Student achievement is rooted in a teacher’s ability to identify and assess student understanding of material. This is particularly challenging in classroom settings, which are dynamic and full of distractions, especially in science classrooms where discussion and inquiry are paramount. In mathematics education, the concept of professional noticing of children’s thinking refers to a teacher attending to, interpreting, and responding to student content understanding throughout a class period (Jacobs, Lamb, & Philipp, 2010). This skill is equally important when teaching other content, such as science, and is a key component of responsive and reflective practice used by excellent educators as outlined by reform standards for science (National Research Council [NRC], 1996, 2012; NGSS Lead States, 2013). Before a teacher can adapt to student needs, they must first identify critical moments of student sense-making and interpret the student’s ideas. Only then can they respond effectively. This set of teaching skills can be learned, and then later improved upon with practice and reflection. Recent research suggests that preservice science teachers can learn the fundamentals of noticing skills during specialized courses (Barnhart & van Es, 2015) and are able to carry forward this learning into their teaching experiences as full-time teachers (Amador, Carter, Hudson, & Galindo, 2017). However, little is known about the role of different aspects of preservice teacher education program experiences in laying the foundation for life-long development of noticing skills. This study used a multiple case study design to explore the experiences of six preservice science teachers, as related to professional teacher noticing of student thinking about science, during the semester before their full-time student teaching experience. Based on a situated learning framework (Lave & Wenger, 1991), this study centered on the university- and field-based experiences associated with a middle and secondary teacher education program at a large, Mid-Atlantic, urban university. Participants were enrolled in a teacher residency program. Observations, semistructured interviews, and artifact analysis were used to identify opportunities for and experiences with learning professional teacher noticing of student thinking about science content throughout the first semester of this residency program. Analysis of data included the use of a combination of a priori codes about the degree of teacher noticing of student thinking about science (Barnhart & van Es, 2015) and emergent codes of contextual events relating to opportunities for preservice science teachers to notice student thinking during field experiences. Case studies were developed, and a cross-case analysis performed to identify themes and trends in the learning experiences and development of the participants around noticing practices. Broadly, I found that the most access residents have to noticing is in their field experiences, and that their opportunities to learn to notice may be primarily mediated by their mentors’ abilities to “unpack” their own practice, communicate effectively with the resident, and help residents hone in on the content goals of lessons. This study provides a unique examination of preservice science teacher learning opportunities at the interface of education coursework and field experiences. Assertions developed from this multiple case study analysis provide insight into which experiences have the most impact on the development of preservice teachers’ attention to student thinking. / Math & Science Education

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.

The general purpose of this study was to determine the impact that the match of mentor and mentee had on the success of the mentoring relationship. The leadership style of the mentor and the reporting style of the mentee were determined and effectiveness of the match was determined. This was done in order to determine the impact of the match between mentor and mantee on the quality of the mentoring relationship. The study was conducted within a local government milieu with a sample of 34 mentors and 40 mentees, thus a total of 40 mentoring pairs. These participants were all part of a formal mentorship programme within the organisation. The findings indicated that when leadership and reporting styles of mentoring pairs are complementary it will not have a significant effect on the success of the mentoring relationship. It furthermore suggests that careful consideration should be given in selecting participants before initiating mentorship programmes. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Made available in DSpace on 2016-04-04T18:29:24Z (GMT). No. of bitstreams: 1 Denise Bragotto.pdf: 686364 bytes, checksum: c864e50c5e17fcead2af47e125868d1f (MD5) Previous issue date: 2006-02-07 / The purpose of this work was to investigate mentor?s profiles and their influence on Brazilian writers literary production. Personal characteristics and blocks to literary production in writers with mentor and without mentor. The sample was composed of 37 Brazilian?s writers, both gender; ages rangins from 20-89 years coming from different socio-economic levels.The instrument were: inventory and interviews with the writers. Answers to the inventory were submited to content analysis and qualitative evaluation. The results showed that the mentor is the person who has professional ability, technical knowledge, creative spirit, high ethics and moral values, affectivity and does his work with pleasure. The mentor is the guider and behavior?s inspirator in the informal mentoring, and has influence on the style refinament, faciliting the comprehension of methods to the literary creation, technical excellence, encourages the mentee to take risks, to be open for new experiences and to believe in its potential. The mentor contributes to raise contact with mentee?s literary circle. The personal characteristics which mostly contributed to the literary production were: sensibility, own?s writing pleasure, technical knowledge, curiosity, persistence and the belief in its own potential. The internal blocks to literary production were: fear of exposing and critical attitude, economical trouble and related to publishing. / O trabalho investigou o perfil dos mentores e sua influ?ncia na produ??o liter?ria de escritores brasileiros, verificando as caracter?sticas pessoais e as barreiras ao processo de produ??o liter?ria de escritores com mentores e sem mentores. A amostra foi composta por 37 escritores brasileiros, de ambos os sexos, na faixa et?ria de 20 a 89 anos de v?rios n?veis s?cio-econ?micos. Os instrumentos foram: question?rio e entrevistas livres. As respostas ao question?rio foram submetidas ? an?lise de conte?do e avalia??o qualitativa. Os resultados mostraram que o mentor possui compet?ncia profissional, conhecimento t?cnico, esp?rito criativo, elevados valores ?ticos e morais, afetividade e realizam com prazer sua atividade. O mentor ? um orientador inspirador de conduta e exerce influ?ncia no refinamento do estilo, facilitando a compreens?o dos m?todos de cria??o liter?ria e na busca da excel?ncia t?cnica, encorajando o mentoreado a correr riscos, a abrir-se para o novo, incrementando a auto-estima e a ousadia e ampliando o contato com o meio liter?rio. As caracter?sticas pessoais que mais contribuem para o desenvolvimento da produ??o liter?ria s?o: sensibilidade, prazer pela atividade, conhecimento t?cnico, curiosidade, persist?ncia e a cren?a no pr?prio potencial. As barreiras ? produ??o liter?ria s?o: o medo de se expor e o senso cr?tico, as dificuldades econ?micas e as relativas ? publica??o.

Made available in DSpace on 2016-04-25T16:45:08Z (GMT). No. of bitstreams: 1 Mariana Juer.pdf: 2033360 bytes, checksum: 31d29721b6891e710823849d1f47f9c3 (MD5) Previous issue date: 2008-10-13 / This project intends to better understand the relationship between mentor and mentee in the organizational mentoring processes and the role of mentoring as an actual organizational demand. Therefore this dissertation considered the bibliography on mentoring evolution, the relationships characteristics, how diversity can influence the processes, possible disfunctions and the participants´ roles, considering their expectations and premises. In order to observe these relationships in a real situation, this project investigates the mentees´ expectations and the mentors´ premises regarding the mentoring functions, as well as the investigation on the confidence level existing among the involved in the Whirlpool´s formal mentoring program for young talents. The hypotheses established according to the theory for the case were: H1a: The career functions are considered the most important issue by the mentees in the case studied. Not confirmed. H1b: The career functions are considered the most important issue by the mentors in the case studied. Not confirmed. H1c: The mentees´ expectations are aligned to the mentors´ premises, regarding the mentoring functions. Not confirmed. H2: Confidence is present among the program´s participants. Confirmed. H3: The expectations among the mentees vary according to the gender regarding the mentoring functions. Confirmed. H4: The program´s relationships are healthful. Confirmed. The dissertation concludes the necessity of complementarity , empathy and confidence between mentor and mentee to assure the relationship success. More than this, a formal program must guarantee that its objectives are clear to all the participants in order to align all expectations and premises. Additionally it must be very well structured to ideally match mentor and mentee, concerning their needs and characteristics as well as to follow up the formed pairs to assure a prompt decision to any kind of disfunctions arised / Este projeto busca melhor compreender as relações entre mentor e mentoreado nos processos de mentoria nas organizações e o entendimento da mentoria como uma demanda organizacional atual. Esta dissertação contempla, então, bibliografia sobre a evolução desse conceito, sobre as características dessas relações, questões de diversidades que influenciam os processos, as possíveis disfunções e os papéis das partes envolvidas, com suas premissas e expectativas. A fim de observar essas relações em uma situação real, este projeto investiga as expectativas dos mentoreados e as premissas dos mentores quanto às principais funções da mentoria, além do nível de confiança existente nas duplas participantes do programa formal de mentoria para jovens talentos da Whirlpool S.A. As hipóteses estabelecidas para o estudo na empresa, de acordo com a teoria levantada, foram: H1a: As funções de carreira são as mais valorizadas pelos mentoreados participantes do programa de mentoria da Whirlpool S.A. para jovens talentos. Não confirmada. H1b: As funções de carreira são as mais valorizadas pelos mentores participantes do programa de mentoria da Whirlpool S.A. para jovens talentos. Não confirmada. H1c: As expectativas dos mentoreados estão de acordo com as premissas dos mentores, no que tange às funções da mentoria. Não confirmada. H2: Existe relação de confiança entre os participantes do programa de mentoria da Whirlpool S.A. Confirmada. H3: Mulheres e homens mentoreados têm expectativas diferentes em relação às funções de mentoria. Confirmada H4: As relações entre mentores e mentoreados no programa de mentoria formal da Whirlpool S.A. são saudáveis. Confirmada. Ao final desta dissertação, fica evidente a necessidade de existir complementaridade, empatia e confiança entre ambas as partes para o sucesso da relação. Mais que isso, um programa formal precisa deixar muito claro aos participantes qual o papel do processo, a fim de alinhar as expectativas dos envolvidos. É também necessário que seja muito bem estruturado tanto para formar duplas, através de um forte embasamento sobre as necessidades e características dos participantes, quanto no acompanhamento do processo para assegurar rapidez nas tomadas de ações no caso de possíveis disfunções

Title:                          Leadership development of individuals in management positions   Authors:                    Carl Renér and Peter Simonsson     Institution:                Linneaus University, School of Business and Economics   Program:                   Human Resource Management   Course:                      Business administration – Organization including thesis, 15 credits   Supervisor:               Olle Duhlin (Linneaus University, School of Business and Economics)   Examiner:                 Mikael Lundgren (Linneaus University, School of Business and Economics)   It is widely known that the role of managers may result in stress and a heavy workload. As a result of this negative effects organisations have to counteract and find new solutions and systems to facilitate and assist leaders in their work. A popular method for leadership development has come to show both in research and in practice, especially in recent years, this popular method is known as mentoring. This form of leadership development is often applied in so called mentoring programs. The question remains regarding however mentorship and mentoring programs can affect the participant’s leadership development in a positive way. The purpose of this study is to create a deeper understanding of how mentoring can be used as a tool for leadership development of individuals in managing positions.  To answer this question, a qualitative method was used to gather the data and the empirical data was collected by nine semi-structured interviews with participants in the program. We have used an abductive approach to examine how the programs participants have perceived the program. The study shows that mentorship is a well functioning method for leadership development of individuals in management positions. In our case study the results have shown that mentoring programs can be used as a tool for personal development. We have come to the conclusion that it requires dedicated participants and a structured approach in the execution of such a program.

The general purpose of this study was to determine the impact that the match of mentor and mentee had on the success of the mentoring relationship. The leadership style of the mentor and the reporting style of the mentee were determined and effectiveness of the match was determined. This was done in order to determine the impact of the match between mentor and mantee on the quality of the mentoring relationship. The study was conducted within a local government milieu with a sample of 34 mentors and 40 mentees, thus a total of 40 mentoring pairs. These participants were all part of a formal mentorship programme within the organisation. The findings indicated that when leadership and reporting styles of mentoring pairs are complementary it will not have a significant effect on the success of the mentoring relationship. It furthermore suggests that careful consideration should be given in selecting participants before initiating mentorship programmes. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

The diploma thesis is dedicated to the intercompany mentoring issue, its thorough description and specific practical application in the company. The objectives are to define the intercompany mentoring as a new form of corporate learning, to analyze it in detail and to assess its benefits to the certain company. Its strengths / weaknesses and the possible opportunities and threats are found in the theoretical part via SWOT analysis. The assessment of intercompany mentoring is based on the interviews with mentors, mentees and last but not least with mentees' superiors. These semi-structured interviews are focused on finding of the strengths / weaknesses and the opportunities or threats. It means that the SWOT analysis is used also in the practical part of the thesis. The output of the thesis is the final resume and my personal improvement proposals. The results of the thesis can help those companies that are looking for new ways to develop their employees or which are hesitating to participate in the intercompany mentoring. KEYWORDS Learning, development, intercompany, mentoring, mentor, mentee, HR, coordinator, company culture, code of ethics

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The diploma thesis deals with one of the professional support - mentoring, its use in education and its models and consequently its risks. The aim of this work is to determine what barriers both general and specific type appear in the use of mentoring programs in schools and to create overview. The need for a comprehensive view were approached respondents who are most often confronted with mentoring or experiencing a particular experience. They are mentors, mentoring, along with school principals. The combination of these perspectives creates expert insight on the themes explored. Mentoring opens new horizons in education, the theoretical part of us familiar with the development and insights into this unique professional support. It refers to the introduction of this phenomenon difficult to practice, supported by mistrust and low awareness by teaching the public. Research is based on the information available in the literature, the outputs mentoring associations and organizations of articles or contributions from professional journals. Evaluates approach to introducing mentoring along with its risks and recommendations for optimal development and implementation of mentoring support. The aim is to promote a clear and obvious form for the development of professional competencies of educators at all...