Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 107-113). Also available in print.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study explores the potential reciprocal growth in undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a first-year university residence from a dyadic relational perspective. The investigation adopted a case study research design to study four dyads from a relational point of view within the context of a formal peer-mentoring programme at a university residence. The study used purposive selection procedures to identify actively participating dyads that could contribute to providing a rich description of the research problem. The study was premised on the assumption that, as a reciprocal relationship, peer mentoring is an effective means of facilitating the transition from school to university, and that universities have a joint responsibility in this regard. At the end of the mentorship year, a semi-structured, in-depth interview covering both the psychosocial and academic issues related to their experiences was conducted from a relational perspective with each of the four dyads to harvest their perceptions and lived experiences as participants. Finally, the interviews were processed and subjected to monadic as well as dyadic analysis to develop an understanding of the internal dynamics of each mentoring dyad. The study addressed a number of lacunae, such as the paucity of theoretically underpinned research and mentoring theories in student-peer mentoring, by introducing into peer-mentoring research the triple theoretical framework of social constructionism (constructing meaning by acknowledging the value of a sense of social interdependence as opposed to individual independence), relational theory (acknowledging the reciprocal nature of the mentoring relationship rather than focussing on the single perspective of the mentor or mentee), and the principles of Ubuntu (an African cultural belief system stressing the value of relational interdependence for existence, the importance of family and extended family support, and spirituality). In exploring the theoretical challenges endemic in peer-mentoring research, the study examined role-model theory, attribution theory, attachment theory, and involvement and social integration theories to abstract and highlight elements pertinent to the field of peer-mentoring research. In addition, the study developed a multi-perspective development process for the selection of theories; a theoretical framework for the analysis and interpretation of the data using the computer program ATLAS.ti., as well as a dyadic process for analysing mentoring dyads both from a monadic and dyadic perspective. Finally, the study recontextualised and expanded the meaning of key concepts culled from the literature for use in future peer-mentorship research. Given the rich perspective this study provided on the reciprocal nature and dynamics of peer mentorship on the theoretical, conceptual and practical levels, the research has made a contribution to raising awareness of this crucial field, which could stem the relentless tide of costly attrition. / AFRIKAANSE OPSOMMING: Hierdie studie verken die potensiële wedersydse groei in voorgraadse portuurgroepverhoudinge in die konteks van formele portuurgroep-mentorprogramme by ʼn eerstejaar-universiteitskoshuis vanuit ‘n diadiese perspektief. Die ondersoek maak gebruik van gevallestudie as navorsingsontwerp om vier diades binne die konteks van ‘n formele portuurgroep-mentorprogram by ‘n enkele universiteitskoshuis vanuit ‘n verhoudingsperspektief te bestudeer. Daar is van doelgerigte seleksie gebruik gemaak om aktiefdeelnemende diades te identifiseer wat ‘n deeglike beskrywing van die navorsingsprobleem kon lewer. Die studie gaan van die veronderstelling uit dat portuurgroepondersteuning as ‘n wedersydse verhouding ‘n effektiewe manier is om die oorgang van die skool na universiteit te fasiliteer en dat universiteite ‘n gesamentlike verantwoordelikheid het in dié verband. Aan die einde van die mentorskapjaar is ‘n semi-gestruktureerde in-diepte onderhoud wat sowel die psigososiale en akademiese aspekte wat verband hou met hulle ervarings gedek het, vanuit ‘n verhoudingsperspektief met elkeen van die vier diades gevoer om hulle persepsies en belewings op te teken. Uiteindelik is die onderhoude geprosesseer en onderwerp aan sowel monadiese- as diadiese analise om ‘n begrip te ontwikkel van die interne dinamika van elke mentorpaar. Die studie het ‘n aantal leemtes probeer beredder soos die gebrek aan teoreties gefundeerde navorsing en mentorteorieë ten opsigte van portuurgroepondersteuning deur ‘n drievoudige teoretiese raamwerk van sosiale konstruksionisme (om betekenis te konstrueer deur die waarde van ’n sin van sosiale interafhankliheid eerder as individuele onafhanklikheid te erken), relasionele teorie (die erkenning van die wedersydse aard van die mentorverhouding eerder as om op die enkelperspektief van die mentor of persoon wat gementor word te fokus) en die beginsels van Ubuntu (’n kulturele geloofsisteem wat klem lê op verhoudingsinterafhanklikheid vir bestaan, die belangrikheid van familie en uitgebreide familie-ondersteuning en spiritualiteit) aan te wend. In ‘n poging om die teoretiese uitdagings endemies aan die navorsing van portuurmentorskap te beskryf, het die studie rolmodelteorie, gehegtheidsteorie en betrokkenheid- en sosiale integrasieteorieë ondersoek om die elemente eie aan die veld van portuurgroepondersteuning te abstraheer en te belig. Daarby het die studie ’n multiperspektief-ontwikkelingsproses daargestel vir die seleksie van teorieë; ’n teoretiese raamwerk vir die singewingsproses van datahantering deur die rekenaarprogram ATLAS.t.i., sowel as ’n diadiese proses vir die analisering van mentordiades vanuit sowel ’n monadiese- as diadiese perspektief. Laastens het die studie die betekenis van sleutelkonsepte wat in die literatuur voorkom, gerekontekstualiseer en verbreed vir gebruik in toekomstige navorsing oor portuurmentorskap. Gegewe die ryk perspektief wat hierdie studie verskaf op die wedersyde aard en dinamika van portuurmentorskap op teoretiese, konseptuele en praktiese vlakke, het dit ‘n bydrae gemaak tot ’n verhoogde bewustheid van hierdie baie belangrike veld en sal moontlik in die toekoms die groot uitvalsyfer onder studente kan teëwerk.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences had on novice superintendents influenced whether they chose to mentor another person. Most reported seeking or engaged in a new mentoring relationship. Differences in areas where help was needed among first-year superintendents associated with district size were reported. Assistance in finance was needed regardless of district size, gender, or ethnicity. Superintendents in small districts reported needing assistance in specific skill and knowledge areas. Those in larger districts reported mentor assistance in problem-solving processes to accomplish a task. Differences in needs of first-year superintendents based on gender or ethnicity were identified but generalizations could not be made due to small numbers. Recommendations for university administrative preparation programs and designing formal mentoring programs were made.

Approved for public release; distribution is unlimited / This study was designed to examine mentoring of minority midshipmen at the United States Naval Academy (USNA). Mentoring has long been practiced in the business world to introduce new employees to their new assignments, positions, or jobs. This study searched for the effects of mentoring on Black and White male midshipmen and examined the distinguishing features that make mentoring a positive experience for the mentor and protgÌ Ì alike. Additionally, this study looked at the features of mentoring that may influence minority midshipmen to remain at the USNA and in the United States Navy as well. Focus groups with over 50 participants were conducted and content analyzed for reliable themes. Although there seems to be mistrust of faculty and staff, upperclassmen are an invaluable and sought after source of specific information. Further, minorities especially seek networks such as sports teams and "Black" clubs for support. In such homogeneous networks, minority midshipmen are less likely to feel vulnerable or inadequate when seeking information. / Lieutenant, United States Navy

M.Ed. (Inclusive Education) / This study explored the nature of support for Reception Year teachers of learners with severe intellectual impairment at Lerato Special School (pseudonym) which is in the southern suburbs of Johannesburg in South Africa. As a past Reception Year teacher at this school, I experienced numerous challenges in teaching these learners, which prompted me to research more in this area. I experienced challenges such as overprotection of the learners by their parents, language barriers, lack of parental support, high learner-teacher ratio and health problems. From the focus group interview conducted, these were the same challenges experienced by the Reception Year teachers of Lerato Special School. As a result, I embarked on this study to find out from these teachers the extent of support that they are receiving and still require for them to be able to execute their duties to the expected standard in terms of teaching these young and inexperienced learners to their maximum potential development. The Education White Paper 6 (DoE, 2001) outlines four levels of support for both teachers and learners. At the national level, policy is formulated, and it is implemented at the provincial level (Landsberg, 2011). The district level provides co-ordinated professional services in supporting teachers, drawing on expertise in specialised schools through the district based support teams (DBST). Lastly, at the institution level the school based support teams (SBST) support teachers and learners directly. Teacher support teams are a way of supporting individual teachers who request support over a teaching concern relating to special educational needs (Cresse, Norwich & Daniels, 2000). The focus of district and institutional level support should be on differentiated teaching strategies, overcoming barriers, curricular adaptation, flexible teaching methods, individualised learning support material and assessment concessions. Since teachers are the primary agents for achieving such specialised education for intellectually impaired learners, the teachers should be fully supported in their endeavours. Yet, it is my experience in this special school that teachers are not being fully supported, particularly, teachers who are teaching severely intellectually impaired children between five and ten years old ...

Thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy, 2004 / Early career academics in South Africa enter a higher education system with a historical legacy of division along lines of past discrimination and apartheid. The higher education system has been undergoing profound transformation in the last decade through the promulgation of the SAQA Act (No 58 of 1995) and the Higher Education Act No 101 of 1997. Although numbers of black students at historically advantaged, predominantly white higher education institutions have increased dramatically in the past decade to over 50% in some cases, the change in the academic staff at these institutions has not been nearly as rapid. Less than 30% of the academic staff is black, even at institutions which consider themselves to be progressive. The argument in this research is that the professional socialisation and development of early career academics in all South Africa universities is generally neglected or receives scanty attention and that the professional development in teaching which they receive at entry-level, is minimal. Although mentoring as a professional development strategy has been shown in many studies to have a positive impact in careers at entrylevel, South African universities are not doing enough to support and develop early career academics and consequently the transformation of higher education is being retarded by institutional lack of support. The case of the University of the Witwatersrand illustrates the situation common in many higher education institutions. The purpose of the study is to investigate mentoring as a transformation strategy for the professional development and socialisation in the career development and management of the early careers of entry-level academics to higher education in South Africa where transformation of higher education is a critical issue on the national agenda. In this study there are 28 early career academics in formal mentoring relationships as a result of specially designed mentoring programmes or academic internships which have been established since 1999. They were interviewed in-depth for their interpretations of their experiences in formal mentoring programmes where almost all the mentors are white and the majority of mentees belong to different cultural groups. The findings in the study show how necessary it is for early career academics to be paired with mentors who are aware of the functions and roles of mentors in higher education and who are seriously committed to fulfilling those roles themselves or in conjunction with others in their networks. One new career development function and one new psychosocial function of mentors were added to a model of existing functions derived from the literature. Transformation is an important new function of mentors and their function as role models is emphasised by the context of this mentoring research. Mentoring may be lauded as the panacea for transformation in higher education but unless mentors are adequately trained, supported and monitored, and are committed to transformation, the strategy is not likely to meet with success. Mentoring in cross-cultural contexts in higher education in South Africa is also likely to be only partially successful because too little is being done to address the effects of institutional and covert racism which lingers on. A wide spectrum of recommendations is made for making mentoring work in higher education institutions. These range from broadly based macro interventions at national and institutional levels, to quite detailed micro interventions at the individual level. Without a systematic and committed thrust throughout the sector to accelerate transformation, the whole sector is likely to languish and busy itself with meeting legislative demands for equity compliance and quality assurance drives without addressing the fundamental issues of developing those young academics who are instrumental in transforming the system. / WS2017

This mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees and with other mentors. Mentors were also asked to report the degree to which they believed given statements were true about mentoring (a) as a professional development experience for the mentors themselves; (b) as a way to improve mentors' own classroom teaching practice; and (c) as an avenue for leadership roles in schools. Qualitative data were collected through face-to-face interviews with mentors to better understand the quality of their experiences and to identify those experiences that were more powerful in terms of shaping their beliefs. In addition, data were analyzed to determine the relationship between the frequency of mentors' experiences and their beliefs. The results show that the frequency of experiences mentors have had with their mentees and with other mentors was positively and significantly related to their beliefs in 5 out of 6 cases. Mentors reported strong beliefs about mentoring as professional development for themselves, as a way to improve their own classroom teaching practice, and as a vehicle for leadership in schools. This study sought to put mentors in the forefront by exploring their experiences and their beliefs about mentoring. This focus on the mentor teacher and not just the mentee places this research at the core of improving teaching practice and viewing mentoring as an educative experience for veteran and novice alike. / by Tammy L. Bresnahan. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

The purpose of this study was to determine the modes of acquisition of Shanghai elementary mathematics teachers’ pedagogical content knowledge within their communities of practice. This study uses the qualitative multiple-case study with a survey research approach with two teachers in two public elementary schools, one each from an urban and a suburban district of Shanghai. In total, forty-four teachers, four teaching research coordinators in the two districts and city, one university professor, and four school administrators were involved in the study. The study shows that Shanghai elementary mathematics teachers acquire and develop their pedagogical content knowledge through positive mentorship; active participation in Teaching Research Group activities in the schools, districts, and city; and informal and formal communications with their colleagues in their school communities. The teaching research coordinators help teachers to better understand the elementary mathematics curriculum, topics, and teaching materials, and students’ learning of mathematics. School policies encourage, support, and ensure that teachers’ professional learning and development occur through their participation within teacher-supported communities of practice. This study has implications for the teachers’ communities of practice, in that policy makers and school administrators should enable teachers to share their teaching practices to improve their mathematics pedagogical content knowledge, and therefore improve students’ learning of mathematics.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Thomas P. Crumpler, Thomas S. Haynes (co-chairs), Aimee D. Adkins, Barbara B. Meyer. Includes bibliographical references (leaves 173-180) and abstract. Also available in print.