concepts of Mentoring in an Urban Context

ERIC Educational Resources Information Center

Yendol-Hoppey, Diane; Jacobs, Jennifer; Dana, Nancy Fichtman

2009-01-01

Given the increasing challenges faced by high-poverty urban schools, mentoring has become the panacea for policy makers interested in a quick-fix solution to the teacher quality dilemma. As a result, mentoring programs have experienced exponential growth with little empirical attention during the last decade. This 16-month qualitative…

Induction and Mentoring of Novice Teachers: A Scheme for the United Arab Emirates

ERIC Educational Resources Information Center

Ibrahim, Ali S.

2012-01-01

Induction and mentoring of novice teachers have gained considerable worldwide attention. However, in the United Arab Emirates, graduates from teacher education programmes are recruited as teachers without being provided with any formal school-based support. They suffer from stress, overload, and low self-esteem and a high percentage leave…

Mentoring Students with Mild Disabilities: The "Nuts and Bolts" of Program Development.

ERIC Educational Resources Information Center

Campbell-Whatley, Gloria D.

2001-01-01

This article provides step-by-step guidelines for developing a mentoring program for students with disabilities. The benefits of mentoring, role of the mentor, mentor screening, and program development are discussed. Suggested mentor and student activities are outlined, including communication, reading, leisure, and academic activities. (Contains…

Enhancing leadership and relationships by implementing a peer mentoring program.

PubMed

Gafni Lachter, Liat R; Ruland, Judith P

2018-03-30

Peer-mentoring is often described as effective means to promote professional and leadership skills, yet evidence on practical models of such programs for occupational therapy students are sparse. The purpose of this study was to evaluate the outcomes of a peer-mentoring program designed for graduate occupational therapy students. Forty-seven second-year student volunteers were randomly assigned to individually mentor first-year students in a year-long program. Students met biweekly virtually or in person to provide mentorship on everyday student issues, according to mentees' needs. Faculty-led group activities prior and during the peer-mentoring program took place to facilitate the mentorship relationships. Program effectiveness was measured using the Multi-factor Leadership Questionnaire (Avolio & Bass, MLQ: Multifactor Leadership Questionnaire, 2004) and an open-ended feedback survey. Results of multi-variate MANOVA for repeated measures indicating significant enhancement in several leadership skills (F(12,46) = 4.0, P = 0.001, η 2  = 0.579). Qualitative data from feedback surveys indicated that an opportunity to help; forming relationships; and structure as enabler were perceived as important participation outcomes. Students expressed high satisfaction and perceived value from their peer-mentoring experience. As we seek ways to promote our profession and the leadership of its members, it is recommended to consider student peer-mentoring to empower them to practice and advance essential career skills from the initial stages of professional development. Evidence found in this study demonstrates that peer-mentoring programs can promote leadership development and establishment of networks in an occupational therapy emerging professional community, at a low cost. The peer-mentoring blueprint and lessons learned are presented with hopes to inspire others to implement peer-mentoring programs in their settings. © 2018 Occupational Therapy Australia.

The Opinions of Mentors and Beginning Teachers. What Do They Say about Induction? Research Report 91-1.

ERIC Educational Resources Information Center

Reiman, Alan J.; Edelfelt, Roy A.

This paper summarizes and analyzes the results of a questionnaire study of mentors and beginning teachers. The objective of the questionnaire study was to corroborate and extend the information gathered in a previous interview study. Mentors and beginning teachers were presented with statements describing the support given to beginning teachers…

Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Executive Summary

ERIC Educational Resources Information Center

Merrill, Lisa; Kang, David; Siman, Nina; Soltani, Jasmine

2016-01-01

The iMentor College Ready Program is a model that combines school-based mentoring with technology and aspects of whole school reform. The program aims to create strong relationships between low-income youth and college-educated mentors--and to leverage these relationships to help students develop the mindsets, skills, and knowledge necessary to…

Mentoring from Different Social Spheres: How Can Multiple Mentors Help in Doctoral Student Success in Ed.D Programs?

ERIC Educational Resources Information Center

Terry, Tarae; Ghosh, Rajashi

2015-01-01

Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program.…

The development, implementation, and assessment of an innovative faculty mentoring leadership program.

PubMed

Tsen, Lawrence C; Borus, Jonathan F; Nadelson, Carol C; Seely, Ellen W; Haas, Audrey; Fuhlbrigge, Anne L

2012-12-01

Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multispecialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women's Hospital developed the Faculty Mentoring Leadership Program as a peer learning experience for midcareer and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course.Participants met monthly for an hour and a half during lunchtime. Two cofacilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants' experiences. While the cofacilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to postsession and postcourse (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships.In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program.

Forming the Mentor-Mentee Relationship

ERIC Educational Resources Information Center

Hudson, Peter

2016-01-01

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 as Teaching and Learning.

ERIC Educational Resources Information Center

Baker, Moira P.

As teaching assistants, graduate students are often thrown into the deep waters of their first courses with little or no direction, instruction, or support. Teacher training programs offer little help in achieving a sense of professional teaching or classroom methodology. The Mentor program of Radford University's English Department provides an…

Creating More Seamless Connections between University-Based Coursework and School-Based Mentoring

ERIC Educational Resources Information Center

Schuster, Dwight

2014-01-01

New accreditation standards for teacher preparation programs call for more seamless and effective connections between methods courses, clinical experiences, and school-based mentoring. Intentional clinical experiences and intermediate instructional strategies can foster collaboration between teacher preparation programs and teacher leaders in K-12…

Evaluating the Effectiveness of a Senior Mentor Program: The University of Missouri-Columbia School of Medicine

ERIC Educational Resources Information Center

Hoffman, Kimberly G.; Gray, Peggy; Hosokawa, Michael C.; Zweig, Steven C.

2006-01-01

At the University of Missouri-Columbia School of Medicine, we developed a voluntary senior-mentor program, the Senior Teacher Educator Partnership (STEP), for first- and second-year medical students. Using qualitative research methods, we examined the impact of STEP on medical students' attitudes and then assessed the congruence of what is learned…

A Study of Student Interaction in an Online Learning Environment Specially Crafted for Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Ruane, Regina

2012-01-01

This study explored the ways that students in an online teacher education program connected in a specially crafted peer mentoring program developed for cross-level peer mentoring. Program administrators developed the peer mentoring site in response to observations that enrolled students, particularly new students, were often unsure of how to…

Teacher Research Programs = Increased Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2011-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

Mentoring as Professional Development: "Growth for Both" Mentor and Mentee

ERIC Educational Resources Information Center

Hudson, Peter

2013-01-01

Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…

5 years of experience with a large-scale mentoring program for medical students.

PubMed

Pinilla, Severin; Pander, Tanja; von der Borch, Philip; Fischer, Martin R; Dimitriadis, Konstantinos

2015-01-01

In this paper we present our 5-year-experience with a large-scale mentoring program for undergraduate medical students at the Ludwig Maximilians-Universität Munich (LMU). We implemented a two-tiered program with a peer-mentoring concept for preclinical students and a 1:1-mentoring concept for clinical students aided by a fully automated online-based matching algorithm. Approximately 20-30% of each student cohort participates in our voluntary mentoring program. Defining ideal program evaluation strategies, recruiting mentors from beyond the academic environment and accounting for the mentoring network reality remain challenging. We conclude that a two-tiered program is well accepted by students and faculty. In addition the online-based matching seems to be effective for large-scale mentoring programs.

The Significance of Ongoing Teacher Support in Earth Science Education Programs: Evidence from the GLOBE Program

NASA Astrophysics Data System (ADS)

Penuel, B.; Korbak, C.; Shear, L.

2003-12-01

The GLOBE program provides a rich context for examining issues concerning implementation of inquiry-oriented, scientist-driven educational programs, because the program has both a history of collecting evaluation data on implementation and mechanisms for capturing program activity as it occurs. In this paper, researchers from SRI International's evaluation team explore the different roles that regional partners play in preparing and supporting teachers to implement the GLOBE Program, an international inquiry-based Earth science education initiative that has trained over 14,000 teachers worldwide. GLOBE program evaluation results show the program can be effective in increasing students' inquiry skills, but that the program is also hard for teachers to implement (Means et al., 2001; Penuel et al., 2002). An analysis of GLOBE's regional partner organizations, which are tasked with preparing teachers to implement its data collection and reporting protocols with students, shows that some partners are more successful than others. This paper reports findings from a quantitative analysis of the relationship between data reporting and partner support activities and from case studies of two such regional partners focused on analyzing what makes them successful. The first analysis examined associations between partner training and support activities and data reporting. For this analysis, we used data from the GLOBE Student Data Archive matched with survey data collected from a large sample of GLOBE teachers as part of SRI's Year 5 evaluation of GLOBE. Our analyses point to the central importance of mentoring and material support to teachers. We found that incentives, mentoring, and other on-site support to teachers have a statistically significant association with higher data reporting levels. We also found that at present, teachers access these supports less often than they access listservs and e-mail communication with teachers after GLOBE training. As a follow-up to this

The Development, Implementation, and Assessment of an Innovative Faculty Mentoring Leadership Program

PubMed Central

Tsen, Lawrence C.; Borus, Jonathan F.; Nadelson, Carol C.; Seely, Ellen W.; Haas, Audrey; Fuhlbrigge, Anne L.

2014-01-01

Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multi-specialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women’s Hospital developed the Faculty Mentoring Leadership Program (FMLP) as a peer-learning experience for mid-career and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course. Participants met monthly for an hour and a half during lunchtime. Two co-facilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants’ experiences. While the co-facilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to post-session and post-course (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships. In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program. PMID:23095917

48 CFR 819.7111 - Obligations under the Mentor-Protégé Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Mentor-Protégé Program. 819.7111 Section 819.7111 Federal Acquisition Regulations System DEPARTMENT OF VETERANS AFFAIRS SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7111 Obligations under the Mentor-Protégé Program. (a) A mentor or protégé may voluntarily withdraw from the...

The Impact of Mentor Education: Does Mentor Education Matter?

ERIC Educational Resources Information Center

Ulvik, Marit; Sunde, Eva

2013-01-01

To gain a deeper understanding of mentor preparation, which is still an underdeveloped area, the current paper focuses on a formal mentor education programme offered to teachers in secondary school at a university in Norway. The research questions in this qualitative study examine why teachers participate in the programme, how they perceive the…

Initiating Opportunities to Enhance Preservice Teachers' Pedagogical Knowledge: Perceptions about Mentoring At-Risk Adolescents

ERIC Educational Resources Information Center

Garza, Ruben

2012-01-01

Providing preservice teachers in urban settings with authentic educational experiences may be an effective approach in preparing them to teach diverse students. Therefore, this investigation examined preservice teachers' perceptions of mentoring at-risk high school students. Data analysis reflected preservice teachers' positive experiences and…

Mentoring. Beginnings Workshop.

ERIC Educational Resources Information Center

Scallan-Berl, Patricia; Moguil, Leslie; Nyman, Sessy I.; Mercado, Miriam Mercado

2003-01-01

This workshop presents information on mentoring relationships within child care settings. Articles are: (1) "Mentoring Teachers...A Partnership in Learning" (Patricia Scallan-Berl); (2) "The Potential Gains of Peer Mentoring among Children" (Leslie Moguil); (3) "Mentoring Advocates in the Context of Early Childhood…

Teachers' Perceptions of Their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

ERIC Educational Resources Information Center

Gut, Dianne M.; Beam, Pamela C.; Henning, John E.; Cochran, Deborah C.; Knight, Rhonda Talford

2014-01-01

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development,…

Learning through vulnerability: a mentor-mentee experience.

PubMed

Jones, Kohar; Reis, Shmuel

2010-01-01

The following essay, drawn from the journals and work notebook of a family medicine resident and a visiting clinical mentor, chronicles their work together in an Advanced Clinical Mentoring program. This program included afternoons of direct clinical observation immediately followed by feedback sessions. In addition to addressing specific professional issues, such as time management, limiting patient encounters, agenda matching, and the One-Minute Preceptor model, the authors developed personally as they opened themselves to learning and growing as a clinician and a teacher.

Mentoring as a Profession-Building Process in Physical Education Teacher Education

ERIC Educational Resources Information Center

Chambers, Fiona C.; Armour, Kathleen; Luttrell, Sinead; Bleakley, Walter; Brennan, Deirdre; Herold, Frank

2012-01-01

This paper describes the findings of a one-year collaborative research project funded by the Standing Conference on Teacher Education North and South (SCoTENS). The paper is derived from a Short Report on this study prepared for SCoTENS on 16th May 2012. The study examined the role of physical education (PE) teachers as mentors to new members of…

MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson, C.S.; Yarroch, W.J.

1996-01-01

The MTU Pre-Service Teacher Enhancement Program was a two year extended project designed to introduce a select group of science and engineering undergraduate students, with good {open_quotes}people skills,{close_quotes} to the teaching profession. Participants were paid for their time spent with area teacher/mentors and were involved in a variety of in school activities, projects and observations to illustrate the teaching profession. They were encouraged to consider the teaching profession as a future career option. The student participants, however, were under no obligation to enter the Teacher Education Program at the conclusion of the program.

Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model

ERIC Educational Resources Information Center

Meerbaum-Salant, Orni; Hazzan, Orit

2009-01-01

This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of…

Developing a Latino Mentoring Program: Project MALES (Mentoring to Achieve Latino Educational Success)

ERIC Educational Resources Information Center

Sáenz, Victor B.; Ponjuan, Luis; Segovia, Jorge, Jr.; Del Real Viramontes, José

2015-01-01

This chapter highlights the development of Project MALES (Mentoring to Achieve Latino Educational Success). At the center of Project MALES is a mentoring program that aims to cultivate an engaged support network for males of color at the University of Texas at Austin and across surrounding communities. Specifically, there is a discussion of the…

Learning to Mentor: Unravelling Routine Practice to Develop Adaptive Mentoring Expertise

ERIC Educational Resources Information Center

Langdon, Frances J.

2017-01-01

While studies have shown that mentoring is central to new teacher development, few investigations have examined what mentors learn about themselves as mentors. The purpose of the study was to illuminate mentor learning. The article reports on two case studies that investigated the development of mentoring expertise over a two-year period. During…

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

PubMed

Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

2016-01-01

The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly

Development of a University Alumnae Mentoring Program

ERIC Educational Resources Information Center

Vogel, Stephanie Hueftle

2004-01-01

In the past three decades, mentoring has become a formal and informal vehicle for empowering individuals in both educational and corporate environments. Colleges and universities have established mentoring programs similar to those in the corporate sector to retain students and contribute to their academic and future success. More recently,…

Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program

ERIC Educational Resources Information Center

Paris, Lisa F.; Boston, Julie; Morris, Julia

2015-01-01

Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media…

Perceived Life Satisfaction of Workplace Specialist I Faculty and Mentors Participating in a First-Year STEM Teacher Training Project

ERIC Educational Resources Information Center

Nickolich, David; Feldhaus, Charles; Cotton, Sam; Barrett, Andrew, II; Smallwood, Jim

2010-01-01

The purpose of this study was to measure perceived professional and personal life satisfaction of Indiana Workplace Specialist I (WS I) faculty and their mentors. Workplace Specialist I teachers are all first-year career and technical education (CTE) faculty who must complete the WS I training program to be eligible for the Workplace Specialist II…

Experiences of First-Generation Hispanic Students and Mentors in a University Mentoring Program

ERIC Educational Resources Information Center

Roach, JoAnn R.

2018-01-01

The focus of this basic qualitative research was to gain insight into the experiences of first-generation Hispanic students (FGHS) and faculty mentors to explore in what ways, if any, a faculty-student mentoring program at a four-year university was meeting the needs of FGHS. Reasons for early student departure served as the foundation for this…

Using Compressed Video To Coach/Mentor Distant Teacher Interns.

ERIC Educational Resources Information Center

Hakes, Barbara; And Others

Wyoming, a rural state with a small population scattered over vast geographic areas, brought a compressed digital video network online to connect the University of Wyoming and the State's seven community colleges. The College of Education at the University received a grant to develop a coaching/mentoring model for teacher interns over distance.…

Student Perceptions of Benefits and Challenges of Peer Mentoring Programs: Divergent Perspectives from Mentors and Mentees

ERIC Educational Resources Information Center

Gunn, Frances; Lee, Seung Hwan; Steed, Madelyn

2017-01-01

In this exploratory research, the authors categorize the benefits and challenges of participating in a mentoring program from the perspectives of mentors and mentees. The authors use the mentoring framework proposed by Crisp and Cruz in 2009 to inform educators. The authors report the percentage of mention, the level of occurrence, and the effect…

Increasing self-esteem and school connectedness through a multidimensional mentoring program.

PubMed

King, Keith A; Vidourek, Rebecca A; Davis, Beth; McClellan, Warren

2002-09-01

High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior. This paper reports findings from year one of the Healthy Kids Mentoring Program, a multidisciplinary mentoring program for fourth-grade students in a Midwestern public school. In October 2000, 28 fourth-grade students were admitted into the program, based on findings from a 55-item survey distributed to all fourth-grade students (N = 283) regarding overall self-esteem, school, peer, and family connectedness and involvement in risky behavior. The program, which ran from January 2000 to May 2000, consisted of four components: 1) relationship building, 2) self-esteem enhancement, 3) goal setting, 4) academic assistance. Pretest-Posttest data showed significant improvements at posttest in mentored students' self-esteem levels and positive connections to school, peers, and family. Mentored students also were significantly less likely to be depressed or involved in bullying and fighting at posttest than at pretest. Compared to nonmentored students, mentored students reported significantly higher school and family connectedness scores at posttest. Recommendations for effective mentoring program design are offered.

Sandia National Laboratories corporate mentor program : program review, May 2004.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tibbetts, Tiffany; Tarro, Talitha; Dudeck, William

2005-01-01

The Sandia National Laboratories Corporate Mentor Program provides a mechanism for the development and retention of Sandia's people and knowledge. The relationships formed among staff members at different stages in their careers offer benefits to all. These relationships can provide experienced employees with new ideas and insight and give less experienced employees knowledge of Sandia's culture, strategies, and programmatic direction. The program volunteer coordinators are dedicated to the satisfaction of the participants, who come from every area of Sandia. Since its inception in 1995, the program has sustained steady growth and excellent customer satisfaction. This report summarizes the accomplishments, activities,more » enhancements, and evaluation data for the Corporate Mentor Program for the 2003/2004 program year ending May 1, 2004.« less

Game Design through Mentoring and Collaboration

ERIC Educational Resources Information Center

Clark, Kevin; Sheridan, Kimberly

2010-01-01

The findings from an after-school program entitled Game Design through Mentoring and Collaboration (GDMC) funded by the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. A total of 139 middle and high schools students in the Washington, D.C. metropolitan area to learn the basics of…

Development and implementation of a peer mentoring program for early career gerontological faculty.

PubMed

Bryant, Ashley Leak; Aizer Brody, Abraham; Perez, Adriana; Shillam, Casey; Edelman, Linda S; Bond, Stewart M; Foster, Victoria; Siegel, Elena O

2015-05-01

The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. © 2015 Sigma Theta Tau International.

The NASA/IPAC Teacher Archive Research Program (NITARP): Lessons Learned

NASA Astrophysics Data System (ADS)

Rebull, Luisa M.; Gorjian, Varoujan; Squires, Gordon K.

2017-01-01

NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators’ experiences color their teaching for years to come, influencing hundreds of students per teacher. In support of other teams planning programs similar to NITARP, in this poster we present our top lessons learned from running NITARP for more than 10 years. Support is provided for NITARP by the NASA ADP program.

Identifying Mentors' Observations for Providing Feedback

ERIC Educational Resources Information Center

Hudson, Peter

2016-01-01

Mentors' feedback can assist preservice teachers' development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the…

The Importance of Mentoring Programs to Women's Career Advancement in Biotechnology

ERIC Educational Resources Information Center

Anderson, Daun Robin

2005-01-01

Mentoring programs provide benefits to mentors, proteges, and organizations, but not all organizations have such programs in place. In those that do, women's exclusion from informal networks limits their visibility and, in turn, their chances of acquiring a mentor. This poses a barrier to women's career advancement, as does the absence of female…

Mentoring Faculty: Results from National Science Foundation's ADVANCE Program

NASA Astrophysics Data System (ADS)

Holmes, M. A.

2015-12-01

Faculty mentoring programs are common components of National Science Foundation ADVANCE awards. The ADVANCE program aims to increase the number of women on the faculty in science, technology, engineering and mathematics (STEM) departments through grants to individuals and to entire institutions. These grants target a change in institutional culture so that faculty from non-majority groups will succeed and thrive. Mentoring programs are generally designed to fit the particular institution(s) or target population (e.g., meteorologists at the beginning of their careers). A successful mentoring program makes the implicit knowledge necessary for faculty success explicit: policies and practices are made transparent; routes for finding answers are clarified or generated with faculty input; faculty overcome a sense of isolation and develop a community. Mentoring programs may be formal, with assigned mentors and mentees, or informal, with opportunities for beginning, middle and advanced career STEM faculty to mingle, generally over food and sometimes with a formal speaker. The programs are formally evaluated; in general, attention to mentoring generates better outcomes for all faculty. Research indicates that most successful scientists have a network of mentors rather than relying on one person to help navigate department, institution, and profession. The University of Nebraska-Lincoln's (UNL) award, ADVANCE-Nebraska, offered opportunities for faculty to informally network over luncheons with women speakers, advanced in their careers. We also offered after-hours networking receptions. In response to faculty feedback, we shifted to a series of panel discussions entitled "Conversations". Most panels were conducted by successful UNL faculty; about one-third had an outside expert on a given topic. Topics were chosen based on faculty feedback and targeted specifically to beginning faculty (How to Start Up a Lab; How to Balance Teaching and Writing), mid-career faculty (Putting

Reciprocal Mentoring: Can it Help Prevent Attrition for Beginning Teachers?

ERIC Educational Resources Information Center

Paris, Lisa F.

2013-01-01

Forty per cent of new teachers in Australia leave the profession in the first five years (Ingersoll, 2012; Watt & Richardson, 2011; Hartsuyker, 2007). Stress, induction failure and professional isolation have been identified as key attrition factors. Mentoring has been used both internationally and in Australia to enhance induction and…

Early Childhood Mentoring Programs: A Survey of Community Initiatives.

ERIC Educational Resources Information Center

Breunig, Gretchen Stahr; Bellm, Dan

Mentoring programs offer experienced caregivers and directors new encouragement to remain in the field by helping them learn to share their skills with others and grow in the profession. This report is the result of an information-gathering process among mentoring programs for early childhood educators in the United States. Following an…

Peer mentoring for eating disorders: evaluation of a pilot program.

PubMed

Beveridge, Jennifer; Phillipou, Andrea; Edwards, Kelly; Hobday, Alice; Hilton, Krissy; Wyett, Cathy; Saw, Anna; Graham, Georgia; Castle, David; Brennan, Leah; Harrison, Philippa; de Gier, Rebecca; Warren, Narelle; Hanly, Freya; Torrens-Witherow, Benjamin; Newton, J Richard

2018-01-01

Eating disorders are serious psychiatric illnesses that are often associated with poor quality of life and low long-term recovery rates. Peer mentor programs have been found to improve psychiatric symptoms and quality of life in other mental illnesses, and a small number of studies have suggested that eating disorder patients may benefit from such programs. The aim of this study is to assess the efficacy of a peer mentor program for individuals with eating disorders in terms of improving symptomatology and quality of life. Up to 30 individuals with a past history of an eating disorder will be recruited to mentor 30 individuals with a current eating disorder. Mentoring will involve 13 sessions (held approximately every 2 weeks), of up to 3 h each, over 6 months. This pilot proof-of-concept feasibility study will inform the efficacy of a peer mentoring program on improving eating disorder symptomatology and quality of life, and will inform future randomised controlled trials. Australian and New Zealand Clinical Trials Registration Number: ACTRN12617001412325. The date of registration (retrospective): 05/10/2017.

A Qualitative Program Evaluation of a Structured Leadership Mentoring Program at a Large Aerospace Corporation

ERIC Educational Resources Information Center

Teller, Romney P.

2011-01-01

The researcher utilized a qualitative approach to conduct a program evaluation of the organization where he is employed. The study intended to serve as a program evaluation for the structured in-house mentoring program at a large aerospace corporation (A-Corp). This program evaluation clarified areas in which the current mentoring program is…

Effects of an obesity management mentoring program for Korean children.

PubMed

Lee, Gyu-Young; Choi, Yun-Jung

2016-08-01

This research aimed to develop and test a mentored obesity management program guiding physical exercise, improving eating habits, and promoting self-esteem among elementary school learners. A nonequivalent control group pretest-posttest design was used. Thirty learners were recruited through convenience sampling from two elementary schools, then evenly assigned to the experimental and control groups. Six nursing students were mentored, receiving 16h of mentorship training. A 10-week mentored obesity management program promoting physical exercise and proper nutrition was developed and provided. The two groups' pretest and posttest body mass index and self-esteem differences were statistically significant. Most participants were satisfied with the program, endorsing its provision in the regular school curriculum. A mentored obesity management program for elementary school learners would effectively manage weight and improve self-esteem. Programs purportedly curtailing childhood obesity should be expanded, and school policies regulated to enable implementation. Copyright © 2016 Elsevier Inc. All rights reserved.

48 CFR 852.219-71 - VA mentor-protégé program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false VA mentor-protégÃ....219-71 VA mentor-protégé program. As prescribed in 819.7115(a), insert the following clause: VA Mentor-Protégé Program (DEC 2009) (a) Large businesses are encouraged to participate in the VA Mentor-Protégé...

Stopping the Leak: Retaining Beginning Teachers

ERIC Educational Resources Information Center

Richardson, Rita C.; Glessner, Linda L.; Tolson, Homer

2007-01-01

The need for teacher retention has prompted numerous American states to provide programs for training mentors. The goal of mentor training is to offer a support mechanism that will retain novice teachers and assist them in developing their teaching skills. Such a program is the Texas Beginning Educator Support System (TxBESS) which has supported…

Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty

PubMed Central

Bryant, Ashley Leak; Brody, Ab; Perez, Adriana; Shillam, Casey; Edelman, Linda S.; Bond, Stewart M.; Foster, Victoria; Siegel, Elena

2016-01-01

Purpose In conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), the Hartford Gerontological Nursing Leaders (HGNL) developed and executed a program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of the HGNL. The purpose of this article is to describe key strategies used to develop and execute the mentoring program and to present the formative and summative program evaluation. Design The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. Findings An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Conclusions Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Clinical Relevance Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. PMID:25808927

Mentor Teachers as Leaders and Followers in School-Based Contexts in the Republic of Ireland

ERIC Educational Resources Information Center

Clarke, Marie; Killeavy, Maureen; Ferris, Ruth

2015-01-01

Purpose: The purpose of this exploratory small-scale study is to examine the intertwined leadership and followership aspects of the roles performed by school-based mentors in the Republic of Ireland. Design/Methodology/Approach: In order to investigate mentor teachers' perceptions of their role with reference to leadership and followership in…

Complexities Involved in Mentoring Towards a High-Leverage Practice in the Induction Years

ERIC Educational Resources Information Center

Stanulis, Randi N.; Brondyk, Susan K.

2013-01-01

Background/Context: For years mentoring has been promoted as an essential element of effective induction programs. Since research reports of the impact of mentoring have been uneven, it is critical to closely examine the complex aspects that could affect the ways teachers enact ideas into the practice of mentoring. This study is about mentor…

An Added Layer of Support: Introducing a Heterarchical Peer Mentoring Intervention to a Preservice Science Teacher Education Cohort

NASA Astrophysics Data System (ADS)

Neesemann, Lisa Ann

In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into heterarchical (as contrasted with hierarchical) mentoring groups, instructed in norms of collaboration and given class time to work as dyads offering support and feedback to one another. During the three-semester span of the intervention data was collected in many forms, such as prompted journal entries, course assignments and semi-structured interviews. Qualitative findings are reported and the case study of one dyad is also presented. Findings included concerns and solutions regarding relating to the assigned peer, developing academic and organizational skills, navigating and learning to appreciate different layers of support, a deeper level of reflection, varying levels of commitment to social justice, and realized self-efficacy. Next steps include refining and implementing the program with a new cohort of students as well as following the participants as they move forward in their teaching careers as well as rethinking the role of mentorship to realize equality among members and challenge the traditionally established hierarchies in mentor relationships.

A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

PubMed Central

Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

2016-01-01

Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor

Creating More Effective Mentors: Mentoring the Mentor.

PubMed

Gandhi, Monica; Johnson, Mallory

2016-09-01

Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor competency after structured and formalized training on best practices in mentoring. We developed a 2-day "Mentoring the Mentors" workshop at UCSF to train mid-level and senior HIV researchers from around the country [recruited mainly from Centers for AIDS Research (CFARs)] on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specifically geared towards working with early career investigators from underrepresented groups, including sessions on unconscious bias, microaggressions, and diversity supplements. The workshop has been held three times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring-specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development-all improved as assessed by a validated measurement tool for participants pre- and -post the "Mentoring the Mentors" training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and

Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District

ERIC Educational Resources Information Center

Hobbs, Kari S.; Putnam, Jennifer

2016-01-01

This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning…

Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Technical Appendices

ERIC Educational Resources Information Center

Merrill, Lisa; Kang, David; Siman, Nina; Soltani, Jasmine

2016-01-01

This document presents the technical appendices that accompany the full report entitled:"Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program." The appendices include: (1) Mentor Survey Construct Items; (2) Qualative Data Collection and Analysis Methods; and (3) Methods for Estimating the…

The Mentoring Web -- Coming Together to Make a Difference

ERIC Educational Resources Information Center

Gordon, Evelyn; Lowrey, K. Alisa

2017-01-01

Developing effective novice teachers involves many components. Researchers have studied the impact of principals, induction programs, and mentors on the growth and development of novice teachers. Relationships with college/university faculty, students, parents, and support staff can also impact the growth of these novice professionals. The…

Increasing Rural Special Education Teacher Candidates' Ability to Implement Evidence-Based Practices: A Program Description of the Boise State University TATERS Program

ERIC Educational Resources Information Center

Johnson, Evelyn S.

2015-01-01

The Technology Accentuated Teacher Education for Rural Specialists (TATERS) program aimed to: (a) prepare highly qualified special education teachers across a state comprised of more than 70% rural districts, (b) develop a system of support through a mentor network and institutions of higher education collaboration to address the needs of teacher…

Training Music Teachers through Distance Learning: The Case of Teaching Practice Mentoring at One Primary School Teacher Training College in Zimbabwe

ERIC Educational Resources Information Center

Bhebhe, Sithulisiwe; Runhare, Tawanda; Monobe, Ratau John

2015-01-01

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance…

The Principle-Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

ERIC Educational Resources Information Center

Gunckel, Kristin L.; Wood, Marcy B.

2016-01-01

A major challenge in preparing elementary teachers to teach inquiry-based science is finding qualified mentor teachers who use research-based approaches to teach science in their classrooms. This situation means preservice teachers often see few connections between the research-based principles for teaching science they learn in university-based…

The Effects of Mentored Problem-Based STEM Teaching on Pre-Service Elementary Teachers: Scientific Reasoning and Attitudes Toward STEM Subjects

NASA Astrophysics Data System (ADS)

Caliendo, Julia C.

Problem-based learning in clinical practice has become an integral part of many professional preparation programs. This quasi-experimental study compared the effect of a specialized 90-hour field placement on elementary pre-service teachers' scientific reasoning and attitudes towards teaching STEM (science, technology, engineering, and math) subjects. A cohort of 53 undergraduate elementary education majors, concurrent to their enrollment in science and math methods classes, were placed into one of two clinical practice experiences: (a) a university-based, problem-based learning (PBL), STEM classroom, or (b) a traditional public school classroom. Group gain scores on the Classroom Test of Scientific Reasoning (CTSR) and the Teacher Efficacy and Attitudes Toward STEM Survey-Elementary Teachers (T-STEM) survey were calculated. A MANCOVA revealed that there was a significant difference in gain scores between the treatment and comparison groups' scientific reasoning (p = .011) and attitudes towards teaching STEM subjects (p = .004). The results support the hypothesis that the pre-service elementary teachers who experienced STEM mentoring in a PBL setting will have an increase in their scientific reasoning and produce positive attitudes towards teaching STEM subjects. In addition, the results add to the existing research suggesting that elementary pre-service teachers require significant academic preparation and mentored support in STEM content.

Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011

ERIC Educational Resources Information Center

Bean, Nadine M.; Lucas, Lisa; Hyers, Lauri L.

2014-01-01

Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of…

48 CFR 719.273-9 - Obligations under the Mentor-Protégé Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Mentor-Protégé Program. 719.273-9 Section 719.273-9 Federal Acquisition Regulations System AGENCY FOR... Development (USAID) Mentor-Protégé Program 719.273-9 Obligations under the Mentor-Protégé Program. (a) A Mentor or Protégé may voluntarily withdraw from the Program. However, in no event shall such withdrawal...

The Content of Beginning Special Educators' Conversations with Their Electronic Mentors

ERIC Educational Resources Information Center

Gentry, Roberta

2016-01-01

This exploratory study examined the frequency and content of text-based interactions between special education mentors (n = 22) and mentees (n = 50) within the Electronic Mentoring for Student Success Program (eMSS). Perceived outcomes of participants, based on an open ended survey question, were also analyzed. The Interstate Teacher Assessment…

Exploring Mentor and Mentee Perceptions of Mentoring Programs for At-Risk Students: A Case Study

ERIC Educational Resources Information Center

Richard, Eric

2012-01-01

At-risk youth face many difficulties including higher dropout rates, lack of positive adult support, poor neighborhood conditions, exposure to violence, and a lack of parental support and family stability. Mentoring programs for at-risk youth may help mitigate these difficulties, but the quality of the mentor-mentee relationship is predictive of…

Project Evidence: Responding to the Changing Professional Learning Needs of Mentors in Initial Teacher Education

ERIC Educational Resources Information Center

Allen, Jeanne Maree; White, Simone; Sim, Cheryl

2017-01-01

This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of "Project Evidence," an Australian Office of Learning and Teaching funded project, designed to support teacher education through the…

Mentoring in Clinical-Translational Research: A Study of Participants in Master's Degree Programs.

PubMed

McGinn, Aileen P; Lee, Linda S; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E; Seely, Ellen W; Schoenbaum, Ellie

2015-12-01

Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's-level trainees in clinical-translational research training programs. A cross-sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical-translational research. Fewer trainees perceived effective mentoring in career development and work-life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0-15.0) than trainees with SM (median: 10.5; IQR: 8.0-14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical-translational training. © 2015 Wiley Periodicals, Inc.

A Mentoring Program for Inquiry-Based Teaching in a College Geometry Class

ERIC Educational Resources Information Center

Miller, Nathaniel; Wakefield, Nathan

2014-01-01

This paper describes a mentoring program designed to prepare novice instructors to teach a college geometry class using inquiry-based methods. The mentoring program was used in a medium-sized public university with approximately 12,000 undergraduate students and 1,500 graduate students. The authors worked together to implement a mentoring program…

School-Based Peer Mentoring in High School: A Program Evaluation Study

ERIC Educational Resources Information Center

Cooper, Felicia Cecile

2017-01-01

The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a…

Opening the Classroom Door--A Survey of Middle Grades Teachers Who Mentor Preservice Teachers--Lessons from Clinical Partnerships and Implications for Practice

ERIC Educational Resources Information Center

Turner, Steven L.; Greene, Carie C.

2017-01-01

Middle school mentor teachers who participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers' development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as…

To Teach Is to Learn Twice: The Power of a Blended Peer Mentoring Approach

ERIC Educational Resources Information Center

Vaughan, Norman; Clampitt, Kayla; Park, Naomi

2016-01-01

Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as…

Authentic Astronomy Research Experiences for Teachers: The NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, L. M.; Gorjian, V.; Squires, G.; Nitarp Team

2012-08-01

How many times have you gotten a question from the general public, or read a news story, and concluded that "they just don't understand how real science works?" One really good way to get the word out about how science works is to have more people experience the process of scientific research. Since 2004, the way we have chosen to do this is to provide authentic research experiences for teachers using real data (the program used to be called the Spitzer Teacher Program for Teachers and Students, which in 2009 was rechristened the NASA/IPAC Teacher Archive Research Program, or NITARP). We partner small groups of teachers with a mentor astronomer, they do research as a team, write up a poster, and present it at an American Astronomical Society (AAS) meeting. The teachers incorporate this experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other similar programs in several important ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters at the AAS, in science sessions (not outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work; the participants are not "given a free pass" because they are teachers. Finally, the "product" of this project is the scientific result, not any sort of curriculum packet. The teachers adapt their project to their classroom environment, and we change the way they think about science and scientists.

Employing the Five-Factor Mentoring Instrument: Analysing Mentoring Practices for Teaching Primary Science

ERIC Educational Resources Information Center

Hudson, Peter; Usak, Muhammet; Savran-Gencer, Ayse

2009-01-01

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…

Redesigning a clinical mentoring program for improved outcomes in the clinical training of clerks

PubMed Central

Lin, Chia-Der; Lin, Blossom Yen-Ju; Lin, Cheng-Chieh; Lee, Cheng-Chun

2015-01-01

Introduction Mentorship has been noted as critical to medical students adapting to clinical training in the medical workplace. A lack of infrastructure in a mentoring program might deter relationship building between mentors and mentees. This study assessed the effect of a redesigned clinical mentoring program from the perspective of clerks. The objective was to assess the benefits of the redesigned program and identify potential improvements. Methods A redesigned clinical mentoring program was launched in a medical center according to previous theoretical and practical studies on clinical training workplaces, including the elements of mentor qualifications, positive and active enhancers for mentor–mentee relationship building, the timing of mentoring performance evaluation, and financial and professional incentives. A four-wave web survey was conducted, comprising one evaluation of the former mentoring program and three evaluations of the redesigned clinical mentoring program. Sixty-four fifth-year medical students in clerkships who responded to the first wave and to at least two of the three following waves were included in the study. A structured and validated questionnaire encompassing 15 items on mentor performance and the personal characteristics of the clerks was used. Mixed linear models were developed for repeated measurements and to adjust for personal characteristics. Results The results revealed that the redesigned mentoring program improved the mentors’ performance over time for most evaluated items regarding professional development and personal support provided to the mentees. Conclusions Our findings serve as an improved framework for the role of the institution and demonstrate how institutional policies, programs, and structures can shape a clinical mentoring program. We recommend the adoption of mentorship schemes for other cohorts of medical students and for different learning and training stages involved in becoming a physician. PMID

Intentional Peer-Mentoring Programs in Christian Schools: An Exploratory Study

ERIC Educational Resources Information Center

Campolongo, Edward D.

2009-01-01

This study investigated what Christian schools were doing with peer-mentoring programs. A total of 344 secondary schools accredited by the Association of Christian Schools International (ACSI) received a 19-question electronic survey that focused on the specifics of their peer-mentoring programs. A total of 80 schools responded, with 55% reporting…

Mentoring programs for medical students--a review of the PubMed literature 2000-2008.

PubMed

Frei, Esther; Stamm, Martina; Buddeberg-Fischer, Barbara

2010-04-30

Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Mentoring is obviously an important career advancement tool for medical students. In Europe, more mentoring programs should be

Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

PubMed Central

2010-01-01

Background Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. Methods A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. Results The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Conclusion Mentoring is obviously an important career advancement tool for medical students. In Europe

Evaluating virtual STEM mentoring programs: The SAGANet.org experience

NASA Astrophysics Data System (ADS)

Som, S. M.; Walker, S. I.; Miller, E.; Anbar, M.; Kacar, B.; Forrester, J. H.

2014-12-01

Many school districts within the United States continue to seek new ways of engaging students within Science, Technology, Engineering, and Mathematics (STEM) disciplines. SAGANet.org, a web-based 501c3 Astrobiology outreach initiative, works with a number of schools, partnering K-12 students and their families with professional scientist mentors from around the world to teach and inspire students using virtual technology platforms. Current programs include two mentoring partnerships: pairing scientist-mentors with at-risk youth at the Pittsburg Community School in Pittsburg CA, and pairing scientist-mentors with families from the Kyrene del Cielo Elementary School in Chandler AZ. These programs represent two very different models for utilizing the virtual media platform provided by SAGANet.org to engage K-12 students and their families in STEM. For the former, scientists mentor the students of the Pittsburg School as part of the formal in-class curriculum. For the latter, scientists work with K-5 students and their families through Cielo's Science & Engineering Discovery Room to develop a science project as part of an informal learning experience that is independent of the formal curriculum. In this presentation, we (1) discuss the challenges and successes of engaging these two distinct audiences through virtual media, (2) present the results of how these two very-different mentoring partnership impact K-12 students science self-efficacy, interest in science, and STEM career awareness, and (3) share the impact of the mentoring experience on the mentor's confidence and self-efficacy with communicating science to the public.

Mentors' Views about Developing Effective English Teaching Practices

ERIC Educational Resources Information Center

Hudson, Peter; Millwater, Jan

2008-01-01

Effective mentoring in English is considered paramount to a preservice teacher's development. What are mentors' views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors' perceptions of mentoring second-year preservice teachers for…

A successful online mentoring program for nurses.

PubMed

O'Keefe, Trish; Forrester, David Anthony Tony

2009-01-01

This article describes the successful implementation of An Online Mentoring Program for Nurses at a Magnet-designated acute care medical center, Morristown Memorial Hospital (MMH/Atlantic Health). A comprehensive approach to incorporating mentor-protégée teams into professional nurse role development has been demonstrated to (1) improve nurse employee satisfaction, retention, and recruitment outcomes; (2) change the ways nurses and others perceive nurses; (3) augment support by managers and coworkers; and (4) improve patient care outcomes. Nurses are partnered in mentor-protégée relationships and continually engage one another by evaluating the protégée's unique contributions and identifying specific strategic actions to move the protégée toward accomplishing their professional objectives. Building an online mentor-protégée collaboration: (1) maximizing potential, (2) identifying the protégée's unique contributions, and (3) strategic planning. The online mentoring process is a success and has delivered measurable results that have benefited the nurse participants and contributed to our institution's culture of nursing engagement. The online mentoring process has potential to benefit nurses and their organizations by (1) providing real-time communication, (2) facilitating strategic thinking, (3) monitoring progress, (4) "going green," and (5) improving organizational knowledge.

48 CFR 552.219-75 - GSA Mentor-Protégé Program.