This portfolio provides evidence of sustained activity, research and publications related to the broad area of professional learning. This research examined the construct of professional learning and the ways in which a number of factors can contribute to and assist this learning. The fundamental purpose of this body of work was to challenge current understandings of factors that contribute to professional learning and this research specifically argues that professional learning can be contributed to by a number of factors. The overall research focus for the studies was to explore the nature of the interrelationship between the factors of mentoring, reflection and portfolio development as key aspects of professional learning. Investigation into the practices of mentoring, reflection and portfolio development which underpinned the whole of this research led to the evolution of a conceptual framework. This framework captured the essence of professional learning and the processes that could assist beginning teachers in their learning. The research was set in authentic settings including the Bachelor of Education Primary Program at the University of Western Sydney, Nepean, the New South Wales Department of Education School Leadership Preparation Program and primary schools in Western Sydney. A number of data collection methods were utilised in the studies including document analysis, semi-structured interviews, focus questions, focus group meetings, self reflection and reflective writing and narratives. This research breaks ground by providing a conceptual framework that shows not only the relationship within and between the investigated practices but also the imperative interrelatedness of these practices in developing a sound and resonant professional learning process. / Doctor of Education

The purpose of this study was to describe and explain significant mentor/protege relationships in professional ministry education. Through an exploratory, naturalistic inquiry, the mentoring phenomenon was studied inductively, culminating in a descriptive theory that illuminated the variables and their interrelationships on the ministerial campus. The multiple case study design accommodated ten mentoring pairs from three graduate level seminaries in the Portland, Oregon, metropolitan area. Data were collected through several in-depth interviews and a written questionnaire. The findings indicated that the relationships were the product of three dimensions in a dynamic, evolving interaction: interpersonal factors, intrapersonal factors, and contextual factors. Additionally, each dimension brought a mix of variables which, when present, gave rise to the formation, development, and outcomes of mentor/protege relationships. Pre-existing personal factors were mediated by entry conditions, and further influenced by aspects of the social and institutional setting. The relationships developed through a uniform progression of five stages, with each stage moving through a transitional characteristic making possible the formation of the next level of interaction. Common relationship qualities were evident, as were mentoring functions which enhanced or enabled the achievement of personal growth or ministerial competence. Personal motives and selection criteria were significant in the formation and timing of the relationships. Individual differences were acknowledged, but were tempered by the commitment to one another and to the relationships. The influence of significant others, as well as the institutional environment were described. Benefits for students, faculty, and institutions were identified. / Graduation date: 1994

The purpose of this research was to evaluate a web-based training program for mentors of distance graduate students enrolled in a distance Master of Science Dietetic Management Program. The online training program was designed to consist of four modules focusing on mentoring skills, communication, research methods and university mandated guidelines for graduate students. Six mentors with advanced degrees, representing three regions of the country participated in this case study. Data collection was accomplished from answers, received by e-mail, to consistent questions identified in each module, a post-training program semi-structured telephone interview and a scenario, pairing mentors to practice mentoring skills in a realistic setting, received by email. Data were analyzed qualitatively, using QSR. NUD*IST as a tool to facilitate data organization. Emergent themes from the data included issues relating to the level of experience of the participants, technological issues, and outcomes and benefits of the training program to the mentors. The module perceived as most informative focused on research methods. The participants agreed the web-based training program was a viable method to train a mentor living in close proximity to a distance graduate student to assist the student with the research project required for the degree. / Graduation date: 2002

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 110-122).

The purpose of this study was to identify the effective teaching characteristics of teachers who participated in the Mentor-Teacher Program and teachers who did not, and then determine if there were any significant differences between the three groups of teachers: (1) Mentor-Teacher Program interns (G.T.A.'s), (2) outstanding O.S.U. graduates, and (3) beginning Beaverton teachers. A survey instrument was utilized to rate teachers in each group by the degree to which they employed each of twenty-three effective teaching characteristics. The one-way analysis of variance (ANOVA) was used at the .05 level of significance to determine whether to accept or reject the null hypothesis that there was no significant difference between the effective teaching characteristics of the three treatment groups of teachers in this study. Based on the findings of this study, there was one major conclusion: there was no significant difference between the teachers who participated in the Mentor-Teacher Program and those teachers who did not. The following recommendations were made: 1. Because there was no significant differences between the groups, the practice of mentoring may best benefit teachers who were not outstanding. Further studies comparing teachers who have participated in the Mentor-Teacher Program with "typical" beginning teachers from various teacher training institutions and mentoring programs might show significant differences between these groups of beginning teachers. 2. Inservice programs aimed at new teachers and their problems might be more effective if they were offered during the first months of teaching, and continued throughout the school year focusing on the problems and needs of first-year teachers. 3. Due to a relatively significant number of outstanding teachers not teaching by the fourth or fifth year, the problem of teacher attrition should be addressed by those teacher training institutions and school districts affected by the loss of so many talented and experienced teachers. / Graduation date: 1990

While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be an effective means of supporting first-year teachers, little research has been done that specifically addresses the first-year, white, female teacher’s perceptions of her mentoring needs in teaching students of color. This qualitative research study examined the experiences of eight, first-year, white, female teachers teaching students of color in a large culturally diverse school district in Texas. Data were gathered over a period of 12 weeks. The participants’ responses were collected through individual interviews, focused group interviews, and journal responses to five open-ended sentence stems. This research is an “attempt” to examine these participants’ experiences because although multiple attempts were made to engage the participants in substantial discussion about their mentoring needs specifically related to being white teachers working with students of color, the participants would not participate at depth in conversations about race or culture. They did, though, discuss some of their mentoring needs, which were consistent with the already existing literature on first-year teachers and their mentoring needs. Three themes however, emerged. They were the context of mentoring, evident mentoring needs, and critical unrecognized mentoring needs. In the context of mentoring, the participants’ mentoring experiences were examined. In the second theme, the participants’ recognized mentoring needs were discussed. These included the participants’ need for support in basic teaching skills and in managing their many emotions during this time. The third theme highlighted the critical and unrecognized needs of these first-year teachers to have an understanding of their own racial identity and how this affects their responsiveness to the cultures of their students. Recommendations were made for policy and practice so that pre-service teachers are fully prepared to think and behave in ways that will meet the needs of a diverse population of learners. These recommendations should be considered by all teachers. Here, I specifically made recommendations that would benefit the population that was the focus of this study, that of white first-year teachers who teach in culturally diverse classrooms.

While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be an effective means of supporting first-year teachers, little research has been done that specifically addresses the first-year, white, female teacher's perceptions of her mentoring needs in teaching students of color. This qualitative research study examined the experiences of eight, first-year, white, female teachers teaching students of color in a large culturally diverse school district in Texas. Data were gathered over a period of 12 weeks. The participants' responses were collected through individual interviews, focused group interviews, and journal responses to five open-ended sentence stems. This research is an "attempt" to examine these participants' experiences because although multiple attempts were made to engage the participants in substantial discussion about their mentoring needs specifically related to being white teachers working with students of color, the participants would not participate at depth in conversations about race or culture. They did, though, discuss some of their mentoring needs, which were consistent with the already existing literature on first-year teachers and their mentoring needs. Three themes however, emerged. They were the context of mentoring, evident mentoring needs, and critical unrecognized mentoring needs. In the context of mentoring, the participants' mentoring experiences were examined. In the second theme, the participants' recognized mentoring needs were discussed. These included the participants' need for support in basic teaching skills and in managing their many emotions during this time. The third theme highlighted the critical and unrecognized needs of these first-year teachers to have an understanding of their own racial identity and how this affects their responsiveness to the cultures of their students. Recommendations were made for policy and practice so that pre-service teachers are fully prepared to think and behave in ways that will meet the needs of a diverse population of learners. These recommendations should be considered by all teachers. Here, I specifically made recommendations that would benefit the population that was the focus of this study, that of white first-year teachers who teach in culturally diverse classrooms.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 189-196). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains v, 155 p. Includes abstract. Includes bibliographical references (p. 135-144).

Project Thesis (D. Min.)--Denver Seminary, 1998. / Includes bibliographical references (leaves 151-157).