The purpose of this study was to identify the effective teaching characteristics of teachers who participated in the Mentor-Teacher Program and teachers who did not, and then determine if there were any significant differences between the three groups of teachers: (1) Mentor-Teacher Program interns (G.T.A.'s), (2) outstanding O.S.U. graduates, and (3) beginning Beaverton teachers. A survey instrument was utilized to rate teachers in each group by the degree to which they employed each of twenty-three effective teaching characteristics. The one-way analysis of variance (ANOVA) was used at the .05 level of significance to determine whether to accept or reject the null hypothesis that there was no significant difference between the effective teaching characteristics of the three treatment groups of teachers in this study. Based on the findings of this study, there was one major conclusion: there was no significant difference between the teachers who participated in the Mentor-Teacher Program and those teachers who did not. The following recommendations were made: 1. Because there was no significant differences between the groups, the practice of mentoring may best benefit teachers who were not outstanding. Further studies comparing teachers who have participated in the Mentor-Teacher Program with "typical" beginning teachers from various teacher training institutions and mentoring programs might show significant differences between these groups of beginning teachers. 2. Inservice programs aimed at new teachers and their problems might be more effective if they were offered during the first months of teaching, and continued throughout the school year focusing on the problems and needs of first-year teachers. 3. Due to a relatively significant number of outstanding teachers not teaching by the fourth or fifth year, the problem of teacher attrition should be addressed by those teacher training institutions and school districts affected by the loss of so many talented and experienced teachers. / Graduation date: 1990

Thesis (Ed. D.)--Teachers College, Columbia University, 1986. / Typescript; also available on microfilm. Sponsor: Andrea O'Connor. Dissertation Committee: Valentina Harrell. Includes bibliographical references (leaves 189-195).

The present research introduces a framework for multiplex developmental partnerships. First, using a qualitative case study methodology, I found that developmental partnerships are dyadic multiplex relationships involving flexible and permeable intra-relational role boundaries, comprised of interdependent dyad partners. I integrated role theory and social interdependence theory to help understand the affective, behavioral, and cognitive interdependence dimensions present in developmental partnerships. Analysis of interviews revealed that each dimension of interdependence is associated with a specific intra-relational role: companion, collaborator, and balanced developer. Second, I created a measure, the Developmental Partnerships Inventory. Results indicate the new measure demonstrates adequately reliability and validity (e.g., construct, convergent, and discriminant validity. This research proposed a theoretical process model of potential antecedents and outcomes of developmental partnerships. I proposed that partners’ trustworthiness, propensity to trust others, and individual authenticity shape the approach dyad members will take towards the relationship. The model also examined the potential for developmental partnerships to influence performance through positive psychological capital and thriving. Finally, I offer a discussion of the contributions of the process model presented in moving research on developmental relationships forward, and potential directions for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Thesis (Ph.D.)--Baylor University, 2005. / Includes bibliographical references (p. 223-241).

Thesis (MTech (Human Resources Management))--Cape Peninsula University of Technology, 2008. / Includes bibliographical references (leaves 133-137). Also available online.

This study investigated the question: What is the meaning of the mentoring relationship which facilitates transformation of the protégé? This was accomplished using an existential-phenomenological approach. The study included five adult "co-researchers" who had experienced the phenomenon being investigated and were capable of describing their experience to the researcher. The co-researchers were asked to describe their experience of the relationship with their mentor and to validate the analysis within the context of three interviews. The descriptions were tape recorded and transcribed and used as the data for the study. The analysis was conducted according to the method described by Colaizzi (1978). The themes derived from the co-researchers' descriptions were described and woven into an exhaustive phenomenological description of the mentoring relationship which facilitates transformation of the protégé. The essential structure derived from the exhaustive description was presented in a condensed statement of the meaning of the experience for the five co-researchers. Twenty-eight themes or dimensions of the experience were identified. The pattern described is a more profound and complete picture of the meaning of the experience of the mentoring relationship which facilitates transformation of the protégé than previously available in the literature. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

Thesis ((MPhyst.)--Faculty of Health Sciences)-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (M.B.A.)--Carleton University, 2001. / Includes bibliographical references (p. 109-113). Also available in electronic format on the Internet.

Thesis (Ed. D.)--Portland State University, 1991. / Includes bibliographical references (leaves [213]-221).