International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Mentoring & Supervision
Page 25/27
261 items
241
The article describes a study into the social dynamics between peer tutors and students, as they interact in higher education classrooms. Finding s reveal that interaction is not always smooth and that tutors spend much time on impression management. In addition, tutor/student relationships can include misunderstandings and power struggles.
Published: 2007
Updated: Mar. 20, 2008
242
The article describes a case study of the implementation of a new university mentoring program for women faculty members. The program can also be implemented in both national and international corporations and benefit women who are looking for career advancement.
Published: 2007
Updated: Mar. 20, 2008
243
The article is written for a fourfold purpose. First, it identifies effective ways to mentor poor minority students towards academic success. Second, it reviews literature on mentoring, as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program, and fourth, it highlights and discusses changes that must be made by schools. In order to establish effective mentoring programs.
Published: 2007
Updated: Mar. 20, 2008
244
The article provides a literature review regarding student peer mentor descriptors found in mentoring research. The authors then offer a taxonomy that classifies ten peer mentor characteristics according to career-related or psychosocial mentor functions.
Published: 2007
Updated: Mar. 18, 2008
245
The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.
Published: 2007
Updated: Mar. 18, 2008
246
The article focuses on a study of 1st year faculty members in physical education departments and their reasons for mentoring, as well as organizational factors inhibiting or facilitating mentoring. The study was conducted on the relationship between faculty members and their department heads. Results indicate that department chairs need to initiate mentoring relationships with 1st year faculty members schedule regular meetings, and encourage interdisciplinary efforts within and outside the department.
Published: 2007
Updated: Mar. 18, 2008
247
The article examines the use of metacognitive monitoring to enhance learning. It describes an intervention program, aimed at evaluating third-grade students metacognitive monitoring during everyday teaching. Results of the intervention confirmed the relationship between the skill of monitoring knowledge and children's performance. It also found that children with limited skills are those best served by the intervention programs.
Published: 2007
Updated: Mar. 06, 2008
248
The article describes a qualitative case study into mentoring preservice teachers in rural Australia. The study focused on the special characteristics of rural education, its isolation and difficulties, exploring the variety of settings and widely ranged professional experience of the mentors. Recommendations for mentors and teachers in these settings are included.
Published: 2007
Updated: Mar. 06, 2008
249
Reciprocal peer coaching provides teachers with experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. This article studies the learning process of teachers who took part in reciprocal peer coaching using the Model of Teacher Professional Growth as an analytical tool and describes the underlying principles of the model.
Published: 2007
Updated: Mar. 04, 2008
250
The article explores mentoring as an important component of alternative certification programs, and what the protégés actually learn about science teaching. Finding of the study which focused on two mentors and their protégés indicate that mentors gave more general pedagogical advice than science specific pedagogical content knowledge. No advice was given about topics of inquiry, the nature of science, or science literacy. The author calls for increased communication between teacher educators and mentors and benchmarks for certification programs.
Published: 2007
Updated: Feb. 19, 2008