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The impact of culture on the mentoring process of students of African and East Indian heritage in postsecondary institutions in Trinidad /Glasgow, Pat Phillip, January 2006 (has links)
Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 125-135).
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A study of peer collaborative mentoring for the professional development of international graduate teaching assistantsKilburg, Gary M. 23 April 1992 (has links)
The purpose of this study was to investigate Peer Collaborative
Mentoring (PCM) as a professional development model for international
graduate teaching assistants at an American university. Data were gathered
from interviews and observations of three American peer mentors
(Intracultural Peer Mentors/IAPMs), five Chinese Graduate Teaching
Assistants (Intercultural Peer Mentors/IEPMs), and 130 undergraduate
students who were enrolled in an introductory course in chemistry from the
IEPMs. Six categories were identified through an analysis of the data:
(1) IAPM socialization; (2) dynamics of PCM; (3) gender; (4) language; (5)
phases; and (6) benefits of the PCM process. Data in the categories were
analyzed using two forms of triangulation: (1) investigative and (2) data
source.
The results of the study indicate that PCM is a developmental process
in which participants (IEPMs and IAPMs) move through four phases
(Induction, Empowerment through Collaboration, Reduction, and
Termination) employing the concepts of reciprocity, mutuality, parity and
cultural sensitivity. Providing this type of support system gave the IEPMs
and IAPMs an opportunity to develop a learning community through the
PCM process. During the study, the two groups of participants acted as
cultural mediators for one another and for the students. The purpose of the
mediation was to assist all participants in developing their cross-cultural
skills and resolve issues that were germane to the quality of the teaching
environment and the professional development of the IEPMs and IAPMs.
The study provides a new mentoring model for teaching faculty that is
responsive to professional development and cross-cultural communication
skills. The model supports an environment where isolation and dissonance
are minimized and collaboration and cultural sensitivity are encouraged. / Graduation date: 1992
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Mentor's view of the observation process in Oregon's beginning teacher support programHamlin, Karen DeShon 03 October 1990 (has links)
Mentor teachers are currently seen as a solution to
education's dilemma of how to orient beginners into the
profession and provide educational advancement for its most
capable, experienced teachers. One goal of Oregon's mentor
program is to have mentors provide their proteges with
instructional assistance through an observation process.
The purpose of this study was to explore the quantity and
types of observations being conducted by mentors and
discover what factors most affect their ability to complete
observations for instructional assistance. In order to
determine the possible need for differentiation in training,
comparisons were made between elementary and secondary level
mentors for the quantity and types of observations conducted
and for needs related to attitude, skills, and context.
A literature survey provided an initial list of needs
and attitudes previous researchers have found to be critical
to mentors' success. This list was refined through the work
of a Delphi Panel. The resulting survey gathered
observation-related information from a random sample of two
hundred and twenty-five Oregon mentors distributed
throughout the state. Data was analyzed using Analysis of
variance and Chi square tests at the .05 level to determine
if there were significant differences between elementary and
secondary level mentors and between twenty-four
observation-related factors.
A significant difference was found between
observation-related factors, the most important being trust
between the mentor and protege, availability of release
time, the mentor's teaching in the same building as his/her
protege, and the protege's willingness to be observed. No
significant differences were found between elementary and
secondary level mentors in either the quantity and types of
observations conducted or in the perceived importance of
various observation-related factors. / Graduation date: 1991
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The effect of selected educational strategies on the success of secondary at-risk studentsYann, Judith A. 17 November 1992 (has links)
The purpose of this study was to determine if certain
identified educational strategies would have an effect on the
success of at-risk students at the secondary level.
Specifically, would school involvement and a mentor program
have an effect on students' attendance, grade point average,
and self-esteem.
An examination of related literature indicated no one
factor or specific combination of factors clearly determined
which student would be at-risk. The literature further
indicated that most researchers agree on a general list of
educational factors that can effect student success. The
study group of ninth grade at-risk students was determined by
the following criteria:
1) a grade point average of 2.0 or lower,
2) 15 days or more absences during their
eighth grade year,
3) a California Aptitude Test score between
30 and 50 percentile in Math, and
4) a California Aptitude Test score between
30 and 50 percentile in Reading.
This study's results determined that certain educational
strategies did effect at-risk students' success. Analysis of
the individual student results, showed improvement, in at
least, one of the identified areas. In the area of
attendance, four of the subjects showed marked improvement.
Four subjects showed progress in grade point averages; six of
the subjects showed a positive change towards school and
concerning the subjects' attitudes towards home; five students
made a positive transformation.
However, inspite of some individual improvement, there
was no statistical improvement in the group in toto. / Graduation date: 1993
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A descriptive study on the effect of a teacher mentoring program on teacher retentionDeLong, Melissa K. January 2002 (has links)
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002. / Source: Masters Abstracts International, Volume: 45-06, page: 2733. Typescript. Abstract precedes thesis as, preliminary leaves i-ii. Includes bibliographical references (leaves 43-47).
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An analysis of mentoring traits and themes influential in the retention of minority stuedents at the United States Naval Academy /Wilkins, Demetrius. January 2004 (has links) (PDF)
Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Janice H. Laurence, Gail Fann Thomas. Also available online.
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The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental contextFricke, Norma Irene. January 2008 (has links)
Thesis (MEd(Education))--University of Pretoria, 2008. / Includes bibliographical references.
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Effects of a school-based adult mentoring intervention on low, urban high school freshmen judged to be at risk for drop-out a replication and extension /Clarke, Lolalyn Oletta. January 2009 (has links)
Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in Clinical Psychology." Includes bibliographical references (p. 51-56).
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A qualitative investigation for designing intermediate (grades 4-6) information literacy instruction integrating inquiry, mentoring, and on-line resources /Gibson, Melissa Ruth. January 2002 (has links) (PDF)
Thesis (Ed. D.)--University of Kentucky, 2002. / Title from document title page. Document formatted into pages; contains xix, 175 p. : ill. Includes abstract. Includes bibliographical references (p. 160-173).
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"Beyond the walls" a research study of eighth-grade students mentored in a hospital setting /Grattan, Aileen. January 2003 (has links)
Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 150 p. Includes abstract. Includes bibliographical references (p. 125-134).
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