Learning to Mentor-as-Praxis
Learning to Mentor-as-Praxis

Author: Lily Orland-Barak

Publisher: Springer Science & Business Media

Published: 2010-03-10

Total Pages: 248

ISBN-13: 1441905820

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Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say ‘science and ?ction. ’ The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles – their formation, growth, and sudden exit from the visible world with a nearly soundless ‘pop!’ Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form – to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.

Stories of Mentoring
Stories of Mentoring

Author: Michelle F. Eble

Publisher: Parlor Press LLC

Published: 2008-10-01

Total Pages: 349

ISBN-13: 1602350744

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Describes mentoring of teachers and scholars in the field of composition and rhetoric.

Learning to Mentor in Sports Coaching
Learning to Mentor in Sports Coaching

Author: Fiona C. Chambers

Publisher: Routledge

Published: 2018-05-11

Total Pages: 262

ISBN-13: 1351697366

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Learning to Mentor in Sports Coaching is an innovative, user-friendly, practical and theoretical guide for educating sports coaches as mentors. It is the first book to employ design thinking techniques to develop a new approach to mentor education in sports coaching. Providing theoretical grounding in mentoring conversations, design thinking and case study research, the book centres on a series of redesigned mentoring conversations between some of the world’s leading sports coaching experts, coach educators, mentors and mentees. It covers topics such as: supporting novice volunteer coaches’ learning the learning needs of novice volunteer coaches and novice professional coaches professional communities of learning in coaching the impact of coaching behaviours on learning environments autonomy-supportive learning environments coaching children, young people and adults Closing with a critique of the sports coach mentor as design thinker, Learning to Mentor in Sports Coaching is important reading for any upper-level student or researcher working in sports coaching, sports pedagogy or youth sport, and any coach looking to integrate sound mentoring theory into their professional practice.

Mentorship/Methodology
Mentorship/Methodology

Author: Leigh Gruwell

Publisher: University Press of Colorado

Published: 2024-04-22

Total Pages: 299

ISBN-13: 1646425820

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Mentorship/Methodology brings together emerging and established scholars to consider the relationship between mentoring practices and research methodologies in writing studies and related fields. Each essay in this edited collection produces a new intellectual space from which to theorize the dynamics of combining mentoring and research in institutions and communities of higher education. The contributors consider how methodology informs mentorship, how mentorship activates methodology, and how to locate the future of the field in these moments of intersection. Mentorship, through the research and relationships it nourishes, creates the future of writing studies—or, conversely, reproduces the past. At the juncture where this happens, the contributors inquire, Where have current arrangements of mentorship/methodology taken writing studies? Where do these points of intersection exist in performance and practice, in theory, in research? What images of the field do they produce? How can scholars better articulate and write about these moments or spaces in which mentorship and methodology collide in productive disciplinary work? By making the “slash” more visible, Mentorship/Methodology provides significant opportunities to support and cultivate diverse ways of knowing and being in rhetoric and composition, both locally and globally. The volume will appeal to students and scholars of rhetoric, composition, and technical and professional communication, as well as readers interested in conversations about mentorship and methodology.

Mentoring as Critically Engaged Praxis
Mentoring as Critically Engaged Praxis

Author: Deirdre Cobb-Roberts

Publisher: IAP

Published: 2020-10-01

Total Pages: 251

ISBN-13: 164802212X

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This edited volume seeks to interrogate the structures that affect the perceptions, experiences, performance and practices of Black women administrators. The chapters examine the nature and dynamics of the conflict within that space and the ways in which they transcend or confront the intersecting structures of power in academe. A related expectation is for interrogations of the ways in which their institutional contexts and, marginalized status inform their navigational strategies and leadership practices. More specifically, this work explores mentorship as critical praxis; that being, the ways in which Black women’s thinking and practices around mentoring affect their institutional contexts or environment, and, that of other marginalized groups within academe. A discussion of Black women in higher education administration as critically engaged mentors will ultimately diversify thought, approaches, and solutions to larger social and structural challenges embedded within academic climates. Praise for Mentoring as Critically Engaged Praxis: Mentoring as Critically Engaged Praxis: Storying the Lives and Contributions of Black Women Administrators, the authors present insights on the challenges Black women face and how mentoring networks and strategies help them transcend professional and institutional barriers. Each chapter intentionally creates a space to elevate their voices, depicts the reciprocity on how they are transforming and being transformed by their institutional context, and offers hope for improving the status of women leaders. The power of this book is that it is an acknowledgement of Black women being the architect of their lives and is filled with meaningful content that is nuanced and offers a glimpse into how black women leaders continue to lift as they climb. - Gaëtane Jean-Marie, Rowan University Mentoring as Critical Engaged Praxis perfectly captures a process that Black women have been facilitating, practicing and innovating prior to and since their entry into the higher education. Deirdre Cobb-Roberts and Talia R. Esnard have assembled a strong cast of scholars who eloquently speak to the role that Black women administrators play in their daily practice of “Lift as we climb.” Despite the limited number of Black women in senior leadership roles across academe, most, if not all of them must consistently tackle institutional and societal injustices that shape their experiences and influence their capacity to mentor. - Lori Patton Davis, The Ohio State University

Mentoring for Learning
Mentoring for Learning

Author: Harm Tillema

Publisher: Springer

Published: 2015-04-27

Total Pages: 355

ISBN-13: 9463000585

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No doubt, students appreciate the talks they have with their mentors but do they learn from it as well? Conversations can be comforting or confronting, but

Teacher Induction and Mentoring
Teacher Induction and Mentoring

Author: Juanjo Mena

Publisher: Springer Nature

Published: 2022-01-01

Total Pages: 300

ISBN-13: 303079833X

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This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

Educating Future Teachers: Innovative Perspectives in Professional Experience
Educating Future Teachers: Innovative Perspectives in Professional Experience

Author: Jeana Kriewaldt

Publisher: Springer

Published: 2017-09-04

Total Pages: 256

ISBN-13: 9811054843

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This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education. It presents the latest research and evidence from those currently involved in innovative programmes designed to provide alternatives to meet local challenges during professional experience in teacher education. As the professional experience process is framed quite differently across Australian teacher education programmes, these cross-institutional accounts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group.

Models of Mentoring in Language Teacher Education
Models of Mentoring in Language Teacher Education

Author: Hoa Thi Mai Nguyen

Publisher: Springer

Published: 2016-10-17

Total Pages: 226

ISBN-13: 3319441515

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This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field. A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories. Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers’ professional development.

The Praxis of Disrupting Educational Spaces
The Praxis of Disrupting Educational Spaces

Author: Elbert Hawkins (III)

Publisher:

Published: 2020

Total Pages: 211

ISBN-13:

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"This qualitative research study examines the Successful Team Aimed at Reaching Student Success (STARSS) mentoring program at Excellence High School (EHS). The STARSS mentoring program purports to address the academic, social, and emotional needs of African American young men at EHS. Hence, the purpose of this study is to settle my curiosity by examining the effectiveness of the STARSS mentoring program through the lens of the participants in the program over a six-year period, 2012-2018. The participants in STARSS consist of African American young men as well as teachers, counselors, and administrators, who actively serve as mentors and student advocates. In the research, the focus is on current and former teachers and administrators and former graduates from EHS who actively participated in the STARSS mentoring program. I define active participation as mentors, advocates, and mentees who participated in the activities and learning opportunities designed for the program. The activities and learning opportunities include, but were not limited to, the HistoryMakers celebration at the beginning of each program year, Breakfast for Champions, the STARSS Honors Academy, one-on-one mentor and mentee sessions, field trips, professional development opportunities, etc. To determine the effectiveness of the program, I gravitate towards Effectiveness Theory, Critical Race Theory (CRT), and Culturally Relevant Pedagogy (CRP) to frame the study and to answer the research questions that ground the study. I use Participatory Action Research (PAR) to frame the methodology, and I use semi-structured interviews as a research method to collect the data. I place these theories and research methods within the same space and within the same context as specialty programs. I define specialty programs as any program that intentionally works to enhance the academic, social, or emotional well-being of school-aged children outside of their classroom spaces (e.g., comprehensive school counseling programs). I reference comprehensive school counseling programs as an example, due to the commitment of the advisors in STARSS willingness to address the mentees' social and emotional well-being. I also reference these programs due to the advisors' commitment to bring attention to the idea of culturally relevant learning, inequitable school practices, and their commitment to disrupt social practices that marginalize and dehumanize students within our spaces of learning. Therefore, the benefits of this study could potentially add to critical discourse pertaining to education in the United States, best practices for implementing and examining school-based mentoring programs, and the academic achievement and social and emotional growth of African American males."--Abstract from author supplied metadata