Table of Contents

Table of Contents

Preface
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

Index
pp. 161-170