International Journal of Mentoring and Coaching in Education最新文献

{"title":"Bringing joy back into higher education: the potential contribution of coaching","authors":"Jenny Lynden, George Gallaghan, Christian J. van Nieuwerburgh","doi":"10.1108/ijmce-05-2023-0043","DOIUrl":"https://doi.org/10.1108/ijmce-05-2023-0043","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>There are significant challenges facing academics and senior leaders in higher education (HE) institutions internationally. These challenges have led to increasing levels of metrification and managerialism, which has fostered work intensification, reduced professional autonomy, stress and burnout amongst faculty staff. Traditional approaches for supporting and developing staff, such as mentoring and training, do not provide the resources faculty staff need to meet the challenges they face. In contrast, experiences in various other educational and professional settings have demonstrated the effectiveness of workplace coaching in fostering well-being, adaptability, flexibility and sustainable performance. This review argues that workplace coaching could similarly support academics.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A critical literature review evaluates coaching interventions across educational and comparable sectors to identify positive well-being and performance-based outcomes.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>While there is limited research into the efficacy of coaching interventions for faculty staff in HE, research in other educational, as well as comparable professional contexts, identifies significant sustainable improvements in well-being and performance for professional staff.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The evidence that identifies positive outcomes of coaching in professional workplace contexts is compelling. This critical review uses some of that evidence base to propose an agenda to implement coaching programmes that support faculty staff to improve their well-being and performance.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>While there are published research studies on the positive outcomes of coaching in primary and secondary educational contexts, as well as for postgraduate research students, there is very limited knowledge, practice and research about coaching faculty staff in HE. This article addresses this by critically reviewing a broad range of literature to identify coaching and research initiatives for faculty staff in HE institutions.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of instructional coaching on elementary mathematics teaching","authors":"S. Panfilio-Padden, Jonathan L. Brendefur, Keith Krone","doi":"10.1108/ijmce-11-2022-0095","DOIUrl":"https://doi.org/10.1108/ijmce-11-2022-0095","url":null,"abstract":"PurposeThe purpose of the study was to gather data to determine whether instructional coaching partnerships can improve teachers’ implementation of learned mathematics instructional strategies. Teachers are willing to learn and implement new mathematics strategies after professional development sessions to see better student learning results. However, the implementation process can become difficult. Our purpose was to determine whether implementing mathematics strategies improved if an instructional coaching partnership supported teachers.Design/methodology/approach“Do instructional coaching partnerships improve teachers’ implementation of mathematics instructional strategies?” We gathered data to determine whether instructional coaching partnerships support teachers’ capacity to implement new learning. Data were collected using video recording or classroom observation as a pre- and post-assessment. Teachers received 4 to 6 weeks of instructional coaching support during the intervention. Teachers completed a questionnaire about their intervention experiences. Student testing data were also analyzed to determine whether the intervention increased learning outcomes.FindingsOur findings showed improved mathematics strategies, explicitly implementing the open-ended questioning strategy used during mathematics instruction. Open-ended questions to check students’ mathematics understanding increased by 42%. Teachers responded to a qualitative survey and stated overall satisfaction with the support provided by the instructional coach. Additionally, state testing scores in Grades 3 to 5 increased proficiency levels. Grade-level growth comparisons increased between 5 and 28%.Originality/valueThis study adds to current research stating that instructional coaching cycles and the implementation of partnership principles can positively support the execution of learned teaching practices. The study also indicates the effects of coaching support on students’ learning.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective mentor training, education and development: a qualitative multilevel meta-synthesis","authors":"Bronwen Maxwell, Kinga Káplár-Kodácsy, Andrew J. Hobson, Eleanor Hotham","doi":"10.1108/ijmce-07-2023-0068","DOIUrl":"https://doi.org/10.1108/ijmce-07-2023-0068","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper synthesises international research on effective mentor training, education and development (MTED).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>An adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Our meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141256802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoring magic: career calling as a catalyst for tacit knowledge transfer in executive development centers (EDCs)","authors":"Rana Salman Anwar","doi":"10.1108/ijmce-07-2023-0066","DOIUrl":"https://doi.org/10.1108/ijmce-07-2023-0066","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The goal of this study was to understand the relationships between mentoring roles, career calling, and the transmission of tacit knowledge in the setting of executive development centers. The purpose of this research was to determine if there is a link between mentoring roles and the transmission of tacit knowledge and, if so, to what extent mentoring structure and culture moderate this link.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study used a quantitative strategy based on partial least squares structural equation modeling (PLS-SEM) to examine information gathered from 287 workers at four executive development centers. Mentoring roles, vocational calling, and the transmission of tacit knowledge were quantified using scales derived from existing research.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results showed a beneficial association between mentoring roles and vocational interest. Tacit knowledge was more likely to be shared when it was directly related to one’s chosen profession. A person’s vocation mediated the connection between mentoring roles and the transmission of tacit knowledge. Furthermore, the form of mentoring moderated the relationship of mentoring roles and the transfer of tacit knowledge.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study is novel because it investigates the interplay between mentoring roles, vocational vocation, and the transmission of tacit knowledge in a non-traditional business setting. This research emphasizes the mediating impact of vocation and the moderating effect of mentorship structure in influencing knowledge-sharing practices in Pakistan’s public sector.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141256933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of mentoring relationship quality in a college peer mentoring program: associations with mentors’ and mentees’ perceptions of family relationships","authors":"Gizem Erdem, Ommay Aiman Safi, Esma Betül Savaş","doi":"10.1108/ijmce-09-2023-0086","DOIUrl":"https://doi.org/10.1108/ijmce-09-2023-0086","url":null,"abstract":"PurposePeer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.Design/methodology/approachThe sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.FindingsA multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.Originality/valueThis study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141098296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building a wisdom community through femtoring/mentoring: Latinx faculty and students at a Hispanic-serving institution","authors":"Hilda Cecilia Contreras Aguirre","doi":"10.1108/ijmce-06-2023-0046","DOIUrl":"https://doi.org/10.1108/ijmce-06-2023-0046","url":null,"abstract":"PurposeThe purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.Design/methodology/approachThis study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.FindingsUndergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.Research limitations/implicationsThe study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.Practical implicationsHispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.Originality/valueThis paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affordances, constraints and collaborative potential of e-mentoring platforms and their features for K–12 educators: a systematic literature review","authors":"Kristina Bell","doi":"10.1108/ijmce-07-2023-0056","DOIUrl":"https://doi.org/10.1108/ijmce-07-2023-0056","url":null,"abstract":"PurposeThe purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of e-mentoring in order to offer recommendations for mentoring programs.Design/methodology/approachAfter identifying studies utilizing inclusion and exclusion criteria and a variety of relevant databases, chosen studies were organized into three categories based on e-mentoring practices.FindingsResults reflect chat-room-based e-mentoring and e-mentoring with a video component both to have various affordances and collaborative features. These forms of e-mentoring can potentially be relevant to new teachers’ needs, may promote community and are disconnected from mentees’ school systems. A third form of e-mentoring, virtual reality e-mentoring, however, has the potential for accessibility issues and lack of relevancy to the mentoring process.Originality/valueChat-room-based e-mentoring and e-mentoring with a video component may benefit new teachers who do not have access to in-person mentors. However, these forms of e-mentoring may necessitate a component that ensures mentors and mentees alike remain consistently engaged in the e-mentoring process.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education","authors":"Mary Clare Relihan, Richard O'Donovan","doi":"10.1108/ijmce-07-2023-0070","DOIUrl":"https://doi.org/10.1108/ijmce-07-2023-0070","url":null,"abstract":"<h3>Purpose</h3>\u0000<p> This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p> This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p> We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p> Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140809157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer mentors' experiences in an online STEM peer mentoring program: “beacons of light”","authors":"Jillian L. Wendt, Vivian O. Jones","doi":"10.1108/ijmce-03-2023-0033","DOIUrl":"https://doi.org/10.1108/ijmce-03-2023-0033","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Analysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoring preparation in educational contexts: a review of the literature","authors":"Kate Thornton","doi":"10.1108/ijmce-07-2023-0069","DOIUrl":"https://doi.org/10.1108/ijmce-07-2023-0069","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Many mentors working in educational contexts lack adequate preparation, and a shift in mentoring practice from a mentor as expert approach, which mentors are likely revert to without training, to a more collaborative relationship in line with educative mentoring is recommended. Relationship building, working collaboratively and encouraging critical reflection are essential mentoring capabilities, and can be supported by participation in effective mentoring preparation programmes. Characteristics of these programmes include: providing time for mentors to reflect on their personal capabilities and attitudes; strengthening their knowledge about mentoring and learning a range of approaches and tools.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Implications for mentor preparation include consideration of curricula that focus on the nature of effective mentoring relationships, provision of effective observation-based feedback and the facilitation of critical reflection. Blended learning models appear to have potential and organisational leaders need to recognise and value mentoring to ensure that it is prioritised.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This article makes a valuable contribution to our understanding of the nature of effective mentor preparation programmes.</p><!--/ Abstract__block -->","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139917940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}