Tesis sobre el tema "Mentors"
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Miller, Gwen Elizabeth Dudginski. "A Cross-case Analysis of Mentee Change in Leadership Behavior during a Mentoring and Coaching Program in Virginia". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28906.
Texto completoPh. D.
Miller, Nicole Danielle. "Experiences of Peer Mentors Who Mentor At-Risk Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6927.
Texto completoMarkusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors". Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.
Texto completoAdams, Rosemary Joy. "Constructing meaning from mentoring : the experiences of mentors and mentees". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/2569.
Texto completoRock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas y T. Barnes. "Mentors Teachers Meeting". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4147.
Texto completoRock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas, Kason O'Niel y T. Barnes. "Mentors Teachers Meeting". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4148.
Texto completoRuss, Jonathan Duane. "Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/93596.
Texto completoEd. D.
Boisclair, Châteauvert Geneviève. "Les effets du mentorat formel sur les comportements de soutien des mentors". Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28109/28109.pdf.
Texto completoLeipzig, Universität y University of Miami. "Mentors: Cheryl E. Zuckerman". Compliance Elliance Journal (2017), 3:1, S. 18, 2017. https://ul.qucosa.de/id/qucosa%3A15600.
Texto completoAstrove, Stacy L. "What do mentors learn? The role of mentor and protégé role behavior and relationship quality in mentor learning". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5704.
Texto completoCox, Elaine Rosalie Jane. "Mentors - born or made? : a study of mentor development in a community mentoring context". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484206.
Texto completoJano, Rubina. ""Mentors' perception of the effectiveness of the Big Brother Big Sister mentor training programme"". Thesis, University of the Western Cape, 2008. http://hdl.handle.net/11394/2791.
Texto completoMentoring has gained a great deal of popularity across various professional fields and disciplines over the past few years. More recently, planned mentoring has become an important form of intervention with young people (Philip, 2003). Although mentoring can be an effective strategy for dealing with youth, the mentoring is only as good as the relationship that develops out of the process between mentors and mentees and the match that is made between the two parties. The number of mentor programmes that is running continues to grow yet the quality of these programmes remains unknown as this area lacks agreed upon sets of standards and / bench marks that could be used to determine the effectiveness of these programmes (Sipe, 1988 -1995). The primary aim of this study is to evaluate the mentors' perceptions of the effectiveness of a mentor training programme run by Big Brother Big Sister South Africa.
South Africa
Bunting, Bryce D. "A Model for Peer Mentor Learning: Designing for Skill-acquisition among Undergraduate Peer Mentors". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2682.
Texto completoAsseraf-Pasin, Liliane. "Mentoring practices in physical and occupational therapy: experiences of Canadian mentors and mentees". Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110374.
Texto completoLe but de cette étude était de parvenir à une compréhension des pratiques mentorales qui s'exercent en physiothérapie et en ergothérapie dans de grands établissements d'enseignement clinique universitaires canadiens, de comprendre la façon dont les professionnels débutants sont intégrés dans le milieu de travail, et d'examiner la signification que les mentors et mentorés accordent à leurs expériences mentorales. Dans cette étude, les pratiques mentorales de cinq physiothérapeutes et de cinq ergothérapeutes exerçant dans deux milieux universitaires canadiens distincts ont été examinées. Six mentors comptant plus de cinq années d'expérience et quatre mentorés avec un an ou moins d'expérience ont été recrutés en utilisant un échantillonnage de convenance. La réalisation de trois entrevues détaillées et l'élaboration d'une carte conceptuelle suivie de sessions de débreffage sous la forme d'un groupe de discussion ont constitué la principale source de collecte de données. Les journaux de bord des participants et des chercheurs, des artéfacts comme des mémos et des photographies ainsi que des entrevues avec deux administrateurs ont complété cette collecte de données. Le logiciel informatique QSR Nvivo a été utilisé pour enregistrer et organiser les données. La méthode de comparaison constante (Maykut & Morehouse, 1994) a été utilisée, dans un premier temps, pour analyser les données. Le processus de catégorisation des données a permis de mettre en évidence les similitudes et les différences. Par la suite, pour réaliser la triangulation des données, les transcriptions de quatre participants provenant des entrevues et des groupes de discussion concernant leurs cartes conceptuelles, ainsi que de leurs journaux de bord ont été analysés en profondeur à l'aide de l'analyse de contenu holistique de Lieblich (1998). L'utilisation d'une méthode mixte m'a permis dans un premier temps de relier les données et ensuite d'explorer les relations et les tendances qui s'en dégageaient (Maxwell & Miller, 2008). En conséquence, des résumés des narrations ont été produits pour représenter une vue d'ensemble des expériences uniques de quatre professionnels (deux mentors et deux mentorés) à l'aide de la méthode ghostwriting (Rhodes, 2000).Les attentes élevées à l'endroit des professionnels nouvellement diplômés (McCloughen & O'Brien, 2005), combinées à la pénurie de main d'œuvre en physiothérapie et en ergothérapie au Canada, contribuent à faire du processus de mentorat un élément essentiel à l'embauche et à la rétention des professionnels de la santé. Les conclusions de cette étude ont démontré que les mentors facilitent le rituel qui marque le passage des professionnels débutants à la pratique professionnelle en les aidant à choisir une profession, à apprendre les rouages du métier et, en fin de compte, à s'intégrer dans le milieu de travail. Cette étude a souligné l'importance que le mentorat joue dans la construction de l'identité professionnelle des ergothérapeutes et des physiothérapeutes ainsi que dans la facilitation de l'intégration des novices dans le milieu de travail. Enfin, les résultats de cette étude suggèrent que l'implantation de programmes de mentorat plus formels peut aider à consolider la construction de l'identité professionnelle des ergothérapeutes et des physiothérapeutes. Les institutions doivent investir dans des programmes formels de mentorat s'ils veulent améliorer la rétention de leurs professionnels de la santé, ces derniers étant en nombre inférieur à la demande.
Dafoe, Eric C. "The Effectiveness of Peer Mentoring with High School Student Mentors and Child Mentees". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062894/.
Texto completoDostie, Isabelle. "Les dispositions d'attachement, l'intérêt pour le mentorat et la qualité des relations mentors-protégés". Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27976/27976.pdf.
Texto completoZeolla, Donna Marie Robertson Emily. "The work of the mentor a study of public and private school mentors of new teachers /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
Texto completoTye, Marian Elizabeth. "The mentor and the entrepreneur a study of mentors and mentoring through the lens of entrepreneurs /". Swinburne Research Bank, 2008. http://hdl.handle.net/1959.3/48524.
Texto completo[A thesis is submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology - 2008]. Typescript. Includes bibliographical references (p. 254-273)
Armstrong, Kara Londré Felicia Hardison. "Women of Kansas City theatre mentors /". Diss., UMK access, 2004.
Buscar texto completo"A thesis in theatre." Typescript. Advisor: Felicia Hardison Londré. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 22, 2006. Includes bibliographical references. Online version of the print edition.
Melendez, Arazeli L. "Adolescent Mentors and the Latino Community". Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/288.
Texto completoHerrmann, Andrew F. "Bud and Nick: My Unofficial Mentors". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/815.
Texto completoSmith, Leann Sherree. "Mentors' and mentees' perceptions of a system-wide mandated mentoring program for first-year teachers". Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2181.
Texto completoDarwin, Ann. "Characteristics ascribed to mentors by their proteges". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ38875.pdf.
Texto completoCoomer, Traci L. "Mentors' Perceptions of Online-Educated Principal Interns". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849773/.
Texto completoBrewer, Courtney. "Social interest and self -efficacy levels among high school volunteer mentors and their non -mentor peers: A comparison study". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/660.
Texto completoGreig, Ramona. "Natural mentors, ethnic identity, and adolescent mental health". [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001292.
Texto completoPrice, Kristin L. "First-generation Peer Mentors' Engagement and Leadership Development". Thesis, California Lutheran University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561417.
Texto completoThe purpose of this phenomenological study was to explore how lived experiences prompt first-generation college students to engage as peer mentors, and how they experienced leadership development. Participants included thirteen first-generation college students, who engaged in peer mentoring. An explanatory model that surfaced from data collection is presented, demonstrating the process of leadership development that some first-generation college students underwent through their participation as peer mentors. Family, service, and validation, emerged as the central phenomenon of the model, which also included emerging themes: (a) (dis)engagement, (b) peer mentor engagement, (c) intrapersonal development, (d) professional development, and (e) transformational learning.
Wilson, Vivien Roby. "Primary mentors' conceptions of subject knowledge in English". Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410399.
Texto completoCoetzee, E. "Student mentors: supporting learning and living at tut". Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001660.
Texto completoCoetzee, Arina. "Mentors en kinders se ervaring van ‘n mentorprogram". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71747.
Texto completoIncludes bibliography
ENGLISH ABSTRACT: Mentorship is a concept that has been with us for many years. Much research has been done about the effects of mentoring programmes on youth, but very little research has been onderlaken on how children and mentors experience mentoring programmes. This study aims to fill this gap in the literature. Qualitative research was done to explore the experiences of mentors and children in a particular mentoring programme. Participatory action research was used to include the participants in the research process. The data were gathered by using drawings and individual interviews with the children as well as the mentors. Through the process of data analysis, three main themes were determined. These themes were intrapersonal factors, interpersonal factors and external factors. The findings showed similarities as well as differences in the experiences of the mentors and the children. The main similarity pertained to the two types of relationship identified by mentors and children. The two types of relationship can be defined as one of friendship and one of authority and respect. The biggest difference in experiences concerned the way in which mentors were much more aware of external factors and how it influenced their experience. Mentors were much more concerned about the amount of time available, the place where they met and games and toys that could be used. For the children, the external factors did not matter as much; they were more excited about the relationship itself. This study aimed to answer the research question and the process brought several other questions to the attention. This study could be used as a reference in further studies about mentor programmes, especially in the South African context where very little research is available about mentor programmes and children’s experiences of these programmes. More research can be done about why the children did not mention the external factors and what that indicates. The reason why more girls than boys participate in the mentor programme and how older children experience the programme could also be researched.
AFRIKAANSE OPSOMMING: Mentorskap is ‘n konsep wat al jare lank deel is van die samelewing. Verskeie studies gedoen oor mentorskapprogramme en die effek daarvan op jeug is reeds gedoen. Min navorsing is egter al gedoen oor hoe kinders en mentors hierdie mentorprogramme ervaar. Die huidige studie is onderneem om ondersoek in te stel na mentors en kinders se ervaring van ‘n mentorprogram, spesifiek in Cloetesville, om sodoende die gaping in die literatuur aan te spreek. Kwalitatiewe navorsing is gedoen om hierdie ervarings te ondersoek en deelnemende aksienavorsing is gebruik om die deelnemers in groter mate by die navorsing te betrek. Data is ingesamel deur tekeninge en individuele onderhoude met die mentors en kinders onderskeidelik. Drie hooftemas vir beide die mentor en kinders het deur die data-analiseproses na vore gekom, naamlik intrapersoonlike, interpersoonlike en eksterne faktore. Die bevindinge het verskille sowel as ooreenkomste in mentors en kinders se ervaring van die mentorprogram aangedui. Beide die mentors en die kinders het hul verhouding op een van twee maniere ervaar. Die grootste verskil was mentors en kinders se siening omtrent die eksterne faktore. Mentors was meer bewus van die eksterne faktore wat hul ervaring beïnvloed as wat die kinders was. Die mentors was meer bewus van die tydsbeperkings, die plek waar mentorsessies plaasvind en die beskikbaarheid van speelgoed en ander hulpbronne. Kinders het die vriendskap as meer belangrik gesien as enige tasbare ding of meer tyd. Hierdie studie het gepoog om die vraag oor hoe mentors en kinders ‘n mentorprogram ervaar, te beantwoord. In hierdie proses het daar ook verskeie ander vrae na vore gekom. Hierdie studie kan daarom bydra tot verdere studies in hierdie rigting, veral in die Suid-Afrikaanse konteks waar daar bitter min inligting beskikbaar is oor mentorskap en, meer spesifiek, oor kinders se ervaring van mentorprogramme. Hierdie studie kan gebruik word om ondersoek in te stel na hoekom kinders so min bewustheid van die eksterne faktore oorgedra het en hoekom meer meisies as seuns aan die mentorprogram deelneem. Dit kan ook gebruik word om ondersoek in te stel na hoe kinders tussen 11 en 18 jaar so ‘n program sal ervaar.
Ayer, Nirvashnee. "Learning from mentors : perspectives of South African entrepreneurs". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23765.
Texto completoDissertation (MBA)--University of Pretoria, 2011.
Gordon Institute of Business Science (GIBS)
unrestricted
Giesler, Aaron. "Common practices and attitudes of effective youth mentors". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1223.
Texto completoCole, Paul Russell. "Equipping church leaders to function as spiritual mentors". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Texto completoOgley-Oliver, Emma J. F. "Natural mentors and African American girls' sexual efficacy". restricted, 2009. http://etd.gsu.edu/theses/available/etd-07172009-113958/.
Texto completoTitle from file title page. Gabriel P. Kuperminc, committee chair; Lisa P. Armistead, James G. Emshoff, committee members. Description based on contents viewed Sept. 4, 2009. Includes bibliographical references (p. 50-66).
West, John Taliaferro. "Preparing college students to become lifelong Christian mentors". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Texto completoGovett, A. y Laura Robertson. "Why STEM? Why Mentorship? Why Million Women Mentors?" Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/783.
Texto completoKing, James Michael Francis. "Perceptions of mentors and mentees participating in an English language mentoring scheme at a university in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48540249.
Texto completopublished_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
Askew, Karyl Jacqueline Shand Meece Judith L. "The influence of mentor training and support on academic mentor self-efficacy and relationship quality from the perspectives of adult volunteer mentors and middle school youth /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,445.
Texto completoTitle from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in Education in the Department of Education (Educational Psychology, Measurement, & Evaluation)." Discipline: Education; Department/School: Education.
Butterfield, Jean. "Investigating the role of learning mentors in primary schools". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12761/.
Texto completoO'Hagan, L. "Learning mentors : a study of identity, policy and practice". Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/23969/.
Texto completoMundell, Scott Allen. "The discourse between mentors and inductees in induction programs". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289039.
Texto completokhumalo, Nontobeko Prudence. "Mentors’ perceptions of their role in mentoring student teachers". Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1427.
Texto completoThe purpose of this study was to investigate the role of senior teachers in mentoring student teachers. The first aim was to investigate the perceptions of the mentors when mentoring student teachers. The second aim was to establish whether certain mentors’ characteristics influence their perceptions when mentoring student teachers. The third and final aim was to determine whether there is any association among ranks assigned by senior teachers to ten mentoring activities. A questionnaire was designed and administered to achieve these aims. It was validated by means of factor analysis (FA), and administered as a pilot to a sample of fifty mentors. Fifty-eight percent per cent (58%) of the educators were found to have positive perceptions towards mentoring student teachers. This leads to the conclusion that senior teachers like to mentor student teachers. The difference between those who hold positive (58%) and negative (42%) perceptions is statistically significant. Results also illustrated that the variables of gender, qualification and phase of specialisation have no influence on senior teachers' perceptions towards mentoring student teachers. Years of teaching experience of senior teachers were, however, found to have significant influence on their perceptions of mentoring. Teachers with more than 13 years of teaching experience were found to be more positive towards mentoring compared to those with fewer years of experience. The last aim was found to be significant after Kendall’s Wa Coefficient of Concordance was applied to establish the association. The agreement of the mentors with reference to the ranks assigned to mentoring practices suggests that there was a strong agreement among mentors regarding the relative importance of the ten mentoring practices. Finally, the findings were discussed in relation to relevant literature reviewed, and interpreted within the framework of mentoring in teacher education. Suggestions were made with regard to the need to train senior teachers in mentoring student teachers. More important is that teachers with more years of teaching experience can be used in evaluating student teachers because of their attitude and experience in the teaching profession. This could lessen the load on lecturers when it comes to travelling long distance to evaluate student teachers.
Jackson, Michael Parrish. "The Common Ground: Case Studies and Portraits of African American Male Mentors and High Performing Mentees at an HBCU". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397729125.
Texto completoDemers, Anik. "Élaboration d'un livret-guide pour la formation des mentors dans le cadre d'un programme de mentorat dédié à des adolescents /". Montréal : Université du Québec à Montréal, 2005. http://accesbib.uqam.ca/cgi-bin/bduqam/transit.pl?&noMan=24571937.
Texto completoCrutcher, Betty Neal. "Cross-Cultural Mentoring: An Examination of the Perspectives of Mentors". Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151683574.
Texto completoKalianov, Carlye Jae Riegle Rodney P. "Academic professionals in a university college structure metaphors and mentors /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914570.
Texto completoTitle from title page screen, viewed July 11, 2006. Dissertation Committee: Rodney P. Riegle (chair), J. Christopher Eisele, Jerry R. Moskus, Lemuel W. Watson. Includes bibliographical references (leaves 146-155) and abstract. Also available in print.
Lindberg, Marianne. "Fenomenet mentorskap i gymnasieskolan : Mentors betydelse för elever i matematiksvårigheter". Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144246.
Texto completoMoss, Wendi A. "The impact of Black teacher mentors on White beginning teachers". Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560506.
Texto completoThis qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.
Markin, Carrie. "Mentors in motion : a physical activity intervention for obese adolescents". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97961.
Texto completoRice, Rosalind. "Mentors' practice : the role of learning theory : an illuminative study". Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11117/.
Texto completo