MENTORING & TUTORING最新文献

{"title":"Editorial overview: mentoring for targeted growth in professional practice","authors":"N. Templeton, S. Jeong, Elisabeth Pugliese","doi":"10.1080/13611267.2021.1962589","DOIUrl":"https://doi.org/10.1080/13611267.2021.1962589","url":null,"abstract":"This issue of Mentoring and Tutoring: Partnership in Learning Journal includes research from scholars representing the USA (seven states), Korea, and England. The authors critically examine the development of professional practice through several aspects of successful mentoring. Most notably, findings from the research frames an intellectual dialogue between the intentional behaviors that subsequently lead to effective mentoring relationships and the manner in which mentoring, when used as a tool for targeted growth, supports enhanced professional practice. As Irby (2008) noted, one focus of intentional mentoring is the deeper development of the individual within the organization through shared relationships. As I read through each of the manuscripts, I reflected on my own journey through academia to the professoriate. Assuredly, my journey was replete with setbacks, doubt, and challenges between my brain and my heart. However, mentoring, both peer-to-peer and mentor to mentee, was a catalyst for change; an indispensable reminder to focus on the end result, rather than the process. A decade later, I am a tenured professor who still benefits from a long-lasting shared relationship with my mentor. While not all mentoring leads to positive outcomes, there are key benefits for professional practice, including increased efficacy, higher levels of engagement and satisfaction, and greater career opportunities. Admittedly, mentoring is hard work requiring a carefully honed skillset and a purposefully articulated structure. Essentially, the mentor mentee relationship requires more than a combined willingness to succeed. Mutual responsibility and respect are foundational pillars, but even more crucial is having a growth mindset and a learning attitude. Mentors who are empowering are also great","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84954463","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":"International faculty mentoring partnership with international undergraduate student and community organizations in a local and a global context: lessons learned","authors":"M. Idris, Leena Dahal","doi":"10.1080/13611267.2021.1954455","DOIUrl":"https://doi.org/10.1080/13611267.2021.1954455","url":null,"abstract":"ABSTRACT The authors of this perspectives-based paper analyze the research process and results of an undergraduate research (UR) partnership that involved both of us – an undergraduate student and a faculty member with international backgrounds–, a local non-profit organization in North Carolina that connected the authors with research participants who are refugees from diverse origins in Africa and South Asia, and a foreign non-profit organization that connected the authors with Nepali research participants in Nepal. Learning about how this research partnership worked, its challenges and successes is important to better understand how faculty members of diverse origins can effectively mentor undergraduate students of diverse origins in both local and global contexts. Recommendations and lessons learned are offered.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88141592","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":"Multifaceted mentorship community: resisting historical mentoring to create mentee-initiated and sustained mentorship for women doctoral students","authors":"D. Marx, Leah Panther, Rhianna K. Thomas, H. McNeil","doi":"10.1080/13611267.2021.1954456","DOIUrl":"https://doi.org/10.1080/13611267.2021.1954456","url":null,"abstract":"ABSTRACT In the absence of an institutionally sponsored doctoral mentoring program, a small group of women doctoral students developed a new model of mentoring by initiating and sustaining a multifaceted mentorship community (MMC). Using an autoethnographic approach, we present the development of this new model and insights into a mentee-initiated, multifaceted mentorship community that supports doctoral students. Our findings indicate the MMC helped doctoral students understand and navigate the politics of the university, created a collaborative culture that crowded out isolation, and provided sustainable mentorship. This study offers guidance for doctoral students and faculty in need of alternatives to traditional mentoring models. The MMC model may also be useful in educational and business environments outside of higher education.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74915286","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":"Someone who ‘gets’ me: adolescents’ perceptions of positive regard from natural mentors","authors":"Adar Ben-Eliyahu, Laura Yoviene Sykes, J. Rhodes","doi":"10.1080/13611267.2021.1927438","DOIUrl":"https://doi.org/10.1080/13611267.2021.1927438","url":null,"abstract":"ABSTRACT A survey of 1,860 15-year-olds from across the United States found that mentees’ perceived positive regard from caring adults was associated with a range of personal, school, and civic outcomes. A structural equation modeling analysis found that for youth who have a mentor or other caring adults that they feel gets them, this perceived positive regard was positively related to youth’s sense of purpose and effort in school, which are related to higher grades and civic engagement. A person-centered approach found associations between feeling ‘gotten’ by a caring adult and higher academic and civic engagement. Results also demonstrate potential negative effects for youth who perceived low positive regard from an adult. Implications for research and practice are discussed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72786738","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":"Faculty mentoring in higher education: results from a pilot program at Jammu, India","authors":"Ankur Gupta","doi":"10.1080/13611267.2021.1922973","DOIUrl":"https://doi.org/10.1080/13611267.2021.1922973","url":null,"abstract":"ABSTRACT Mentoring and coaching are established best practices across the corporate world. These are designed to support leadership development, career progression and engaging select employees with a view to enhancing performance and achievement at the individual, group and organization level. However, such practices have not found wide adoption across the higher education sector, especially in developing countries such as India where it is still an alien concept. We present early results from a year-long mentoring program for 12 faculty members at a higher education institution in Jammu, India. Mentoring was found to have the best outcomes for early and mid-career faculty especially women and resulted in attainment of significant individual and institutional outcomes. This paper makes a strong case for the wide-adoption of faculty mentoring across higher education institutions in India subject to some caveats.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86843798","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 mentoring women in STEM: an explanatory case study on reflections from a program in Jordan","authors":"R. Dajani, Zeena Tabbaa, Amneh Al-Rawashdeh, U. Gretzel, G. Bowser","doi":"10.1080/13611267.2021.1927429","DOIUrl":"https://doi.org/10.1080/13611267.2021.1927429","url":null,"abstract":"ABSTRACT Women in STEM are underrepresented and face challenges in balancing work and family. Therefore, mentoring is an important career intervention that focuses on individual’s well-being and professional career. This study introduces a voluntary, flexible, context-sensitive and informal peer-based mentoring model. Twenty-six female STEM professors from Jordanian universities participated in the program for an academic year, self-identifying as mentors/mentees, creating a unique mentoring network across institutions. This case study uses multiple data sources to illustrate opportunities and challenges inherent in the model. Most participants found the program enriching, exciting and a challenging learning experience. Mentors reported increases in self-confidence and satisfaction derived from contributing to the academic community. Mentees emphasized their continuous learning and improved prioritisation skills. Both reflected on the importance of peer-mentoring for women in academia. The flexibility and organic growth possibility of the model is promising and holds important implications for policy makers and practitioners for future implementation.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79624303","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":"Editorial overview: mentoring for individualized growth in schools and universities","authors":"N. Templeton, S. Jeong, Elisabeth Pugliese","doi":"10.1080/13611267.2021.1935772","DOIUrl":"https://doi.org/10.1080/13611267.2021.1935772","url":null,"abstract":"This is my third issue of Mentoring and Tutoring: Partnership in Learning journal, and I am not certain that I have been properly introduced. I am Nathan (Nate) Templeton and I bring a wealth of experience in academia, most recently serving a long stint as editor of the International Journal of Educational Leadership Preparation (IJELP). I am excited to assume the helm of this prestigious journal, having been mentored through the years by Dr. Beverly Irby. As with Dr. Carol Mullen before her, my being named editor is an exciting step in the mentoring process between Dr. Irby and myself. We teach in the same system, serve within the same community of practice group, and fulfill academic responsibilities in a myriad of common ways. Even so, the greatest impact from Beverly has been the patient nurturing and mentoring over the past year, as she instilled in me the mission of this great journal to mentor both earlyand latecareer members of the academy to develop and grow personally and professionally. Thank you, Beverly for the investment of time and effort to teach, model, and challenge. This issue of Mentoring & Tutoring: Partnership in Learning Journal includes scholars from Jordan, Israel, India, and the northeastern and southeastern areas of the United States. These international contributors explore mentoring as a process for individualized growth in schools and universities. Garbey, Garvey, Stokes, and Meddinson (2017) described mentoring as a phenomenon embedded in human and cultural interactions which ultimately frame the foundation for individual and organizational growth. Similarly, Brondyk and Searby (2013) articulated the complexities of best practices in the field of mentoring, and while the authors confirmed some ambiguity with the term best practice, the benefits of mentoring and the prevalence of a mentoring mindset have proven to be impactful for improving professional growth through effective mentoring practices (Irby et al., 2020; Mullen, 2012). Most notably, this issue examines different types of mentoring programs and practices and the manner in which each enriches learning and individualized growth in schools and universities. Specifically, mentoring approaches are situated in the narratives of continuous learning, relationship building, and in the case of adolescents, identity development through natural mentors. For clarity, a natural mentor is one who naturally connects with a mentee, rather MENTORING & TUTORING: PARTNERSHIP IN LEARNING 2021, VOL. 29, NO. 3, 257–260 https://doi.org/10.1080/13611267.2021.1935772","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73987792","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":"Individual differences in student perceptions and utilization of undergraduate mentoring","authors":"Miranda Goodman-Wilson","doi":"10.1080/13611267.2021.1927439","DOIUrl":"https://doi.org/10.1080/13611267.2021.1927439","url":null,"abstract":"ABSTRACT Although academic mentors often play an important role in an undergraduate’s experience, the mentor-mentee relationship at the college level is not a topic that has received significant empirical attention. I administered questionnaires to 105 undergraduates in order to assess their utilization of their mentor and satisfaction with the mentorship program. The relationship between individual aspects of mentoring (e.g. academic planning; interpersonal support) and overall satisfaction with mentorship received were also examined. I also assessed whether there were predictable individual differences in students’ perceptions of mentorship, focused particularly on their affective symptomatology and adult attachment style. Results indicated that students’ symptoms of depression and social anxiety were significantly negatively associated with their willingness to seek their mentor’s counsel and take their advice, and with their overall satisfaction with the mentorship they received. Similar negative associations were found amongst students higher in attachment insecurity.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82766051","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 use of face-to-face and mobile assisted peer tutoring in solving the language problems of Syrian refugees","authors":"Fatih Tanrıkulu","doi":"10.1080/13611267.2021.1912469","DOIUrl":"https://doi.org/10.1080/13611267.2021.1912469","url":null,"abstract":"ABSTRACT Our aim, in this study, was to examine the effects of peer tutoring in face-to-face and mobile environments in order to overcome language problems of Syrian refugees studying in second language (L2) learning. The study examined 11 weeks of peer tutoring of 13 Syrian refugees at undergraduate level and 13 undergraduate students who were tutoring them. Data were obtained from diaries, focus interviews, and semi-structured interviews. Data were analysed using Nvivo 12 software and categorized under themes. Findings indicated that students have a perception that peer tutoring helps to solve the problems they experience in their speaking, reading, writing, listening language skills in their undergraduate education. It also supports vocabulary learning, and it is more effective than classroom environment in solving language problems. Students' perceptions also indicated that mobile environments help to solve language problems, change their attitudes towards language and affect their awareness positively.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90092173","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":"Are you better off now? An investigation of perceived outcomes among teachers involved in a mentoring program","authors":"Théophile Muhayimana","doi":"10.1080/13611267.2021.1912476","DOIUrl":"https://doi.org/10.1080/13611267.2021.1912476","url":null,"abstract":"ABSTRACT This quantitative study examined mentees’ perceptions of the support they have received from a school-based mentoring program (SBMP) in which they have been involved for three years. The study involved 341teachers in seven schools that hosted the SBMP. The findings indicated that only 45.2% of participants ‘agreed’ or ‘strongly agreed’ that their mentors provided expected support. According to the findings, such a low level of teachers’ satisfaction with the program benefits may have stemmed from a high teacher-mentor ratio (56 for 1), limited mentor’s content knowledge, and time constraints. The study addresses the gap in the current literature on school-based mentoring practices when it comes to the language educational policies involving the use of English as a classroom language in postcolonial contexts. In particular, the study provides education decision-makers with a body of knowledge conducive to designing and implementing school-based mentoring programs that are likely to succeed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77989726","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}