Thesis (M.S.)--Rochester Institute of Technology, 2006. / Typescript. Includes bibliographical references (leaves 58-61).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 104-109).

In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.

Esta Dissertação tem como objetivo geral analisar a relação professor - aluno na cultura digital, identificando os possíveis lugares que o professor passa a ocupar neste contexto no qual os laços sociais vêm sendo re-configurados. No mundo globalizado, ou pós-moderno, a criação de conhecimento adquire lugar central na estrutura social e cultural e, em particular, nas instituições, com destaque para empresas e escolas. Novas maneiras de produzir, aprender, ensinar, consumir e relacionar-se têm sido permanentemente criadas. Um mundo em transformação no qual a inserção das tecnologias da informação e comunicação (TICs) é intensa, porém, não é o centro da discussão, como muitas vezes se afirma - ou critica - mas coloca o questionamento sobre como as pessoas incorporam esse novo modo de interação para sustentar tais mudanças. Os processos de aprendizagem ganham um destaque que se reflete em investimentos para gerar cenários que incentivem o conhecimento e a inovação e se apropriam cada vez mais de mídias audiovisuais que proporcionam ações pedagógicas mais criativas e amplas. Nas empresas a gestão de pessoas adquire maior complexidade, especialmente no aprimoramento dos processos de educação corporativa. Paralelamente, nas escolas a preparação para o mercado de trabalho é potencializada. A aproximação entre estes universos, adotada na presente pesquisa, tem caráter inovador, e provocador, na medida em que propõe a reflexão sobre a Educação - e mais especificamente a escola - na perspectiva da cultura organizacional, e não sob a ótica das teorias e práticas pedagógicas. Tal abordagem buscou sustentação teórica nos campos da Educomunicação, da Economia da Informação e da Psicanálise. Um dos princípios que norteia o estudo é o conceito de mentoring, processo que visa inspirar e provocar as pessoas na direção do desenvolvimento de suas potencialidades; sustentado pela troca, sem hierarquização de saberes, valoriza o aprendizado, a experimentação e a criação do conhecimento. Inserido desde o século XVIII no ambiente educacional, foi incorporado pelas empresas no século XX. Para discutir o lugar que o professor ocupa na cibercultura recorremos ao princípio de semblante, presente na psicanálise lacaniana, que fala da maneira pela qual o sujeito se mostra; aparência de que lança mão na tessitura do laço social. O estudo desdobrou-se em uma pesquisa de campo realizada em escolas da rede pública do Estado de São Paulo, através de observações do cotidiano das instituições e entrevistas em profundidade realizadas com professores e alunos. A pesquisa possibilitou constatar que a inserção das TICs nas escolas da rede pública está fortemente voltada à realização de atividades básicas, muitas delas, de gestão, e ocorre de maneira pontual. A questão relacional mantém-se no centro das atenções, e das expectativas, tanto de professores quanto de alunos. No cenário da cultura digital, o professor ainda se vê - e é visto - a partir do modelo há tempos estabelecido. Resultados que apontam para a importância da reflexão sobre os usos das TICs e, sobretudo, sobre possibilidades e necessidades de investimentos na formação de gestores e professores. / The overall objective of this dissertation is to analyze the teacher/student relationship in the digital culture, identifying the possible roles teachers are beginning to play in this context where social bonds are being reconfigured. In the globalized or post-modern world, the creation of knowledge has acquired a major place in the social and cultural structure, especially in institutions, among which companies and schools prevail. New ways of producing, learning, teaching, consuming and relating are being constantly created. A world undergoing transformation, in which the inclusion of Information and Communication Technologies (ICTs) is intense, however, is not at the center of discussions, as many times stated--or criticized. The question here is how people incorporate this new way of interacting to sustain such changes. Learning processes have won a distinct notability. This is reflected in investments to generate scenarios that stimulate knowledge and innovation and increasingly make use of audiovisual media, which provides for more creative and encompassing pedagogical actions. In companies, people management is becoming more complex, especially when it comes to corporate education processes. At the same time, at schools, the training for the job market is being potentialized. The approximation of these two universes, adopted in this research, has an innovative and provoking character to the extent that it proposes a reflection about Education--more specifically about school--under the perspective of the organizational culture, and not under the point of view of pedagogical theories and practices. This approach relied on theoretical bases in the fields of Educommunication, Information Economics and Psychoanalysis. One of the principles that guide the study is the concept of mentoring, a process which aims at inspiring and prompting people to develop their potentials. It is sustained by exchange with no hierarchization of knowledge, and values learning, experimenting and creating knowledge. Inserted into the educational environment back in the 18th century, this concept was incorporated by companies in the 20th century. In order to discuss the role of teachers in cyberculture, we based ourselves on the principle of likeness, present in lacanian psychoanalysis. This precept addresses how individuals show themselves, an appearance on which they rely when weaving social bonds. The study unfolded into a field research developed at public schools of the State of São Paulo, which observed the everyday life of the institutions, and conducted in-depth interviews with teachers and students. The research allowed verifying that the inclusion of ICTs at the schools of the public system frequently includes basic activities, many of which related to management, and occurs sporadically. The issue of relationship remains the center of attention, being some of the highest expectations of both teachers and students. In the scenario of digital culture, teachers still see themselves--and are seen--from the perspective of the long-established model. We obtained results that point at the importance of reflecting about the uses of ICTs, and, above all, the possibilities and the necessity of investing in the training of managers and teachers.

Mentoring has become increasingly popular in recent years in the criminal justice system, and has been recommended by the Scottish Government as a service that can address the specific ‘needs’ of women who offend. Despite the popularity of mentoring, there has been limited evidence to suggest that it reduces reoffending of women, or facilitates significant changes in their lives. In addition, there has been a lack of clarity around the definition of mentoring, including role definition, the extent of intensive support offered and the key aims of the service. This thesis (in collaboration with Sacro and the University of Stirling), explores the experiences of women who have accessed the Sacro Women’s Mentoring Service and accounts from mentors and staff to establish what the key aims and processes of mentoring are, alongside a critique of whether this offers an approach that can address key issues related to the marginalisation of these women. Findings from the data revealed that mentoring consisted of practical support, helping women to respond to difficulties related to poverty and their disadvantaged circumstances generally. The most common outcomes for women were: engagement with agencies; increases in confidence and self-esteem and improvements in emotional well-being. The rhetoric of mentoring offered by mentors and staff suggested that mentoring was based on an individualistic approach that contained responsibilising strategies, aimed at helping women to make improved choices and become responsible citizens. In practice, however, mentors were helping women to resolve issues related to the welfare system and other services outwith the criminal justice system. Many mentors and staff viewed mentoring as role modelling, however, women who accessed the service were more likely to view their mentor as a friend and ‘someone to talk to’ suggesting that the relationship was not an opportunity for women to model the behaviours of their mentor, but as emotional support and a release from their social isolation. This disconnect was also reflected in ‘imaginary penalities’ which were observed, such as staff completing paperwork they did not view as relevant to the service they delivered or staff being sent on training that they could not apply to the work they delivered on a day to day basis. This may be a result of the increasing marketisation of mentoring within the criminal justice system. Those services labelled as ‘mentoring’ may be more likely to gain funding as it is a service that is currently favoured by statutory funders in Scotland. If positive outcomes of mentoring are viewed by policy makers to be the result of an individualistic approach, and not mentors addressing problems outwith the criminal justice system, as best as they can, then this takes responsibility away from the state to make changes to policy. It also places unrealistic expectations on mentors to make significant changes to the lives of women in an environment of continuing funding cuts to welfare and services.

The original goal of this project was to build a peer e-mentoring program for parents and measure the effect of the program on persistence. In spite of strong mentor participation, two terms of focused recruiting did not attract mentees. This sparked the question of why those who had successfully navigated the higher education system thought a peer e-mentoring program was needed but those in the process did not. A focused ethnography was designed to try to understand why students with children were resistant to peer e-mentoring. Students with children used technology to integrate the various roles of life. They used smart phones to organize, schedule, and research. They used them to schedule rides or childcare for children, communicated with professors and classmates, reviewed course resources, and whatever else they needed to communicate about. They solved problems by taking them one at time and planning for emergencies with contingencies. These students considered planning their best defense against failing to reach to graduation. They realized establishing and keeping communication lines open was critical. The turned most often to family for help but would reach out to professors and even staff if needed. They looked for professors who were known to go above and beyond for their students just in case they needed to reschedule exams or assignments. The overwhelming consensus about participation was that they just can’t see how it is possible make another commitment. Two mentor participants agreed to be interviewed and shared thoughts about privacy concerns but were willing to take the chance to help ease the way for another student parent. The students with children interviewed expressed the need to find solutions to constantly changing requirements but were not comfortable sharing their problems in a one to one mentoring program. Previous studies have suggested that implementing solutions for non-traditional students required a focused needs assessment. Many programs designed to increase retention for non-traditional students have resulted in exactly the results this one originally faced, a lack of participants or low results. Ultimately these students need just in time solutions for a changing myriad of road blocks to graduation.

Homosociality, the societal norm toward same-gender social bonding, has been hypothesized as an important explanatory variable in the maintenance of occupational segregation by gender and the low status of women in traditionally male-dominated occupations (Lipman-Blumen, 1976; Reagan & Blaxall, 1976). In this investigation of homosociality in the workplace, 257 women and 197 men employed in managerial, supervisory, professional, and technical positions in seven organizations completed a questionnaire regarding their career development and interpersonal relationships in their current organization. Predictions derived from homosociality theory and the literature and research on mentoring, friendship, and organizational networks were tested. Of the 17 hypotheses associated with five research questions, 8 were fully or partially supported, 6 were not supported, and 3 could not be tested because factor analysis did not support the variable of interest (lifetime attachment). Alpha was apportioned using the Bonferroni inequality procedure; probability levels ranged from .025 to .0025 depending on the number of significance tests conducted for each question. Analysis of variance (Gender x Gender Composition of Network) and simple main effects analysis performed on mentoring and relationship provisions (intimacy, similarity, defiance of convention, respect for differences) scores indicated one significant main effect for gender: women's same-gender networks provided more intimacy than men's. Significant main effects for gender composition were: (a) men's same-gender networks provided more mentoring than their cross-gender networks; (b) women's same-gender networks provided more intimacy than their cross-gender networks; and (c) for both genders, same-gender networks provided higher levels of similarity and defiance of convention than cross-gender networks. Correlational analyses indicated: (a) for women, but generally not for men, homosocial attitudes were significantly related to the size and activities of same- and cross-gender networks; (b) for both genders, same- and cross-gender mentoring and primarily same-gender relationship provisions were positively and significantly related to career- and job-related outcomes. Homosociality was evident in attitudes, network activities, and outcomes. Results also indicated signs of organizational gender integration. Implications for theory and counselling, and suggestions for future research, are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

Although research has described mentoring programs to have positive effects with youth, there are few studies that describe how mentors build relationships with homeless youth. In this study, I sought to explore how mentors of a community-based organization, Starting Right Now, built relationships with homeless youth. Starting Right Now is a multi-faceted, community-based intervention developed in 2009 in Tampa, FL. They provide services to homeless adolescents who are no longer living in the custody of a parent or guardian. The program provides residential, educational, recreational, and professional development services, as well as mental and physical health care. Additionally each youth in the program receives a trained mentor. A qualitative approach allowed mentors to share what strategies they used to connect with their mentee and overcome challenges within the relationship. Five female adults were recruited from Starting Right Now to participate in individual semi-structured interviews. Results showed that for some mentor-mentee pairs, the relationship developed easily if they found similar commonalities (e.g. outgoing personalities). Further, mentors discussed the strategies and activities that created a closer relationship and how they overcame challenges with the relationship. Finally mentors discussed the advice they would give to someone else looking to mentor a homeless youth. Overall mentors in this study reported that commitment and patience are major components to being a successful mentor to a homeless youth.

This thesis explores concept of mentoring among pastors of the Church of the Brethren denomination in the Czech republic. The text is divided into four chapters. Individual chapters first introduce the basic terminology, theoretical and historical definition of mentoring, participants, key principles and forms of mentoring. Subsequently, attention is focused on the analogues of mentoring in church history, on medieval spiritual accompaniment, on the role of the spiritual and finally on mentoring among preachers, pastors and vicars nowadays. The text also deals with the issue of roles and competencies of the mentor with a focus on the mentor of spiritual workers. Part of this thesis is a quantitative research survey, which examines the practice of mentoring among preachers and vicars of the Church of the Brethren, identifies competences of their mentors and also the key topics of mentoring meetings. Key words: mentoring, mentor, competence, pastor, vicar, spiritual accompaniment