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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.
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The purpose of this study was to determine in what ways the mentees’ behavior changed during a formal mentoring and coaching program conducted during the 2006-2007 school year in Virginia and what accounted for the change(s). Because a sharp increase in responsibilities in recent years has made the job of the principal more demanding and stressful, it is imperative that principals get help from a mentor coach to sharpen the leadership skills that they need to be successful. Information obtained in this study pertaining to a formal mentoring and coaching program and whether or not it changed the leadership behavior of mentees can be used to develop future mentoring and coaching programs for high school principals.
This qualitative study took a collective case study approach that focused on collecting information regarding the leadership skills of high school principals who had worked with a mentor coach during the 2006-2007 school year. This study involved six high school principals who formed three dyads during the formal mentoring and coaching program. Triangulation of data sources included interviews with participants, data from the 2006/2007 and 2007/2008 National Association of Secondary School Principals (NASSP) 360 Self and Observer Assessments, reflection log protocols of the mentor coaches, and mentee shadowing protocols. Data were analyzed using a logical analysis approach which included coding data, finding patterns, labeling themes, and developing category systems. Results of this study were presented as categories and discussed using both the conceptual framework and the 10 leadership skill dimensions identified by NASSP and closely related to the standards endorsed by the Interstate School Leaders Licensure Consortium (ISLLC).
This collective case study reveals that the three mentees who participated in a formal mentoring and coaching program in Virginia experienced change, meaning improvement, in the following eight of the ten NASSP leadership skill dimensions: (a) setting leadership direction, (b) teamwork, (c) sensitivity, (d) organizational ability, (e) judgment, (f) results orientation, (g) developing others, and (h) understanding own strengths and weaknesses. Two mentees improved slightly and one not at all in the two leadership skill dimensions, oral communication and written communication. The history of the mentee, some characteristics of the mentor coaches, and several variables pertaining to the administrative mentoring and coaching program accounted for their change in leadership behavior.Ph. D.
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Miller, Nicole Danielle. "Experiences of Peer Mentors Who Mentor At-Risk Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6927.
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With the number of underprepared, at-risk students entering college, many institutions have developed initiatives to help support student success. Previous research has shown that peer mentoring has been used to support student success, but there is limited research on the mentoring experience from the peer mentors' perspective. The purpose of the study was to explore the experiences and perceptions of peer mentors who mentor at-risk college students at a 4-year institution. Using a phenomenological design, 8 peer mentors were interviewed. This study was built on Lave and Wegner's theory of situated learning and Zachary's 4-phase mentoring model to help explain the meaning and value that the participants attributed to their experiences. Moustakas's 7 step data analysis method was used. The results from this study suggested 5 themes that represent the peer mentors' experiences: (a) being a role model, (b) learning experiences for the peer mentors, (c) establishing accountability, (d) effective mentor/mentee communication and relationship, and (e) clarifying the role as a mentee. The participants believed they strengthened their leadership and communication skills as a result of their mentoring experience; they also placed a strong emphasis on the challenges that occur during the mentoring relationship. The participants gained an understanding of how the skills they developed would be used in their academics and future professional careers. The positive social change implications for this study included: (a) aiding in the training of future peer mentors; (b) the improvement of future peer mentor programs; (c) improved support for at-risk students; and (d) gaining new insights for other researchers searching to promote successful mentorship programs for at-risk students.
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Markusic, 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.
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Adams, 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.
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In this thesis I explored the experiences of four pairs of mentors and mentees who were part
of a mentoring programme aimed at reducing truancy. I used in-depth interviews to gain
insight into the complexity of mentoring relationships within this particular setting. The
central focus of this work was to understand more about the processes of the relationship that
occurred between mentors and mentees and the way the experience is made sense of by them.
The findings suggest that factors such as the inherent assumptions of the programme, the
expectations of the mentors and the responses of the mentees impact on feelings of
satisfaction for mentors and the potential for developmental growth for mentees. I used the
results of this study along with the current literature as a starting point to critique the
underlying assumptions of this particular programme, to question the nature of successful
mentoring and to explore the usefulness of socio-cultural theory as a perspective to add to our
understanding of relationship dynamics within mentoring relationships. I suggest that this
programme's use of 'friendship' as a method of encouraging developmental relationships that
impacted on truancy left mentors under prepared for their role and feeling confused. I draw on
socio-cultural perspectives to suggest that relationship dynamics like negotiation, joint
engagement and participation in activity are useful ways to encourage developmental
mentoring relationships within programme settings.
5
Rock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas i T. Barnes. "Mentors Teachers Meeting". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4147.
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Rock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas, Kason O'Niel i T. Barnes. "Mentors Teachers Meeting". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4148.
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Russ, 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.
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Many school divisions throughout the U.S. are having a difficult time retaining teachers (Darling-Hammond, 2010; Ingersoll, R. M., 2004). 'High levels of attrition, estimated to be nearly 8% of the workforce annually, are responsible for the largest share of teacher demand' (Sutcher, Darling-Hammond, and Carver-Thomas, 2016, p. 2). According to Ingersoll and Strong (2011), Ingersoll and Perda (2011), and Skaalvik and Skaalvik (2016), reasons as to why teachers decide to leave the profession or change teaching locations include: job satisfaction, school demographics, student discipline, lack of administrative support, lack of teacher autonomy, and new teacher mentor programs. The purpose of this quantitative study was to identify mentor and mentee teachers' perceptions about the current mentoring program and their recommendations for future revisions that will increase teacher retention. An urban, central Virginia school division was selected for this study. Participants selected for this study have served as a mentor teacher for new teachers hired into the selected division or have recently been hired into the division. The division has approximately 260 full-time teaching professionals. From the beginning of the 2013-14 school year to the conclusion of the 2015-16 school year, 125 teachers were replaced. The attrition rate of the selected division is approximately double the attrition rate in the Commonwealth of Virginia (Pitts, 2017). Mentoring programs appear to be among the prominent approaches to teacher retention (McCann and Johannessen, 2010). The researcher sought to determine perceptions of mentor teachers regarding their suggestions for improvement in the current mentor program as a determining factor in whether teachers decide to remain in their current positions. This study yielded eight findings and six implications.Ed. D.
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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.
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Leipzig, Universität, i University of Miami. "Mentors: Cheryl E. Zuckerman". Compliance Elliance Journal (2017), 3:1, S. 18, 2017. https://ul.qucosa.de/id/qucosa%3A15600.
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Astrove, 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.
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Mentoring is defined as a reciprocal relationship between a less experienced individual (protégé) and a more experienced individual (mentor) that has consistent, regular contact over a period of time and is intended to promote mutual growth, learning, and development within the career context (Haggard, Dougherty, Turban & Wilbanks, 2011; Kram, 1985; Ragins & Kram, 2007). Inherent in this definition of mentoring is that individuals learn, develop, and grow from their mentoring interactions. Despite this, limited research explores the learning that occurs from mentoring relationships. The purpose of this study is to examine what mentors learn from mentoring experiences and how these experiences relate to mentor outcomes. The outcomes include mentoring self-efficacy, mentor behavioral change intentions, and mentor learning. I draw on the relational mentoring perspective (Ragins, 2012) and social learning theory (Bandura, 1971, 1977) to ground my hypotheses. My hypothesized model addresses three broad research questions: 1) What do mentors learn from their experiences with their protégés? 2) How do mentoring experiences relate to learning? and 3) Under what conditions do mentoring experiences relate to learning?
I conducted a mixed methods study in an academic setting. My population included professors in North American doctoral granting universities and the PhD students they mentored. After identifying interested professors (mentors), I asked mentors to send study information to their PhD students (protégés). Both quantitative and qualitative data were collected via electronic survey. Surveys were time-lagged with three waves over a four month period.
I found that mentors gained mentoring-specific, occupational-specific, and relational knowledge from mentoring their protégés. Additionally, mentors identified specific changes they wished to make to their mentoring behavior from their experiences with their protégés. I found that protégé positive role behavior and mentor positive psychosocial behavior were directly and positively related to career mentoring self-efficacy. Mentor positive career behavior was positively related to behavioral change intentions and protégé positive role behavior was positively related to relationship quality. I found that relationship quality did not mediate the relationship between role behaviors and mentor learning outcomes. Finally, I did not find support for the moderating effects of internal attribution for relationship quality, growth mindset, and feedback seeking.
This study makes four specific contributions to the management field. First, research in mentoring often confounds relationship quality with behavior (e.g., Eby, Butts, Lockwood, & Simon, 2004; Eby, Durley, Evans, & Ragins, 2008) and outcomes (e.g., Eby, Butts, Durley, & Ragins, 2010; Ragins, 2012). By studying role behaviors, relationship quality, and mentor learning outcomes as distinct constructs, I provide clarity and an avenue for future mentoring research. Second, this study contributes to the mentoring literature by demonstrating what and how mentors learn from mentoring experiences. A significant contribution of this study is the identification of three types of mentor learning and behavioral change intentions. Third, I examined the theoretical explanation for mentoring role behaviors and mentor learning outcomes. Whereas I found that relationship quality did not explain the relationship between role behaviors and mentor learning, leader-member exchange provides a promising avenue for future research. Finally, I introduced mentoring self-efficacy as an important outcome of positive mentoring relationships, with mentors experiencing increased self-efficacy through positive experiences with their protégés.
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Cox, 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.
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Mentoring is a burgeoning activity, occurring in a large variety of organisational settings. Although the gains for all parties are well recognised the emphasis in much of the mentoring literature is on benefits for recipients. This study highlights the lack of attention paid to mentor development and through a qualitative study of a community mentoring project, draws out a number of important aspects aimed at informing future training and support for mentors. A multi-method approach, incorporating documentary and experiential analysis, together with focus groups and interviews, provides details of recruitment and selection, training and matching, and reveals mentors' responses to different aspects of their role. In particular a tension is detected between the voluntary nature of mentoring and the recruitment requirement for `mentor readiness' in order to meet mentees' needs. The potential for enhancing mentor development through role-play during training is emphasised, and exposes the need for contextual understanding. The crucial need for an understanding of the mentoring context is discussed alongside the ongoing modification of that understanding through interaction with the mentee during mentoring practice. This process of practice-based learning is considered vital in the development of mentors and mechanisms for enhancing and capturing learning through self-reflection are described. The need for mentor networks in which mentors can share good practice and begin to build communities of practice is also stressed. Another important aspect which is accented in this study is the definition of mentoring itself. The term `transactional mentoring' is introduced in order to distinguish between spontaneous mentoring and formal mentoring which is usually time constrained and reliant upon a negotiated scheme definition and agreements made between the mentor and mentee
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Jano, 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.
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Magister Psychologiae - MPsychMentoring 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
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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.
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This design report details the development of a summer training experience for peer mentors in the Freshman Mentoring program at Brigham Young University. The purpose of the project was to develop an extended training program which would assist peer mentors in developing core mentoring skills necessary for their work with first-year students. The design of the training was informed by a number of theoretical frameworks including experiential learning, reflective practice, and narrative design. The training was evaluated using a post-then survey instrument as well as analysis of qualitative data collected from learners throughout the training. Analyses of these data suggested that peer mentors increased both their mentoring skill and confidence in providing mentoring to first-year students. This document also reports on the practical, design, and theoretical insights which emerged from the project as well as their implications for other designers who face similar design challenges. Finally, a brief discussion of the way in which the project has influenced the professional development of the designer is included.
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Asseraf-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.
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The purpose of this study was to (a) gain an understanding of physical therapy (PT) and occupational therapy (OT) mentoring practices that occur in two large Canadian clinical teaching institutions, (b) understand how novice professionals are integrated into the workplace, and (c) examine the meaning that mentors and mentees attach to their mentoring experiences.The literature demonstrates that formal mentoring outcomes include building research competence (Byme & Keefe, 2002), strengthening personal and professional growth (Connor, Bynoe, Redfem, Pokora, & Clarke, 2000), contributing to an individual's academic career development (Pololi & Knight, 2005) and most importantly, promoting job satisfaction and retention (Smith, McAllister, & Snype-Crawford, 2001; Solomon, Salvatori, & Berry, 2001). The fact that no evidence with regard to physical and occupational therapy workplace mentoring exists inspired this study. This study examined the mentoring practices of five physical therapists and five occupational therapists working in two different university affiliated institutions. Using purposive sampling, six mentors with more than five years of experience, and four mentees with less or equal to one year of experience were recruited. Three in-depth interviews, and a concept mapping exercise followed by debriefing sessions in a focus group format, constituted the primary sources of data. Participants' and researcher's journals, and artifacts, such as memos, photographs, and interviews with four administrators/directors, completed the data collection. QSR Nvivo software was used to store and organize the data. The constant comparison method (Maykut & Morehouse, 1994) was utilized first to analyze the data. Thirty-two interview transcripts (526 pages) were coded to obtain conceptual themes. Categorization of data highlighted similarities and differences. Then, to triangulate the data, four participants' journals and interview and focus group transcripts were analyzed in depth using Lieblich's (1998) holistic-content approach. Using a narrative analysis approach allowed me to connect the data and constant comparison to explore the relationships and patterns across data (Maxwell & Miller, 2008). Narrative summaries were produced to represent a comprehensive view of four mentees and mentors' unique experiences; I used the ghostwriting approach to represent the narratives (Rhodes, 2000). The high expectations placed upon newly graduated professionals (McCloughen & O'Brien, 2005) coupled with the human resources shortage in the fields of PT and OT in Canada, render mentoring an essential element for hiring and retaining healthcare professionals. This study revealed that mentors facilitate the professional rite of practice of novice professionals by guiding them in choosing a profession, learning the ropes, and ultimately integrating them into the workplace. The findings demonstrated that previous clinical placements helped novices adapt to the workplace culture and assisted them with issues of place identity. In addition, this study highlighted the importance mentoring plays in constructing PT and OT professional identity. It showed that mentors and mentees working in complex healthcare settings all struggle, although in different ways, with the high demands of their jobs: However, with mentoring, they find ways to balance work and personal life. Finally, the results showed that the implementation of more formal mentoring programs might facilitate the integration of PT and OT professionals into the workplace, and suggested that institutions need to invest in these programs if they want to improve retention of their healthcare professionals, who are presently in higher demand than the existing supply.Le 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.
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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/.
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This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.
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Dostie, 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.
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Zeolla, 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.
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Tye, 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.
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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2008.[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)
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Armstrong, Kara Londré Felicia Hardison. "Women of Kansas City theatre mentors /". Diss., UMK access, 2004.
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Thesis (M.A.)--Dept. of Theatre. University of Missouri--Kansas City, 2004."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.
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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.
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This research explores mentorship as it developed through the lived experience of adolescents who participated in a community arts outreach program, for a lower SES Latino population. The purpose is to identify different roles of mentorships and relationships that contribute to the program. The literature review looked specifically into adolescents as mentors, understanding the developmental impact on mentees, such as peer relationships and natural mentors focusing on the Latino culture. The art therapy literature looked at art therapy and the affects on the Latino culture as well as art therapy process in community-based programs. Utilizing qualitative methodology the researcher conducted an open-based interview that including art directives. The collected data explored the lived experiences from two original members, based on their participation as mentee’s and mentors in the program. The results of the data emerged into themes that emphasize the value of mentors for adolescents, the value of natural mentors and the connection to collectivistic values in a Latino culture.
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Herrmann, Andrew F. "Bud and Nick: My Unofficial Mentors". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/815.
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Smith, 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.
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Darwin, 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.
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Coomer, Traci L. "Mentors' Perceptions of Online-Educated Principal Interns". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849773/.
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This qualitative study centered on perceptions of the quality and effectiveness of online-educated principal interns from the viewpoint of principal mentors. Six current principals who have served as mentors to both online and traditionally educated principal interns were asked to name characteristics of successful interns, to discuss to what degree those characteristics have been observed in online-educated principal interns and to share their perceptions of the quality and effectiveness of online-educated interns. The individual interview responses were analyzed and interpreted using thematic analysis. Three overarching themes emerged through data analysis: (1) the importance of certain characteristics in predicting internship success; (2) the impact of program delivery method on principal intern effectiveness; and (3) the influence of perception and bias in hiring decisions. This study may provide a better understanding of the characteristics of successful interns to universities and colleges offering principal preparation programs, which may result in a better understanding of the elements of successful interns and productive internship experiences.
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Brewer, 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.
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This study examined social interest, social self-efficacy, and general self-efficacy levels of high school volunteer mentors and their nonmentor peers. School-based peer mentoring has become a popular method for providing support services to students. While several studies examining mentee outcomes appeared in the past decade, less research has examined characteristics of the high school mentors involved. The choice of variables was grounded in Bandura's Social Learning Theory and Adler's Individual Psychology. Thirty-seven mentors and 32 nonmentors from a suburban New York high school completed the Social Interest Scale and the Self-efficacy Scale. Mentor volunteers scored significantly higher in social self-efficacy than their nonmentor peers, t (67) = 2.98, p < .006. The relationship between being mentored and becoming a mentor was examined using a chi-square analysis, and was found to be statistically significant, chi2 (1, N = 69) = 4.18, p = .041. Females demonstrated higher levels of social interest than males, t (67) = 2.78, p < .006. The social change implications of this research include gaining insight into the characteristics of high school mentor volunteers, providing program coordinators with a mechanism for ensuring more positive outcomes for both mentees and mentors. Creating more positive outcomes for mentees may inspire them to become mentors later on, which increases the overall benefits of mentoring in the community. Providing an outlet for social interest and bolstering self-efficacy levels among mentors will increase the potential for future successful endeavors.
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Greig, Ramona. "Natural mentors, ethnic identity, and adolescent mental health". [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001292.
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Price, Kristin L. "First-generation Peer Mentors' Engagement and Leadership Development". Thesis, California Lutheran University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561417.
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The 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.
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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.
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This research investigates concepts of subject knowledge in English held by teachers acting as student mentors in primary schools, in an Initial Teacher Education and Training (ITET) partnership. A case study approach draws on evidence from documentary sources, interviews with mentors and taperecorded conversations between mentors and student teachers, following the observation of English lessons. During the past 25 years teachers' professional identities have been restructured through a series of Government interventions into the curriculum and teachers' working conditions, culminating in the introduction of the National Literacy and Numeracy Strategies. It has been argued that these reforms have established a 'culture of compliance' within the teaching profession. Government intervention has taken place in ITET, which has been regulated through OfSTED inspection. Since 1992 schools and Higher Education Institutions have been required to establish training partnerships. A National Curriculum for ITT was introduced in 1997. It is suggested that opportunities for student teachers to learn through reflective practice are constrained by policy directives affecting ITET and primary schools. The management of student teachers' learning, and the assessment of their progress is the responsibility of a designated student mentor. Previous research indicates that primary mentors do not place a high priority on supporting the development of student teachers' subject knowledge. Evidence from the case study suggests pnmary mentors implicitly distinguish between different forms of subject knowledge for teaching. They hold a developmental model of learning to teach which seeks to move student teachers towards an awareness of the needs of learners. Mentors' conceptions of subject knowledge in English are circumscribed by the curriculum and pedagogical approaches recommended in the National Literacy Strategy. The subject specialism and personal interests of mentors are also a significant factor in these conceptions. Mentors who have entered the profession more recently appear to be more accepting of the content and approaches of the NLS. Much of the literature on mentoring assumes an underpinning model of the reflective teacher. The mentoring practices examined in the case study were situated within the context of the school and delivery of the NLS requirements. It is suggested that it may be unrealistic to expect broader reflective discussion on curriculum issues within the current policy context and structures of school experience. A re-examination of the ways in which student teachers' experiences in schools are conceptualised and organised, in terms of professional learning, may thus be necessary.
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Coetzee, 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.
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Coetzee, Arina. "Mentors en kinders se ervaring van ‘n mentorprogram". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71747.
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Thesis (MEdPsych)--Stellenbosch University, 2012.Includes 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.
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Ayer, Nirvashnee. "Learning from mentors : perspectives of South African entrepreneurs". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23765.
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Low levels of entrepreneurial activity and success have led to calls for mentorship as a support mechanism to increase the success rate of entrepreneurial ventures in the economic landscape of South Africa. This study aimed to explore the perceptions of entrepreneurs regarding mentorship and to ascertain whether the entrepreneurs perceived mentoring to be a valuable support mechanism in growing their business. The impact of gender on the perception formation was analysed as well as the necessary attributes that ensures an effective relationship. A two phased qualitative case study approach was utilised with unstructured mentor interviews and in depth entrepreneur interviews. The research established that mentorship was mutually beneficial to both the mentors and entrepreneurs. The latter experienced immense personal benefits on a business and emotional level whereas the impact on business growth was identified as being an increase in revenue. Women were found to be more positive about mentoring than their male counterparts. Previous entrepreneurial experience, trust and empathy were stipulated as vital factors in the establishment of a successful relationship. CopyrightDissertation (MBA)--University of Pretoria, 2011.
Gordon Institute of Business Science (GIBS)
unrestricted
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Giesler, Aaron. "Common practices and attitudes of effective youth mentors". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1223.
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Cole, Paul Russell. "Equipping church leaders to function as spiritual mentors". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Ogley-Oliver, Emma J. F. "Natural mentors and African American girls' sexual efficacy". restricted, 2009. http://etd.gsu.edu/theses/available/etd-07172009-113958/.
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Thesis (M.A.)--Georgia State University, 2009.Title 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).
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West, John Taliaferro. "Preparing college students to become lifelong Christian mentors". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Govett, A., i Laura Robertson. "Why STEM? Why Mentorship? Why Million Women Mentors?" Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/783.
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King, 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.
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Research on participant perceptions of one-to-one mentoring and peer tutoring programmes is available although little empirical study exists of schemes which recruit English-speaking foreign exchange students as language ‘mentors’ for tertiary learners wanting to improve their spoken English. This paper examines mentor and mentee perceptions before and after experiencing an English Language Mentoring Scheme at a university in Hong Kong, as well as possible causes of mentee attrition and retention. Research aims are met through implementation of pre- and post-programme questionnaires as well as post-programme focus group discussions. Using a grounded theory approach to data analysis, three main categories of perceptions emerge, including: Improvement of English; Social, Cultural and Interpersonal Growth; and Mentee and Mentor Responsibilities. Programme strengths as reported by mentees include improvement of spoken English, friendship, enhanced cultural knowledge and strengthened confidence in using spoken English. Uncertainty regarding mentor and mentee roles was found to be a programme weakness and one possible cause of mentee attrition. As the programme is perceived as a platform for spoken English improvement, friendship and improved cultural awareness, this dissertation argues for stronger promotion of this and similar programmes to meet stated university goals of internationalization and whole-person development.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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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.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title 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.
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Butterfield, Jean. "Investigating the role of learning mentors in primary schools". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12761/.
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This thesis is the result of an investigation into the use of the learning mentor support mechanism in primary schools in England. Learning mentoring is designed to reduce barriers to learning in individual children. This research was devised to enhance current knowledge of the learning mentor process and practices, and the impact of mentoring programmes on pupils. The research approach was qualitative, involving six case studies of children being mentored in three schools. The research design included part-structured interviews with: the child; his/her mentor; class teacher and parent. Interviews were undertaken before and after the execution of learning mentor programmes. Additional data were generated by direct observation of the interaction of learning mentors and mentees, and documentary evidence was examined. Each case study was analysed and cross-case and cross-setting analyses undertaken. Improvement for the participant mentees related to social, emotional and behavioural factors. The learning mentor role was not always clearly defined but reflected the culture of each school, the personal characteristics of each mentor and the relationships within each mentor/mentee pair. Mentoring programmes were unique to each mentee’s needs. Impact was slow in all six cases and was facilitated or hindered by: relationships; time; the mentor undertaking multiple roles; and the expectations of the wider school staff. The significance of my analysis stresses the importance of the triangle of influence of the child/school/parent in aiding a child in school. Aspects of mentoring which could be more closely attended to by schools in order to provide best learning mentoring practice were: mentors identifying strategies; the mixing of curriculum with social/emotional/behavioural targets; liaison with families; communication with the wider school staff; and the involvement of mentees in their own mentoring goals. Mentoring styles centred on the mentor, curriculum or the mentee and related to the leadership styles identified in the schools.
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O'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/.
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This study has investigated the role of learning mentoring within one secondary school with a focus on developing an understanding of practice, professional identity and policy enactment at an institutional level. Learning mentors were first introduced in schools through the Excellence in Cities initiative in 1999, guided by the principle of helping pupils overcome barriers to learning. However, from the published literature little is known about the role of learning mentors in schools, especially in the period following the cessation of the Excellence in Cities programme in 2006. This practitioner based research was therefore devised to enhance current knowledge of learning mentors activity.
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Mundell, Scott Allen. "The discourse between mentors and inductees in induction programs". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289039.
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The study examined the 23 most frequently cited areas of concern to new teachers from the existing literature, how frequently these topics were discussed during the induction mentoring process, and if their discussion improved participant satisfaction with the outcomes of the process. Additionally, it examined several characteristics of mentors and inductees to learn whether they effected the discourse between mentors and inductees during the induction process. A questionnaire based on the research literature in the area, was distributed to all members of inductee mentor pairs in the school district studied. A total of 272 questionnaires were returned in scorable condition, yielding a return rate of 96.4 percent. Data from the survey was used to answer a total of six research questions. Major conclusions were that there is: (1) a limited interaction between the length of time that a mentor has been teaching and the frequency of discourse. (2) A substantial interaction between the length of time that an inductee has been teaching and the frequency of discourse. (3) A minor interaction between the educational background of the mentor and the frequency of discourse. (4) A minor interaction between the educational background of the inductee and the frequency of discourse. (5) Frequent discussion of all 23 of the topics by the majority of induction mentoring pairs. (6) Significant interaction between the frequency with which the various topics of the study were discussed and the participants' satisfaction with the outcomes of each area of the induction mentoring process.
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khumalo, Nontobeko Prudence. "Mentors’ perceptions of their role in mentoring student teachers". Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1427.
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A mini dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, South Africa, 2014The 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.
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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.
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Demers, 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.
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Crutcher, 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.
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Kalianov, 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.
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Thesis (Ph. D.)--Illinois State University, 1998.Title 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.
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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.
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Mentorskap har blivit vanligt i svenska gymnasieskolor sedan 1990-talet. Syftet med denhär studien har varit att undersöka och beskriva vad som är mentors uppdrag, med särskiltfokus på frågan om vilken betydelse mentor har för elever i matematiksvårigheter.Forskningsansatsen är fenomenologisk och det empiriska materialet kommer frånindividuella djupintervjuer med en rektor samt fem lärare som har mentorsuppdrag.Resultatet har analyserats ur ett ramfaktorteoretiskt perspektiv, och visar attmentorsuppdraget är otydligt. Det råder delade meningar om vad som är viktigt imentorsrollen. En funktion är dock entydig, att mentor utgör ett personligt stöd för sinaelever. Studien visar därmed att eftersom framgångar och misslyckanden imatematikstudier är starkt kopplat till självförtroende kan mentor vara av stor betydelseför elever i matematiksvårigheter. Ett hinder för detta upptäcktes dock då flera avmentorerna uttryckte en osäkerhet inför att stötta eleverna när det gäller studier imatematik till skillnad från alla andra ämnen.
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Moss, Wendi A. "The impact of Black teacher mentors on White beginning teachers". Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560506.
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This 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.
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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.
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Childhood overweight and obesity has become a significant health concern worldwide. Obese youth are now being diagnosed with health complications and chronic diseases previously observed only among older adults. In order to improve their health and decrease their risk of premature mortality, secondary prevention is essential. To help guide development of an effective intervention program for obese youth referred to specialized clinical care, a chart review was conducted on adolescents seeking physician treatment for obesity. Data indicate that this patient population suffers from obesity-related health complications, faces social issues and exhibits lifestyle practices predisposing them to weight gain. Given that physical inactivity is one major risk factor for obesity in this population, a logic model and training module have been developed for a physical activity intervention program, with nutrition interventions to soon be incorporated. This program, called Mentors in Motion, provides mentoring to obese youth as a means of enabling positive changes in physical activity behaviors, mental well-being and overall health. A pilot study research protocol was also developed as part of the thesis activity to test the effectiveness of Mentors in Motion and to determine further program needs and enhancements. The pilot study has been funded by the Canadian Institutes for Health Research and is underway.
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Rice, Rosalind. "Mentors' practice : the role of learning theory : an illuminative study". Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11117/.
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The initial focus of this thesis is on mentors' professional knowledge base, and subsequently on the pedagogical strategies employed by mentors and their use, in so far as it occurs, of adult learning theories, which have been said to form the dominant conceptual framework for mentoring (Hansford et al., 2003: 10). These issues are considered important as, despite acknowledgement by the DfES in 2001 as to the relevance of theory in mentor training, in practice mentor training is often limited to familiarisation with government and Partnership requirements in order for them to undertake the assessment of student teachers. Consequently very little attention is given to learning theories within mentor training. Whilst connections between mentoring and learning theories exist in literature my research highlights that there is a potential dichotomy between the literature and practice of mentoring. It therefore considers the extent to which adult learning theories are actually used in current mentoring practice. In addition my research also looks at the way mentor teachers' pedagogic strategies are shaped by the context and purposes they are working within, and the role ascribed to them. My research is based upon an in depth Case Study of 20 mentors from one HEI Partnership. It utilises qualitative method tools, with the primary tools being observations and semi-structured interviews. These tools assisted in progressively developing my research questions and conclusions as part of an inductive process. The results of my study show that the practice of mentors is largely influenced by their prior experience, primarily as teachers but also as student teachers; they see theory as having little influence on their practice. In addition my study indicates that few mentors are aware of learning theories or their principles. Nonetheless it indicates that the practice of most mentors includes the application of the principles of a number of adult learning theories. My research concludes that mentors use some of these principles through the development of their own personal construct theories, which in turn largely relies upon their prior experience, and through the framework provided by the HEI Partnership.