Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 30, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Cheri Toledo. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management) at the Durban Institute of Technology, 2003. / This research investigates the induction of newly appointed educators at four selected rural secondary schools in the Port Shepstone Region KwaZulu-Natal during the period 2001 to 2003. This study explores the notion of induction as a means of allaying fear, insecurity and uncertainty and any sense of unfulfilled expectations that newly appointed educators experience. This study also intends to apprise education departments of the need to make induction a more effective professional experience for the benefit of newly appointed educators / M

M.Ed. (Psychology of Learning) / Although mentorship implies expertise, such expertise in teaching is not sufficient for being an effective teacher educator and thus does not guarantee effective mentoring (Timperley, 2001:121). A number of researchers (Hoover, 2010; Kiggundu, 2007; Quick & Sieborger, cited in Kiggundu, 2007; Timperley, 2001; Weiss & Weiss, 2001, cited in Keogh, 2005) found that mentors need to enter mentoring encounters well prepared and they should be guided by more than intuition and expertise in their domain. They indicated that research based selection strategies and training programmes need to be developed since practicum arrangements for the selection of supervising teachers and mentors seem to be done on an ad hoc or voluntary basis and that, in general, training in mentoring skills and principles are non-existent or insufficient. With Vygotskyan and Bakhtinian theories as basis, this study attempts to offer research based guidance for significant and meaningful mentoring conversations, since conversation is the vessel through which learning is mediated. This study investigates the structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. The outcome of this study equips mentors with research based knowledge on how they can deliberately structure their conversations with mentees to optimize the learning outcomes of the conversation. This study analyzes samples of mentoring conversations and engages in three levels of analysis. On the primary level, the structure of the conversation is determined, in terms of the structural model of Tillema (2011). A secondary level of analysis follows which identifies conceptual artefacts, a notion of Bereiter (2002), (cited by Tillema & van der Westhuizen, 2006), as outcomes of the learning conversation.

This study examined the general hypothesis that student interactions with front line staff members in higher education settings have a positive impact upon student experiences, and ultimately, their persistence in colleges and universities. This study also examined the reciprocal hypothesis that this same interaction has a positive impact upon staff job satisfaction and service quality. Several bodies of literature were reviewed as a framework for the examination of these questions, including student persistence and related factors, job satisfaction, total quality management and service quality. A quasi- experimental research design was employed to examine an intervention linking new freshmen with individual staff members in a mentor/adviser relationship, and to test the effects of this interaction upon student persistence and satisfaction, staff job satisfaction, and service. The effects of the intervention upon staff and students were measured through the use of pre and post intervention surveys. Also, interviews of subjects were conducted to provide insight into the effects of the intervention, and the day-to-day experience of students and staff'. In addition, data were gathered from student and staff control groups for comparison to the experimental groups. Results suggest that positive student interaction with staff does have an effect upon persistence and satisfaction with the institution. Factors related to this outcome include high levels of interaction with community members, especially faculty, and a feeling of connection and integration with the institution. Also, data suggest that poor relationships with staff can have the opposite effect, contributing to student dissatisfaction and disconnection. Similarly, data indicate that staff benefit from this relationship also, as demonstrated by increased job satisfaction, satisfaction with interactions with students, and the feeling that their work has value for the educational process. Other findings reveal that certain factors contribute to positive interactions with students and the promotion of quality service (empowerment, teamwork, reward, training and association with other service providers), while other factors detract from that relationship (hierarchy, lack of empowerment, territoriality of information, dissociation from other service providers). Recommendations for improvement of student persistence and staff job satisfaction are made as a result of these findings and conclusions.

Mentoring has the potential to benefit preservice, new teachers, and experienced teachers, but it is a complex process with few agreements about what might make it most effective. Furthermore, due to teacher demographics affecting the availability of veteran teachers, mentors are consequently drawn from various career points, and some of them have few years of teaching experience. The purpose of this study was to gain a better understanding of the complexities of mentoring, particularly of the role that age, experience, and situational factors might play in their work. To pursue this study, I used these research questions: What are the goals and approaches of these six mentors in mentoring new teachers? How do these six mentors carry out that approach? How are mentors’ perspectives impacted by situational factors within a formal program such as working conditions and expectations? I examined mentors’ perspectives about their experiences to give insight as to how to develop the overall support structure of formal mentoring for new teachers. Through in‐depth qualitative research interviews and document analysis, I investigated mentors’ perspectives on their particular set of experiences within a formal mentoring program. Through inductive analysis, my study yielded information about whether and how mentors at different career points identify and understand their mentoring. Even though I anticipated experience would impact the goals and approaches of mentors, my first key finding was that these mentors with varying amounts of teaching experience shared similar goals and approaches. The second key finding was that situational and programmatic factors supported collaboration among the mentors and supported the development of common goals and a common approach. The third key finding was that the structure of the VA program helped to foster collective responsibility for the new teachers amongst the mentor team, and this may have reinforced the mentors’ similar goals and approaches. Given these findings that years of teaching experience may not always be a critical factor in mentors’ approaches, this study shows the potential importance of shared experience and socialization within a mentor team, and scaffolding within a mentoring program.

This study explores male allyship, a growing trend in the Technology (Tech.) sector from the perspective of women who work or have worked in the industry. This qualitative case study consisted of a sample of ten women and ten self-identified male allies from the industry along with three men and four women who participated exclusively in a focus group discussion. All twenty-seven participants had a standard criteria to qualify as volunteers for the study and were introduced to the same research questions in the interview protocol; 1] how do women identify male allies? 2] how do women learn from male allyship?, and 3] what attributes do male allies possess to be successful in supporting women from the women’s perspective? Findings show that women identified male allies unknowingly and in professional working environments, where male allyship became associated with helping women achieve transformative outcomes in their careers. Bandura’s theory of reciprocal determinism was used as a framework to demonstrate how women are central to driving the learning from male allyship through self-directedness and by operating with agency in their organizational environment. Women described men taking an active stance on behalf of women and being allies in their existing professional responsibilities as the most successful attributes of being an ally. The study concluded with a recommendation to incorporate the study findings into an academic curriculum for men and women interested in practicing allyship in a cohort based academic setting. It also recommended organizations embed allyship in all business activities to help men become better allies to women. This study provides timely guidance for individuals and organizations seeking to engage male allies in gender equity initiatives.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 186-195).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 107-113).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 186-195) Also available in print.