Mentoring: Perspectives, Strategies and Impacts on School Performance


Wanda Slater (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

This book provides current research on the perspectives of mentoring, different strategies and the impacts mentoring has on school performance. Chapter one begins with a discussion on the Balu and Du mentoring program. Chapter two studies the use of peer mentoring to implement multicultural education in preschool classrooms. Chapter three reviews and analyzes a variety of mentoring supports including supports such as providing content resources and materials, teaching observations with meaningful feedback, a listening ear, common planning time with mentors, and release time to observe other teachers.

Chapter four reports on the successful uptake of mentoring in an education setting; more specifically among beginning teachers in the secondary schools. Chapter five provides recommendations for helping school-based partners prepare for and transition to clinically-based teacher preparation. Chapter six studies a structured on-the-job training model that incorporates bidirectional mentoring in teacher professional learning communities. Chapter seven introduces e-mentoring as a way to increase student satisfaction and/or retention. Chapter eight examines how mentoring undergraduate and graduate students through student assistant positions in an academic library increases academic success. The last chapter studies the influence of task, social and knowledge characteristics on peer mentoring.
(Imprint: Nova)

Table of Contents

Table of Contents

pp. vii-xii

Chapter 1
Attention, Perseverance, and Stress Regulation in the Case of Primary School Children: How does the Mentoring Program Balu und Du (“Baloo and You”) Facilitate these Competencies?
(Hildegard Müller-Kohlenberg and Brigitte Borrmann, Osnabrück University, Osnabrück, Germany, and others)
pp. 1-20

Chapter 2
Using Peer Mentoring to Implement Multicultural Education in Preschool Classrooms
(Anni Reinking, Monmouth College, Monmouth, Illinois, USA)
pp. 21-48

Chapter 3
Supporting the Beginning Teacher: Which Mentoring Supports do Teachers Receive? Which are Considered Most Beneficial?
(Sarah K. Clark, Utah State University, Logan, Utah, USA)
pp. 49-72

Chapter 4
Mentoring for Beginning Teachers in Australia: An Old Idea with new Significance
(Tom Short and Denise MacGregor, University of South Australia, Adelaide, Australia)
pp. 73-98

Chapter 5
Partnering with P-12 Teachers in the Collaborative Mentoring of Teacher Candidates
(Dianne M. Gut, Pamela C. Beam, and John E. Henning, Gladys W. and David H. Patton College of Education, Ohio University, Athens, OH, USA, and others)
pp. 99-108

Chapter 6
Strategies to Promote Bidirectional Mentoring in Education: Teacher Professional-Learning Communities and a Structured On-the-Job Training Model
(Yin-Che Chen, Graduate Institute of Human Resource and eLearning Technology, National Hsinchu University of Education, Hsinchu, Taiwan)
pp. 109-120

Chapter 7
E-Mentoring a Way to Increase Student Satisfaction and/or Retention
(Abigail Mitchell, D’Youville College, Buffalo, NY, USA)
pp. 121-124

Chapter 8
The Impact of Library Mentoring on Academic Success
(Mary Ann Venner, University of North Texas, Denton, TX, USA)
pp. 125-136

Chapter 9
“Does the Variability of Job Characteristics Influence the Occurrence of Peer Mentoring at Work?”
(Torbjørn Waaland, Department of Early Childhood Education, University of Stavanger, Stavanger, Norway)
pp. 137-160

pp. 161-170

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