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Students' Mentoring Relationships in Social Work Education
Terri Moore Brown,Chester Dilday,Oliver Johnson,Delma Jackson
Sociation Today , 2008,
Abstract: Does mentoring help students stay in school? Do students seek out mentors in the higher educational system? 127 graduate and undergraduate students from selected social work education programs were surveyed. An 80-item questionnaire was used to determine if and how graduate and undergraduate social work students were engaged in mentoring relationships. The types of activities mentors perform with students were examined. Of those graduate and undergraduate students, 52% of students reported having mentors. Of the remaining non-mentored students, nearly 40% were interested in having mentors. Significant differences were found in the types of mentoring activities Black and White mentors performed with their mentees. Faculty interested in mentoring students, students interested in receiving mentorship and academic administrators who are contemplating establishing mentoring programs may have interest in this study.
Holding Your Hand From a Distance: Online Mentoring and the Graduate Library and Information Science Student
Elizabeth A. Buchanan,Sarah E. Myers,Sherrie Langston Hardin
Journal of Educators Online , 2005,
Abstract: The emergence of online education in colleges and universities brings with it a variety of issues and concerns for the remote student. One such issue is online mentoring. This paper presents a study that examines perceptions of the impact and role of online mentoring by online graduate students in a Master of Library and Information Science program. The guiding research question asked “what impact does online mentoring have on the online student experience?” A survey using open and closed-ended response questions was administered. Findings indicate that the participants see the need for online mentors in at least two forms—peer mentors to assist with the “institutional maze” surrounding distance education programs, and secondly, professional mentors to assist with career planning and development. Institutions should thus consider a two-tiered mentor network to meet the needs of students at various points in their academic lives.
The Analysis of the Influences of Student’s Narcissistic Personality Traits to Negative Mentoring Experiences  [PDF]
Zheng Li
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.63033
Abstract: Narcissistic personality traits have been extensively studied in foreign countries. However, there is little domestic related research on it. We use a questionnaire survey to analyze the correlations of narcissistic level and negative mentoring experiences. This study will examine the effects of graduate students’ narcissistic personality traits and negative mentoring experiences that graduate students have experienced. 301 graduate students of a 985 university have participated in the survey. Finally, we found that the level of narcissism has a positive impact on the degree of the negative mentoring experiences they experience. In the five dimensions of negative mentoring experiences, level of narcissism has the greatest positive effect on distancing behavior than other dimensions, while the minimal positive effect on general dysfunction. In addition, we also discuss the relationship between the level of narcissism and the quality of mentor student relationship, intention to maintain the relationship. We hope that this paper could provide valuable reference for improving the quality of graduate education.
Rethinking Mentoring: Comparing Policy and Practice in Special and General Education
Leah Wasburn-Moses
Education Policy Analysis Archives , 2010,
Abstract: Although teacher mentoring is now mandated in most states, high quality research in mentoring remains scarce (Rockoff, 2008). There is a great need to understand how such policies are implemented (Smith, 2007), particularly in teaching areas with high shortages. The purpose of this study is to compare state and district mentoring policies with the mentoring experiences of practicing special and general education teachers. Survey data were collected from 232 teachers in one state and compared with policy information from the Teacher Rules, Roles, and Rights (TR3) database. Results indicated uneven implementation of policy, in that some stated policy was not adhered to consistently, and consistency in practices was seen in the absence of other policy. Further, special education teachers reported much less mentoring than general education teachers. A new model is proposed to encourage implementation of research-validated practices in teacher mentoring.
Niki Phillips,Iosif Fagoulis
Review of European Studies , 2010, DOI: 10.5539/res.v2n2p201
Abstract: This paper examines the impact of mentoring in primary education. The research undertaken with primary education teachers working in schools of the Achaia Region, (Greece), analyses their beliefs and attitudes towards the implementation of mentoring and the relation of these attitudes with demographic data. Theories regarding the meaning, process, techniques and benefits of mentoring are explored in the first part in order to explain the impact of a mentor in a school environment. The second part presents and interprets the data collected and detects the relation between teachers′ attitudes and demographic data.
Analysis on the Concepts and Theories of the Quality of Graduate Education  [cached]
Su Zhang,Na An
Asian Social Science , 2010, DOI: 10.5539/ass.v6n12p86
Abstract: In China, with the sustained development of mass higher education, tutors and staff of graduate school point out that the quality of graduate education tends to decline. In order to solve this problem, lessons must be drawn from the theoretical thinking of predecessors. This paper compiles the concepts and theories of postgraduate, hoping to provide a reference for the quality of graduate education.
Contribution of graduate programs in plant breeding to the education of plant breeders in Brazil
Isaias Olívio Geraldi
Crop Breeding and Applied Biotechnology , 2012,
Abstract: The success of agribusiness in Brazil in recent decades is unquestionable. Although the country has always had favorable conditions for agriculture (land, water and climate), this success has only come about recently, due to scientific research, which has resulted in considerable increases in yield and in improvement of product quality, as well as making the occupation of new agricultural frontiers possible. A decisive factor for development of agriculture in the country was the creation of EMBRAPA in 1973, which, in a few years, led to considerable demand for researchers with training in graduate programs. Among them are plant breeders, who came to exercise their activity throughout the country and in all ecosystems. The training of plant breeders was only possible because, as from the middle of the 1960s, the country began a wide-ranging education program, with the creation of several graduate programs in genetics and plant breeding.
Research of Executives’ Perceptions in Companies and Organizations on the Importance of Mentoring in the Frame of In-house Education and Training  [cached]
Iosif Fragoulis,Efthymios Valkanos,Florou Voula
International Education Studies , 2011, DOI: 10.5539/ies.v4n3p109
Abstract: The purpose of the present paper is to present the outcomes of a research on the executives’ perceptions in companies and organizations on the importance of mentoring in the frame of in-house education and training. The paper researches the perceptions of people who work for companies and organizations as far as their participation in mentoring processes is concerned. It also researches mentors’ perceptions and the corporate benefits of the use of a mentoring process. It resulted that the benefits arising from the use of mentoring processes are important for the people working for the companies, for the mentors, as well as for companies and organizations. The value of the research focuses on the possibilities of the use of mentoring processes in the frame of in-house education and training.
Prof. Maimunah ISMAIL and Lawrence AROKIASAMY
Journal of International Social Research , 2007,
Abstract: Mentoring refers to a dyadic relationship between a more experienced member of an organization with a less experienced individual. Mentoring provides support as a mentor acts as a role model. Mentoring is important for organizational development as it implies workplace learning and leadership principles in career advancement. The functions of a mentor are to teach, coach, support and guide a protégé, to progress in his/her career. This article theoretically explores the roles of mentoring in career advancement of academics in private higher education institutions.
A Qualitative Evaluation of a Mentoring Program for Health and Physical Education Teachers  [PDF]
Peter R. Whipp, Richard Pengelley
Advances in Physical Education (APE) , 2016, DOI: 10.4236/ape.2016.62012
Abstract: This study examined the impact of a mentoring relationship on Quality of Work Life (QWL) and teaching self-efficacy for early career and experienced Health and Physical Education (HPE) teachers, and the application of mentoring skills by experienced teachers. Experienced mentor teachers (n = 22) were paired with early career mentee teachers (n = 22) at the beginning of a year-long intervention. Semi-structured interviews provided unanimous support for the utility of the Physical Educators Mentoring Active Teachers through Experience and Support (PE M.A.T.E.S) program and the overall impact of mentoring on professional skills, teaching self-efficacy and outcomes. Quantitative journal entries reinforced enhanced applications of mentoring skills for mentors.
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