The fact that girls and women suffer a loss of self-esteem disproportionate to boys and men is without argument. There are an increasing number of books, magazine articles, and resource kits being made available to begin to comprehensively address the issue with young girls. However, less effort is being directed toward the older adolescent, the college-age woman. The problem with which this study was concerned was that of determining the impact of a mentoring program on the self-esteem of college-age women. The Multidimensional Self-Esteem Inventory (MSEI) was administered as a pre- and posttest, to 40 sophomore women, 20 of whom were in a control group and 20 who participated in the structured mentoring program. Using the MSEI, it was possible to gain statistically significant data which indicated that the self-esteem of the women could be positively impacted as a result of the mentoring experience. In addition to the instrument, the participants kept journals about their mentoring experience. Therefore, this research was able to report both qualitative and quantitative findings. The findings regarding the control group were not statistically significant for any of the 11 characteristics on the inventory. The findings from the mentored group however, were determined to be statistically significant for 5 characteristics: global self-esteem, competence, lovability, body appearance, and identity integration. From the statistical findings, as well as, from the journal entries it appeared that mentoring is a valuable experience. Also it was determined that there was a pattern to a positive mentoring experience. The women felt that their mentors were individuals in whom they could place their trust, the women felt the mentors could be helpful to them because of the wisdom that comes from life experience.

This diploma thesis deals with mentoring of teachers. The aim of the thesis is to identify and quantify the costs and benefits of public expenditures related to the institutional implementation of mentoring of teachers in the Czech Republic. Firstly, this paper summarizes the main findings of mentoring, experience with mentoring abroad, and the benefits and costs associated with mentoring. Furthermore, the thesis focuses on the development of mentoring in the Czech Republic and then offers possible solutions to the implementation of teachers mentoring in the future. Cost-Benefit analysis was used to assess the effectiveness of these public expenditures.

This research describes organizational level implementation strategies utilized in piloting enhancements to the school-based mentoring program from Big Brothers Big Sisters of America. Semi-structured interviews (n=15) with lead agency implementers along with conference call meeting notes were analyzed using qualitative content analysis. Findings yield a description of the challenges to implementation and strategies to overcome these challenges, formal implementation strategies engaged in, and the extent to which these align with an implementation framework put forth by Klein, Conn, and Sorra (2001) with supplement from Fixsen, Naoom, Blase, Friedman, and Wallace (2005). Findings from this study indicate that financial resources, management support, implementation climate and select implementation policies and practices are important to attend to during the implementation of a school-based mentoring program. Additionally, organizational readiness for change and organizational climate should be attended to before program implementation. Implementation strategies identified through this research help to define important organizational factors that drive the implementation of school-based mentoring programs.

Thesis advisor: Jacqueline V. Lerner / Considerable scholarly attention has been dedicated toward the role of peers in adolescents’ romantic lives (Brown, 1999; Collins, 2003; Connolly & McIsaac, 2009, Korobov & Thorne, 2006). However, when it comes to the developmental significance of adults in promoting the healthy romantic functioning of adolescents, there has been comparably little research. For college students in particular, navigating romantic experiences can be a stressful and complex endeavor (Hurst et al., 2013) - one that may be aided by supportive relationships with adults who can listen, ask questions, and offer a distinct perspective. Indeed, recent literature has indicated that late adolescents (18-25 years of age) want more guidance from the adults in their lives about romantic relationships (Weissbourd et al., 2017). The present study introduces the concept and term love mentoring - opportunities to think, learn, and/or talk about romantic experiences with someone who is older or more experienced in this domain. Through the theoretical framework of Relational Cultural Theory, the study investigates the presence, nature, quality, and influence of love mentoring relationships in the lives of college women enrolled in a university-based mentoring program. Through reflexive thematic analysis of survey data and 12 in-depth follow-up interviews, the study’s results are distilled into six integrative findings: love mentoring is prevalent in families and universities, love mentors (LMs) are trustworthy, love mentoring supports self-worth, conversations around sex complicate love mentoring relationships, LMs are distinct from friends, and LMs promote healthy romantic development through conversation and modeling. These foundational findings on the phenomenon of love mentoring provide an important contribution to existing bodies of literature on college students’ romantic relationships and mentoring. Implications for research and practice are discussed in the context of study limitations. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

No description available.

This study examined the virtual interactions between novice teachers and their mentor using web-based tools such as blogging and instant messaging. The purpose of the study was to determine the nature of online communication and how web-based tools function in the mentoring process. The mentor/researcher created an online website where novice teachers and their mentor interacted by blogging, instant messaging, and virtually sharing digital resources and ideas for teaching literacy. As the novice teachers interacted on the website, the mentor/researcher conducted an online survey and kept digital records of all blogs and instant message sessions. Later, participants were interviewed and a researcher reflection log was examined to answer additional questions about how web-based tools could be used in the mentoring process. Analysis of the data showed that using web-based tools for virtual interaction provides meaningful mentoring opportunities and creates a platform for authentic discussion. However, the need for face-to-face communication in the mentoring process is still critical and not all novice teachers are comfortable with and interested in using this type of platform for communication. In order to use web-based tools effectively in the mentoring process, mentors must carefully consider their own knowledge of the tools, their time constraints and the interests, knowledge level and motivations of the novice teachers with whom they work.

The purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between mentoring and teachers' intent to stay in the teaching field. The qualitative portion of the survey revealed that beginning teachers felt availability, accessibility, and receptivity of the mentor were the three most important elements of a mentoring program. Data from the returned surveys were processed through SPSS Version 11 using a t-test and an analysis of variance (One-Way ANOVA). Based upon the findings, specific recommendations are made to administrators and district level personnel. This cross sectional study was based on theories surrounding effective mentoring practices and job satisfaction leading to employment retention. Dr. Jeffrey Scott created the survey instrument and piloted it in West Alabama in 2004 where it was approved for use. Dr. Scott approved innovations made to the survey instrument. The study was grounded in the theoretical framework of Maslow's Needs Hierarchy and Bandura's Social Cognitive Theory. A total of 71 elementary beginning teachers, out of a total of 135 (52.5%) from ten school sites in a community in Central Florida, completed and returned the anonymous questionnaire that was mailed to them. The ten school sites included both urban and non-urban student population classifications.

Im Rahmen dieser Arbeit wird untersucht, wie Daten der Eye-Tracking Brille Pupil Invisible genutzt werden können, um mit Methoden der Mustererkennung Mentoring-Anlässe zu erkennen. Die Arbeit ist Teil der Erforschung eines virtuellen Mentoring-Systems, welches Studierende bei der Bearbeitung von Online-Learnaufgaben auf der Lernplattform OPAL unterstützt. Als Mentoring-Anlass wird in erster Linie die Erkennung von mentaler Ermüdung untersucht, wobei Methoden der Psychologie zur Erkennung und Induktion ebendieser genutzt werden. Dabei werden im Rahmen einer Vorstudie Eye-Tracking Daten gesammelt, die anschließend von den Mustererkennungsalgorithmen Stützvektormaschine, Random Forest und künstlichem neuronalen Netz ausgewertet werden. Die Ergebnisse zeigen, dass die Erkennung von mentaler Ermüdung anhand der verwendeten Methodiken möglich ist. Zusätzlich wird ein Toolkit entwickelt, um die beschriebenen Prozesse zu automatisieren und die Einbindung in ein virtuelles Mentoring-System zu vereinfachen.:Kurzfassung, Abstract Selbständigkeitserklärung Vorwort Abkürzungsverzeichnis 1 Einführung 1.1 Motivation 1.2 Zielsetzung 2 Theoretische Grundlagen 2.1 Grundlagen des Eye-Trackings 2.1.1 Grundbegriffe und Charakteristiken des Eye-Trackings 2.1.2 Arten des Eye-Trackings 2.1.3 Wichtige Algorithmen 2.2 Grundlagen der Mustererkennung 2.2.1 Vorverarbeitung 2.2.2 Merkmalsextraktion und Auswahl 2.2.3 Klassifikation und Beurteilung 2.3 Grundlagen zu mentaler Ermüdung 2.3.1 Definition 2.3.2 Abgrenzung 3 Stand der Forschung 3.1 Pupil Invisible 3.2 Erkennung von mentaler Ermüdung 3.3 Einordnung 4 Methodik und Implementierung 4.1 Vorstudie 4.1.1 Sitzungsskript 4.1.2 Einarbeitung 4.2 Datenvorverarbeitung 4.2.1 Pistol-Framework 4.2.2 Verarbeitung der Rohdaten 4.2.3 Problemspezifische Merkmalserzeugung 4.3 Klassifikationsalgorithmen 4.3.1 Optimierung 4.3.2 Klassifikation mit künstlichen neuronalen Netzen 4.3.3 Auswertung 4.4 Toolkit 5 Ergebnisse 5.1 Vorstudie 5.2 Auswahl der Merkmale 5.3 Klassifikation 6 Diskussion 7 Zusammenfassung und Ausblick 7.1 Zusammenfassung 7.2 Ausblick Abbildungsverzeichnis Tabellenverzeichnis Literaturverzeichnis Anhang A.1 Tabellen A.1.1 Pearson und Spearman Korrelationstests (vollständig) A.2 Sitzungsskript A.2.1 Ablauf A.2.2 Durchzuführende Aufgaben / This thesis investigates how data from the eye-tracking glasses Pupil Invisible can be used to detect mentoring occasions using pattern recognition methods. The work is part of the research of a virtual mentoring system that supports students in completing online learning tasks on the OPAL learning platform. As a mentoring occasion, the detection of mental fatigue is primarily investigated, using methods from psychology for the detection and induction of just that. In this regard, eye-tracking data is collected as part of a preliminary study, which is then evaluated by the support vector machine, random forest and artificial neural network pattern recognition algorithms. The results show that the detection of mental fatigue is possible based on the methodologies used. In addition, a toolkit is developed to automate the described processes to facilitate their incorporation into a virtual mentoring system.:Kurzfassung, Abstract Selbständigkeitserklärung Vorwort Abkürzungsverzeichnis 1 Einführung 1.1 Motivation 1.2 Zielsetzung 2 Theoretische Grundlagen 2.1 Grundlagen des Eye-Trackings 2.1.1 Grundbegriffe und Charakteristiken des Eye-Trackings 2.1.2 Arten des Eye-Trackings 2.1.3 Wichtige Algorithmen 2.2 Grundlagen der Mustererkennung 2.2.1 Vorverarbeitung 2.2.2 Merkmalsextraktion und Auswahl 2.2.3 Klassifikation und Beurteilung 2.3 Grundlagen zu mentaler Ermüdung 2.3.1 Definition 2.3.2 Abgrenzung 3 Stand der Forschung 3.1 Pupil Invisible 3.2 Erkennung von mentaler Ermüdung 3.3 Einordnung 4 Methodik und Implementierung 4.1 Vorstudie 4.1.1 Sitzungsskript 4.1.2 Einarbeitung 4.2 Datenvorverarbeitung 4.2.1 Pistol-Framework 4.2.2 Verarbeitung der Rohdaten 4.2.3 Problemspezifische Merkmalserzeugung 4.3 Klassifikationsalgorithmen 4.3.1 Optimierung 4.3.2 Klassifikation mit künstlichen neuronalen Netzen 4.3.3 Auswertung 4.4 Toolkit 5 Ergebnisse 5.1 Vorstudie 5.2 Auswahl der Merkmale 5.3 Klassifikation 6 Diskussion 7 Zusammenfassung und Ausblick 7.1 Zusammenfassung 7.2 Ausblick Abbildungsverzeichnis Tabellenverzeichnis Literaturverzeichnis Anhang A.1 Tabellen A.1.1 Pearson und Spearman Korrelationstests (vollständig) A.2 Sitzungsskript A.2.1 Ablauf A.2.2 Durchzuführende Aufgaben

No description available.

ABSTRACT The purpose of this research was to study successful mentoring programs/approaches to determine factors that positively affect the training, sustaining, and retaining of novice teachers in elementary schools. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? Three principals, five mentor teachers, and three novice teachers completed the survey and from the survey respondents, three principals, four mentor teachers, and three novice teachers participated in a 1:1 virtual or phone interview. A case study method was conducted to target effective strategies currently used by mentors and principals to support new teachers with 1 to 3 years' experience. Ten school-based educators participated in the research. Open-ended questions were posed during a structured 1:1 interview with principals, mentors, and novice teachers. Findings suggest that novice teachers, mentor teachers, and principals believe three factors significantly impact a mentoring program: support, accessibility, and collaboration. The aim in conducting this research was to add to the literature on research-based practices and the system-wide approach of mentoring novice teachers that empowers teacher effectiveness, improves instructional practices, and increases teacher retention. By understanding the fidelity, consistency, and the level of support, accessibility, and collaboration in which novice teachers were afforded authentic opportunities to observe, learn with and from peers, mentors, and the principal in a mentoring program can be postulated for consideration. Study findings showed that novice teachers, mentors and principals believe mentoring programs afford opportunities for professional development, regularly scheduled meetings, and check in times with novice teachers. Thus, the study showed that mentors value having more time to meet with novice teachers to "hammer out" things they get bogged down with and have reflective conversations. The findings also showed that novice teachers rely on support from mentors with parent conferences, classroom management, learning curriculum content, preparing for back to school night, progress reports, getting to know the staff, and navigating the school culture. In addition, the findings showed that overall, principals do not work directly with novice teacher. However, they maintain an open door policy; follow the school district's guidelines for establishing mentoring program within the school; collaborate with lead mentors to find the best fit to pair mentors with novice teachers and keep a pulse on the supports and needs of the program; participate in new teacher orientation; and check in with novice teachers. / Doctor of Education / GENERAL AUDIENCE ABSTRACT This study investigated the mentoring and induction programs that support novice teachers in elementary schools. The researcher conducted a study about how to support novice teachers through mentoring and induction in elementary schools to determine the factors that affect the training, sustaining, and retaining of novice teachers. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? A survey was sent to five elementary school principals, five mentor teachers, and three novice teachers. Three elementary school principals completed the demographic survey and completed the 1:1 Zoom (audio recorded only) interview. Four mentor teachers and two novice teachers completed the survey and participated in a phone interview. In addition, one novice teacher completed the survey and participated in a 1:1 Zoom (audio recorded only) interview. A data analysis process was used to analyze the 10 participants' interview responses regarding how novice teachers were supported in a mentoring and induction program in elementary schools. Findings suggest that principals, mentors, and novice teachers alike considered support, accessibility, and collaboration critical characteristics in supporting novice teachers.