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Статті в журналах з теми "Mentoring in education Victoria Case studies"
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Pennanen, Matti, Laurette Bristol, Jane Wilkinson, and Hannu L. T. Heikkinen. "What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia." Pedagogy, Culture & Society 24, no. 1 (September 11, 2015): 27–53. http://dx.doi.org/10.1080/14681366.2015.1083045.
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L Geesa, Rachel, Kendra Lowery, and Kat McConnell. "Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students." International Journal of Doctoral Studies 13 (2018): 471–95. http://dx.doi.org/10.28945/4148.
Повний текст джерелаАнотація:
Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.
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Cain, Tim. "Mentoring trainee music teachers: beyond apprenticeship or reflection." British Journal of Music Education 24, no. 3 (November 2007): 281–94. http://dx.doi.org/10.1017/s0265051707007589.
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This article explores the theoretical concepts of ‘apprenticeship’ and ‘reflection’ in Initial Teacher Education music mentoring. It presents two case studies of Secondary music mentoring and relates these to the theoretical concepts. The article argues that a more integrated view of music mentoring might be provided with reference to Kolb's (1984) theory of experiential learning.
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Wang, Jian, and Sandra J. Odell. "Mentored Learning to Teach According to Standards-Based Reform: A Critical Review." Review of Educational Research 72, no. 3 (September 2002): 481–546. http://dx.doi.org/10.3102/00346543072003481.
Повний текст джерелаАнотація:
This article analyzes literature on mentored learning to teach in ways consistent with the standards reform movement. It suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring practices promote novices’ retention but may not support their learning to teach. Although mentoring practices alone cannot be expected to reform teaching, case studies can illustrate practices for novices learning to teach in reform-minded ways. We argue that policymakers need to find effective ways to educate mentoring program developers and that mentors and researchers need to explore the content and process of reform-minded mentoring.
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Forbes *, Cory T. "Peer mentoring in the development of beginning secondary science teachers: three case studies." Mentoring & Tutoring: Partnership in Learning 12, no. 2 (August 2004): 219–39. http://dx.doi.org/10.1080/1361126042000239956.
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Rockinson-Szapkiw, Amanda, Jessica Herring Watson, Jackie Gishbaugher, and Jillian L. Wendt. "A case for a virtual STEM peer-mentoring experience for racial and ethnic minority women mentees." International Journal of Mentoring and Coaching in Education 10, no. 3 (April 30, 2021): 267–83. http://dx.doi.org/10.1108/ijmce-08-2020-0053.
Повний текст джерелаАнотація:
PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.Design/methodology/approachA multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.FindingsFindings demonstrated that the experiences of undergraduate REM women mentees supported engagement in virtual STEM peer mentoring as it was beneficial to developing a sense of belonging, enhancing interest in STEM, encouraging STEM identity, building STEM self-efficacy and, ultimately, promoting STEM persistence. The current study provides a rich picture of how and why peer mentoring is perceived as effective by mentees in STEM programs at HBCUs.Originality/valueThe findings from this study contribute greatly to the body of knowledge and will serve as a foundational model on which future VSTEM PM relationships can be built and fostered among other HBCUs, with the potential to broaden participation in STEM.
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Suchana, Afroza Aziz. "Mentoring at Tertiary Level Education: A Tool to Exceed Students' Problems." Shanlax International Journal of English 7, no. 4 (September 1, 2019): 11–17. http://dx.doi.org/10.34293/english.v7i4.620.
Повний текст джерелаАнотація:
The study examines the role of mentoring to surpass the problems of tertiary level students. It includes both mentors’ and mentees’ views on mentoring. It explores how mentoring helps the mentor find out students’ problems and to provide them with emotional and instrumental support. Adapting the qualitative method, this research includes case studies of three different students of a private university of Bangladesh who had been facing various problems and shows how they overcame their obstacles. It exposes the difficulties and challenges of one fresher, one female and one minority student. The study applies both formal and informal aspects of mentoring. It also includes an interview of their mentors. Findings indicate that through this process, mentors may find students’ problems and help them go over and inspire them with a vision of the future. The study finds that mentoring contributes to students’ academic achievement and social integration. It also states that through mentoring students’ frustration can be transformed into motivation.
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Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.
Повний текст джерелаАнотація:
This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.
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Szen-Ziemianska, Joanna. "Facilitating a Mentoring Programme for Doctoral Students: Insights from Evidence-Based Practice." International Journal of Doctoral Studies 15 (2020): 415–31. http://dx.doi.org/10.28945/4594.
Повний текст джерелаАнотація:
Aim/Purpose: One approach to helping doctoral students deal with the many challenges they face is the provision of a structured mentoring programme to complement the more traditional doctoral curriculum and supervisor relationship. This paper reports a mentoring programme containing such activities as individual consultations and peer-mentoring workshops, introduced at one of the non-public universities in Poland and discusses the development of a model of support. In developing the model, two evaluation studies were conducted seeking to discover how participants perceived the mentoring programme, what needs the mentoring programme addressed, and what benefits it provided for doctoral students. Background: With reference to a new paradigm proposed by Kram and Higgins, mentoring emerges in the context of many developmental networks, where the more junior mentors and peer-mentors together discover new roles involved in doctoral education. Methodology: Case study methodology is utilized to gather perceptions of a doctoral mentoring programme. The conceptual framework for a two-part programme is presented and the results of two evaluation studies conducted on-line using a mix-method approach are reported. In total, 42 doctoral students participated in the studies, representing social sciences and the humanities disciplines. Contribution: This paper discusses a novel doctoral mentoring programme which finds its basis in evidence-based practice. This research goes beyond previous studies by undertaking an analysis of doctoral students’ needs, then considering relationships between those needs and structuring a programme to meet them. Findings: Findings showed three main areas of need for doctoral students: the need for social interaction at university; the need for structure in the doctoral journey, and the need for psychological support. Participants distinguished two perspectives that influenced the assessment of programme activities: (a) the meaningfulness of the mentoring programme to the individual; (b) the mentor’s attitude including the general atmosphere of collegiality during meetings. Results presented are supported by a proposed intervention model. Recommendations for Practitioners: The model presented may inspire other universities to implement similar approaches for supporting their own doctoral students. Researcher enablers are also offered as strategies relating to workshop topics, meeting schedules, and programme organization. The main recommendation for practitioners is to be sensitive to the psychosocial needs of students. Recommendation for Researchers: Researchers interested in doctoral students’ needs and ways of supporting them can utilize the proposed model for strategically planning such support. It is recommended that further research into the area of mentoring doctoral students makes use of the mixed-method approach. Such an approach takes cognizance of phenomenological exigencies as they pertain to individual meaning-making. Impact on Society: Supporting the effectiveness of doctoral students is significant as failure comes at great professional and personal cost to the doctoral student. There are also potential costs in terms of faculty disillusionment and impacts on university reputation. Economic benefits to the nation may also be forfeited when doctoral students fail to graduate. Future Research: It would be valuable to corroborate the model presented and extend it through the development of a mentoring support scale which identifies more linearly specific doctoral students’ needs. Longitudinal studies are also required to verify long-term effects of the programme.
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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.
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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.
Дисертації з теми "Mentoring in education Victoria Case studies"
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Hill, Lynn T. "Mentoring partnerships in early childhood education: three case studies." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/40731.
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This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested.Master of Science
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Hill, Lynn Thomas. "Mentoring partnerships in early childhood education : three case studies /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-01242009-063105/.
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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.
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Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.
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Thesis (MEd)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced Certificate: School leadership that was introduced in 2007 by the National Education department as an entry qualification in the school principalship. The Advanced Certificate in Education: School Leadership is aimed at capacitating school leaders to address the challenges experienced by school principals. The primary objective of this study was to investigate whether the mentorship component of the course is experienced as a form of social learning by the candidates. To achieve this goal, open-ended questions were prepared and administered during semi-structured interviews with the school principals who have been mentored within the ACE programme. The interviews were conducted to ten (10) participants including principals, deputy principals and heads of departments (school level) within the Gert Sibande District (Mpumalanga Province). The investigation highlighted that principals do indeed experience mentoring as a form of social learning. This was confirmed by the statements given by the interviewed principals that their learning was based on learning from each other through observation and engagement as well as through their mentors. This learning is confirmed by Bandura’s Social Learning Theory (1977) which suggests that learning takes place through observation and positive behaviour of the mentor. Based on the findings, the main recommendations were that mentorship, as social learning, should be extended to all school leaders and ultimately to school educators, that a mentoring unit should be based at each district office, that the selection of mentors should be carried out carefully so that protégés could benefit maximally and that the period of mentoring should go beyond merely being a component of an academic course.
AFRIKAANSE OPSOMMING: Mentorskap as ‘n professionele ontwikkelingstrategie vorm ‘n integrale deel van die Gevorderde Onderwyssertifikaat: Skoolleierskap wat in 2007 deur die Nasionale Onderwysdepartement as ‘n toetree-kwalifikasie vir skoolhoofde ingestel is. Die Gevorderde Onderwyssertifikaat: Skooleierskap is gerig op die kapasitering van skoolleiers om die uitdagings wat die posisie van Skoolhoof meebring aan te spreek. Die primêre doelwit van die studie was om vas te stel of die mentorskapkomponent van die kursus deur kandidate as ‘n vorm van sosiale leer ervaar word. Om die doel te bereik is oopvrae voorberei en geadministreer tydens semi-gestruktureerde onderhoude met skoolhoofde wat as deel van die Gevorderde Sertifikaat: Skoolleierskapkursus gementor is. Die onderhoude is gevoer met tien skoolhoofde, adjunkhoofde en departementshoofde van die Gert Sibande distrik (Mpumalanga). Die ondersoek het aan die lig gebring dat skoolhoofde wel die mentorskapproses as ‘n vorm van sosiale leer ervaar. Hierdie aspek is bevestig deur die respons van skoolleiers dat hulle van mekaar geleer het deur observasie en braadslaging asook deur die modelering van mentors. Diè vorm van leer strook met Bandura se Teorie van Sosiale Leer (2007) wat die idée onderskryf dat leer plaasvind deur observasie en modelering van positiewe gedrag van die mentor. Gebaseer op die bevindinge is die hoof aanbevelings wat in die studie gemaak word dat mentorskap, as sosiale leer, uitgebrei behoort te word na alle skoolleiers en uiteindelik na alle onderwysers, dat ‘n mentorskapeenheid by elke distrik gebaseer behoort te word, dat die keuring van mentors omsigtig moet geskied sodat protégés maksimaal voordeel trek en dat mentorskap verder moet strek as bloot ‘n komponent van ‘n akademiese kursus.
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Chen, I.-Lingh Luke. "Case study of a school-wide, one-on-one, teacher-student mentoring program in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176614.
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Youth need guidance to maximize their potentials, develop in a sound and well-rounded way, and steer clear of trouble. This is especially so nowadays, due to the complexity of today’s world as well as the greater exposure to a variety of influences that advances in communications technology have brought with them. However, familial trends are such that less rather than more guidance might be available through the home or extended family today. Schools have taken on the brunt of providing this guidance through a variety of guidance programs. One way a particular secondary school in Hong Kong provides this guidance is by instituting a school-wide mentoring program, providing each student with a teacher designated as his personal mentor.
While it is true that teachers in Hong Kong have always understood themselves as having a guidance role especially as class tutors for their own classes, and it is also true that mentoring has already been widely used in a variety of youth settings to provide guidance, efforts to combine the two and use teachers as mentors in a formal mentoring program for all the students in the school are less common but also seem to be on the rise. At any rate, research evidence for such programs is lacking and in the context of Hong Kong, virtually non-existent. Questions thus arise as to whether such school-wide, school-based mentoring programs using teachers can actually be successfully put in place; whether they actually have merit when put in place; and if they do have benefits, what kind and what extent of benefits actually accrue, and how might they be maximized.
This case study is an attempt to address the above questions by seeking a deeper understanding of the mentoring program in the particular school. Specifically, it seeks first to clarify what the actual implementation of the mentoring program in the school looks like. Secondly, it seeks to consider how the program can be made more effective by identifying factors that affect the outcomes of such mentoring as well as by uncovering points of leverage specific to the case school.
The research context of this study is in the domain of mentoring literature. At the same time, perspectives from the field of guidance in schools are also given due consideration. As a case study, a mix of qualitative and quantitative methods are used alongside each other and these include in-depth interviews with students and teachers and a survey of the student population of the school at large.
The results show that though the actual implementation may not be as smooth as theorized, the program has already been reaping benefits. The program is also likely to reap even greater benefits if steps are taken to address issues such as clarity of objectives and commitment of staff and if it incorporates certain features of other well-run mentoring programs such as the provision of ongoing training, and program activities to support the development of the mentoring relationship.
The results also confirm that factors commonly expected to be moderators of mentoring effectiveness such as the intensity and quality of the mentor-mentee relationship were indeed also moderators in the school’s program and that factors more specific to the program’s context such as goal-setting and whether the personal tutor was also the class tutor also had significant effects. It further suggested that mentoring the mentors could also be a key part of the equation in the bid to enhance program effectiveness.
Overall, while acknowledging several areas requiring further research, the findings of the study do endorse the case school’s model of a teacher-led school-wide mentoring program for students as an effective guidance strategy which fits well into a whole-school approach to guidance. The study has also been a significant step towards understanding the inner workings and potential difficulties in implementing such mentoring programs and can thus serve as a guide to schools wishing to venture into this area and can contribute to the base of literature regarding such mentoring programs.published_or_final_version
Education
Master
Master of Education
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Harris, Shelley B. "A value-added approach to determine the relationships of mentoring to novice teacher classroom effectiveness." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9773/.
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The purpose of the study was to determine the relationship between scores of the new teachers' classroom effectiveness with numerical indexes of mentor support, mentor infrastructure, and workplace ecology. In addition, this study sought to determine the effect of various demographics (i.e., gender, age, race, degree, teaching level, and certification route) on the Classroom Effectiveness Index (CEI) scores of first-year teachers, and to determine the differences, if any, between the Classroom Effectiveness Index scores of first-year teachers who remained on campus, switched campuses, or left the district. This study is primarily correlational in nature - looking for relationships between quantifiable variables. The subjects are 68 first-year teachers. The mandatory mentoring program the subjects were involved in consisted of a paid, veteran teacher who worked on the same campus as the first-year teacher and assisted in instructional or behavioral needs. This study measured the impact of the first-year teachers' mentoring experiences to the Classroom Effectiveness Index scores and teacher retention. The findings suggest that the Classroom Effectiveness Index scores might not be an appropriate tool for uncovering which aspects of mentoring contribute to student achievement and retention. Adding the value-added measurement tool to the categories of mentor support (MS), mentor infrastructure (MI), and workplace ecology (WE), rendered no statistically significant results. Therefore, further research is necessary to continue to define the effective characteristics of mentoring and its impact on classroom effectiveness and retention.
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Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.
Повний текст джерелаАнотація:
With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
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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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DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.
Повний текст джерелаАнотація:
In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)
Книги з теми "Mentoring in education Victoria Case studies"
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Fennell, Bernadette. Mentoring in community education: A case study. [Dublin]: [WERRC], 2003.
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Felice, Alessandra, and Alessandra Tagliavini. CAMEO: Comparazione ed analisi del mentoring in Europa. Milano: F. Angeli, 2004.
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Mullen, Carol A. The handbook of formal mentoring in higher education: A case study approach. Norwood, Mass: Christopher-Gordon Publishers, 2008.
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1955-, Berg Gary A., ed. Cases on online tutoring, mentoring, and educational services: Practices and applications. Hershey, PA: Information Science Reference, 2010.
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Homies: Peer mentoring among African-American males. Dekalb, Ill: Leps Press, 1998.
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E, Lange Richard, and Scafidi Scott, eds. A life saver for new teachers: Mentoring case studies to navigate the initial years. Lanham: Rowman & Littlefield Education, 2011.
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Yendol-Silva, Diane. The reflective educator's guide to mentoring: Strengthening practice through knowledge, story, and metaphor. Thousand Oaks, CA: Corwin Press, a Sage Pub. Co., 2007.
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Wasburn-Moses, Leah Hope. Mentoring non-tenure track faculty: A strategic collaboration. Madison, WI: Atwood Pub., 2014.
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Gottesman, Barbara Little. Peer coaching in higher education. Lanham, Md: Rowman & Littlefield Education, 2009.
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Gottesman, Barbara Little. Peer coaching in higher education. Lanham, Md: Rowman & Littlefield Education, 2009.
Знайти повний текст джерелаЧастини книг з теми "Mentoring in education Victoria Case studies"
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Pressick-Kilborn, Kimberley, Annie Agnew, and Sandra Moore. "Developing a Model of “Vertical” Professional Mentoring Across the Teaching Continuum." In Work-Integrated Learning Case Studies in Teacher Education, 195–208. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_16.
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Hadley, Fay, Iain Hay, Rebecca Andrews, and Vanessa Vale. "The Mentoring Role of Professional Experience Coordinators: Beyond a Sink-Or-Swim Discourse." In Work-Integrated Learning Case Studies in Teacher Education, 183–94. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_15.
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Yoo, Joanne, Kimberley Pressick-Kilborn, Kylea Dowling, Leanne van Vliet, and Daryl McKay. "Mentoring for a Positive Professional Experience: A Sydney Primary School and UTS Hub School Collaboration." In Work-Integrated Learning Case Studies in Teacher Education, 299–312. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_24.
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Howe, Nina, and Ellen Jacobs. "9. Elements of Mentoring: Two Case Studies of In-service Professional Development for Early Childhood Educators." In Recent Perspectives on Early Childhood Education in Canada, 245–71. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442662032-012.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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"Case studies and critical incidents in mentoring." In Mentoring Teachers in Post-Compulsory Education, 115–24. Routledge, 2012. http://dx.doi.org/10.4324/9780203815953-13.
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"Case studies and critical incidents in mentoring." In Mentoring Teachers in Post-Compulsory Education, 116–26. David Fulton Publishers, 2014. http://dx.doi.org/10.4324/9781315831138-13.
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Farland-Smith, Donna. "Mentoring Girls in Science." In Innovative Professional Development Methods and Strategies for STEM Education, 17–31. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9471-2.ch002.
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Content area specialists (scientists) are often recruited as mentors of students to address issues in science education. These scientists are frequently recruited to help with the teaching of science, however, quite often do not have the pedagogy skills needed to be role models for young children. Guidance in the selection appropriate mentors would help maximize the potential influence on students understanding of who does science, where science is done and what scientists do. This study illustrates six case studies of scientists as they worked with middle school girls and identifies five characteristics educators should look for in selecting science mentors successful in broadening students' perceptions of scientists. The data was collected during ‘Side-by-Side' interaction with scientists/mentors during a summer camp experience and has implications for classroom practice as the use of mentors can be structured to support the infusion of Science as a Human Endeavor. As the students' experiences with mentor scientists helped to shape their perception of those who pursue careers in science and what it is that scientists do, careful consideration and preparation of mentors were critical to the success of the program, and so this paper also provides suggestions to help highly trained and highly educated scientists in these mentorship roles.
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Berger, Alyssa, Nicole R. Gustavsen, and Penelope Wood. "Feminist Co-Mentoring as Advocacy." In Research Anthology on Feminist Studies and Gender Perceptions, 129–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4511-2.ch008.
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This chapter serves as a case study describing three science, technology, engineering, and mathematics librarians' processes, reflections, and growth through co-mentorship. The authors discuss the processes and limitations of traditional, hierarchical mentorship structures in academic libraries and outline their work moving beyond this model to create and maintain a feminist co-mentorship community. The peer mentorship model is intentionally non-hierarchical and works as a complementary support system alongside formal mentorship relationships. They outline the benefits of this model, which include the provision of support around the emotional labor inherent in working in higher education, balancing professional and personal growth, and navigating the academic landscape. This chapter lays the foundational work the authors undertook to develop their co-mentorship group and community of care and addresses the practical benefits of this work in each of their lives.
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Seçkin, Zeliha, Alev Elçi, and Onur Doğan. "Digital Mentoring via Emerging Technologies." In Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies, 130–53. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8193-3.ch007.
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The COVID-19 pandemic accelerated the digital transformation era and the evolution from mentoring to e-mentoring. One of the groups most affected by this situation is the mentees doing graduate studies. In this context, e-mentoring enables the mentee and mentor to carry out their academic study using digital technologies in mutual interaction, regardless of time and geographical space. This study is designed as a case study of the qualitative research methods where the study group consists of graduate students. Five main themes and 14 sub-themes are determined from the interviews with mentees on e-mentoring perceptions. According to the research findings, mentees prefer a two-stage approach in mentee-mentor matching. Mentees emphasize that they favor matching with emerging technologies at the first stage and finalizing the mentor selection process by mentee-mentor face-to-face negotiation in the second stage. Mentees also mention that besides some e-mentoring advantages, there are psycho-social benefits of face-to-face mentoring.
Тези доповідей конференцій з теми "Mentoring in education Victoria Case studies"
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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.
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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Santhosh, Malavika Elaveetil, Jolly Bhadra, Azza Saad, Rana Magdy, Shahad Alkhair, Ruba Ali, Enas Ehalwary, and Noora Al-Thani. "A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0180.
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The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).
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Pérez Poch, Antoni, Jordi Torner Ribé, Daniel Ventura González Alonso, Laura González Llamazares, Maria Josep Martí, Rosa Maria Pasquets Pérez, Francesc Alpiste Penalba, Miguel Ángel Brigos Hermida, and Gloria García Cuadrado. "Challenge-based learning and the Barcelona ZeroG Challenge: A space education case study." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.001.
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Challenge-Based Learining is a STEM Education methodology that has been used as a collaborative and hands-on approach to encourage students to put their knowledge in practice by addressing real-life problems. Space Education is a field particularly suited to apply it, with hands-on research projects which require students to take actions and communicate their efforts in a multicultural, international scenario in order to produce an optimal response a specific goal. We herein present a successful Challenge-Based Learning Case Study which involves designing, implementing, and actually flying a microgravity experiment in parabolic flight. The Barcelona ZeroG Challenge is an international competition addressed to University students worldwide. It challenges students to build a team with a mentor, propose, design, build and fly their experiment in microgravity and finally communicate their findings. The experiment has to meet the requirements of a unique microgravity research platform available in Barcelona for educational and research purposes. More than fifty students have flown their experiments on board an aerobatic CAP10B aircraft in Barcelona in previous educational campaigns; having published their results in relevant symposiums and scientific journals. These campaigns have always attracted media attention. The current edition is underway with the winner team expected to fly their experiment before the end of 2022. This edition is jointly organized by Universitat Politècnica de Catalunya, the Barcelona-Sabadell Aviation Club and the Space Generation Advisory Council. Up to fifteen projects have been submitted to this edition, an unprecedent number so far. A panel of experts from the European Space Agency Academy conducted the selection of the winner team, who receives a 2500 euros grant to develop its experiment, aside from the opportunity to fly it in parabolic flight. Furthermore, students from our own University have also the opportunity of designing and testing their microgravity experiments during their studies. Principles of Challenge-Based Learning are herein described as well as how this methodology is applied to this Case Study. Results from our experience are very satisfactory as most of the students who have been involved in it perceive this experience as a boost for their careers. Three key factors to success have been identified: a strong involvement from students' associations, a need for international cooperation and the quality of the students’ mentoring. The experience can be of interest for other organizations to conduct a successful CBL educational project
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Kröll, Martin, and Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.
Повний текст джерелаАнотація:
The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.