Mentoring is a highly personal and individual process, in which mentees take advantage of expertise and experience to expand their knowledge and to achieve individual goals. The emerging use of AI in mentoring processes in higher education not only necessitates the adherence to applicable laws and regulations (e.g., relating to data protection and nondiscrimination) but further requires a thorough understanding of ethical norms, guidelines, and unresolved issues (e.g., integrity of data, safety, and security of systems, and confidentiality, avoiding bias, insuring trust in and transparency of algorithms). Mentoring in Higher Education requires one of the highest degrees of trust, openness, and social–emotional support, as much is at the stake for mentees, especially their academic attainment, career options, and future life choices. However, ethical compromises seem to be common when digital systems are introduced, and the underlying ethical questions in AI-supported mentoring are still insufficiently addressed in research, development, and application. One of the challenges is to strive for privacy and data economy on the one hand, while Big Data is the prerequisite of AI-supported environments on the other hand. How can ethical norms and general guidelines of AIED be respected in complex digital mentoring processes? This article strives to start a discourse on the relevant ethical questions and in this way raise awareness for the ethical development and use of future data-driven, AI-supported mentoring environments in higher education.

Florida's Beginning Teacher Program was evaluated to determine if there were significant differences in administrative attitude and perception of success between Orange County and Seminole County. Further evaluation was conducted to determine if the four possible gender-pairings of beginning teachers and peer teachers/mentors resulted in differing success rates. Finally, the program was examined to determine if administrative or peer teacher/mentor attitude was related to the success of the program. Beginning teachers, their peer teachers/mentors and administrators in Orange County and Seminole County were surveyed to accomplish these evaluations, using the Administrative Attitude Scale and the Beginning Teacher Success Scale developed for the study. Statistical differences were found between Orange County and Seminole County on both of the survey instruments, indicating that differences in implementation of state guidelines can result in differing attitudes and success rates. These results suggest the need for comparative studies in order to evaluate the differing plans of implementation. The gender-pairing combination of male beginning teachers with male peer teachers/mentors consistently showed the most negative results on the Beginning Teacher Success Scale. Study of this phenomenon is needed in order to determine the causes and cures for this group's poorer success rate. Administrative attitude was not statistically related to the success of the program. This finding was in contrast to the previous research, which indicated that the attitude of a 'helping adult' was the most critical factor in the success of a beginner. Study is needed to determine if this is a result unique to the educational community. Administrative comments indicated, however, that their attitude toward the participants in the program was much more favorable than their attitude toward the program itself, and this may provide a key to understanding these results. In Orange County, peer teacher/mentor attitude was not related to the success rate. However, in Seminole County there was a statistical relationship between peer teacher/mentor attitude and beginning teacher perception of success. There may have been a greater commitment on the part of the peer teachers/mentors in Seminole county because they were financially reimbursed. Although there were variations in results between counties and groups in the studies, the survey instruments indicated that the Beginning Teacher Program was achieving success, and that administrative and peer teacher attitude was moderately positive.

Virginia, like many states and school districts has enacted beginning teacher induction programs which include the assignment of an experienced teacher or mentor to assist each beginning teacher. Unique to Virginia programs is that while support for program development has been provided by the Virginia Department of Education, specific guidelines on mentoring activities have not been mandated. Instead, local school districts have had the autonomy to make their own decisions regarding the exact structure of the program. The purpose of this study was to investigate the mentoring activities and perceived benefits and concerns related to mentoring as reported by mentees and mentors in ten Virginia mentoring programs. Three hundred sixty-six mentor/mentee dyads representing K-12 general and special education teachers in ten school divisions throughout Virginia were contacted. Of them, 157 mentees and 198 mentors participated in the study. using survey research methods participants were asked on a 23-item questionnaire to describe activities, benefits and concerns related to mentoring and their mentor programs. Data collected through the written survey questions were analyzed using both quantitative and qualitative methods. The results indicated that most mentees and mentors thought the mentoring program was beneficial. Many activities came about as a result of the mentoring relationship. These include collaborating and conferring about lesson plans, materials, classroom management, instructional techniques, and discussion of curriculum. The program provided a collegial relationship giving mentees emotional support and encouragement. In addition, mentees felt they learned new teaching techniques and strategies, better Classroom management, and how to pace instruction more effectively. Mentors liked the recognition they received from being selected as a mentor and enjoyed the sharing of professional information with mentees. The major concerns expressed by both mentees and mentors were a lack of release time to observe, have conferences or collaborate and the lack of specific role definitions for the job as mentor. Given these concerns, it makes sense that school divisions ought to give more direction to defining the role of a mentor and insure release time to give them more opportunities for professional development. / Ed. D.

The resurgence of public concern about the effectiveness of schools has brought with it a renewed appreciation of the importance of the principal in the educational process. Most preparation programs for school administrators now require some type of internship or field experience. The purpose of this study was to gain a better understanding about mentor-protege relationships and the personal and contextual factors affecting those relationships in a regional program for the preparation of principals. Mentor-protege relationships were examined through the collection and analysis of demographic data, scores on a semantic differential, scores used to measure compatibility of personality traits (FIRO-B), and in-depth interviews. The personal and professional questionnaire and semantic differential were both developed by Martha Cobble. Data for four of the six dyads in this study were collected but not analyzed by Cobble in her exploratory study describing mentor-protege relationships in a regional program for the preparation of principals. The findings of this study indicated that mentors were important to the career development of proteges in educational settings. Close personal and professional relationships developed between mentors and proteges, and both populations stressed professional aspects of their relationships over social aspects. The mentors' ability to plan meaningful activities and experiences based on their administrative experience was more important to the development of the relationships than were demographic factors such as age and gender. This study should extend the generalizability of Cobble's work and be of interest to mentors, proteges, and others wanting to learn more about mentoring in educational administration. / Ph. D.

This qualitative study explores the facilitators, barriers, benefits, and limitations of the mentoring relationship between recently graduated nurse mentees and their mentors. These nurses participated in a seven-week New Nurse Internship Mentoring Program in an urban hospital. The study sample consisted of twenty inexperienced and nineteen experienced registered nurses who represented diverse racial, cultural, and clinical nursing specialties. Focus group and open-ended personal interviews were used to gather data. Findings were reported by open coding, domain and thematic analyses. Major findings of the study were related to four research questions accompanied by important information regarding the mentoring experience in general. Four research questions which guided the study included: (1) What are the facilitators of the mentoring relationship? (2) What are the barriers to the mentoring relationship? (3) What are the benefits of the mentoring relationship? and (4) What are the limitations of the mentoring relationship? Findings suggested the relationships were viewed as good to excellent. The transition from student nurse to graduate nurse was seen as both difficult and smooth. Mentoring was defined in relation to mentor characteristics. positive mentor traits were identified as patient, supportive and knowledgeable. Facilitators to mentoring were identified as factors which were helpful including mentor and mentee personality characteristics and institutional factors. Barriers to mentoring were identified based on debilitating factors, personality conflicts, scheduling conflicts, mentor dislike for the job and mentor lack of knowledge. Means to overcoming barriers included matching team schedules I rewarding the mentor and increasing mentor training. Benefits were defined as advantages to the mentor, mentee, institution and profession. Respondents were reluctant to identify limitations. Findings verified that a nurse mentoring relationship is an important factor in assisting the transition of graduates into the nursing profession. Findings offer implications for nursing education and professionals responsible for providing a work environment supportive to developing clinically competent nurses. / Ph. D.

Lack of academic success among Black male students has become a focus of educational debate. Concerned educators have led the search for effective models of intervention and prevention. Current literature indicates that positive interaction with adult male mentors in the educational. setting might foster academic success among Black male students. This study investigated the effects of a mentor program on the academic success and self concept of selected Black males in the junior high school. A mentor program was implemented in an Alexandria, Virginia junior high school. Based upon teacher and administrator referral, 50 students who might benefit from participation in a mentor program were identified. Twenty-five students were randomly assigned to the treatment group and participated in the full mentor program. The control group of 25 students was monitored. Eleven city agency and school staff members served as mentors to the experimental group. / Ed. D.

The purpose of this study was to learn about mentoring relationships in a principal preparation program, the contexts in which they developed, and the influence of personality traits on relationships. Relationships between four pairs of mentors and proteges were described using data collected with a questionnaire, a semantic differential, the FIRO-B (Fundamental Interpersonal Relations Orientation), and in-depth interviews. Analyses of data identified variables associated with mentor-protege relationships and their influence on relationships. The variables that played a role in the formation of relationships were age, gender, experience, proximity, school division support, program design, time, and family support. The semantic differential proved to be an indicator of relationships while FIRO-B was inconclusive. This study should be beneficial to mentors, proteges, and others interested in learning more about mentoring relationships in educational administration. / Ed. D.

This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested. / Master of Science

The purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican parents and raised in Jamaica until the age of 14. The researcher gained this understanding by interviewing participants in-depth about how their Jamaican ethnicity, gender, and personal mentoring experiences impacted their personal and professional journey as administrators in SCPS. Findings and conclusions will inform mentoring and educational leadership literature on strategies for success geared toward this understudied population. / by Denise P. Barrett-Johnson. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

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