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Editorial overview: mentoring for targeted growth in professional practice 编辑概述:指导在专业实践中有针对性的成长
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-08 DOI: 10.1080/13611267.2021.1962589
N. Templeton, S. Jeong, Elisabeth Pugliese
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
本期的《辅导与辅导:学习中的伙伴关系》杂志包括来自美国(七个州)、韩国和英国的学者的研究。作者通过成功指导的几个方面批判性地考察了专业实践的发展。最值得注意的是,研究结果在有意行为之间建立了一种智力对话,这种对话随后导致有效的指导关系,而指导作为目标成长的工具时,支持增强的专业实践。正如Irby(2008)所指出的,有意指导的一个重点是通过共享关系在组织中实现个人的更深层次发展。当我阅读每一份手稿时,我反思了自己从学术界到教授的历程。毫无疑问,我的旅程充满了挫折、怀疑和挑战,在我的大脑和我的心之间。然而,无论是点对点还是导师对学员的指导,都是变革的催化剂;这是一个不可缺少的提醒,提醒你关注最终结果,而不是过程。十年后,我成为了一名终身教授,仍然受益于与我的导师长期的共同关系。虽然不是所有的指导都能带来积极的结果,但对专业实践来说,有一些关键的好处,包括提高效率、更高的参与度和满意度,以及更多的职业机会。诚然,指导是一项艰苦的工作,需要精心磨练的技能和有目的的清晰结构。从本质上讲,师徒关系需要的不仅仅是成功的共同意愿。相互的责任和尊重是基本的支柱,但更重要的是要有一个成长的心态和学习的态度。有能力的导师也很棒
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引用次数: 6
International faculty mentoring partnership with international undergraduate student and community organizations in a local and a global context: lessons learned 在本地和全球背景下,国际教师与国际本科生和社区组织的指导伙伴关系:经验教训
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-08 DOI: 10.1080/13611267.2021.1954455
M. Idris, Leena Dahal
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.
这篇基于视角的论文的作者分析了一个本科生研究(UR)伙伴关系的研究过程和结果,该伙伴关系涉及我们两个-一个本科生和一个具有国际背景的教师-北卡罗莱纳州的一个当地非营利组织,该组织将作者与来自非洲和南亚不同起源的难民的研究参与者联系起来。以及一家外国非营利组织,该组织将作者与尼泊尔的研究参与者联系起来。了解这种研究伙伴关系是如何运作的,它的挑战和成功是很重要的,以便更好地了解不同出身的教师如何在本地和全球背景下有效地指导不同出身的本科生。提出了建议和经验教训。
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引用次数: 1
Multifaceted mentorship community: resisting historical mentoring to create mentee-initiated and sustained mentorship for women doctoral students 多面师徒社区:抵制历史师徒,为女博士生创造师徒发起的、持续的师徒关系
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-08 DOI: 10.1080/13611267.2021.1954456
D. Marx, Leah Panther, Rhianna K. Thomas, H. McNeil
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.
在缺乏机构赞助的博士指导计划的情况下,一小群女博士生通过发起和维持一个多方面的导师社区(MMC),开发了一种新的指导模式。通过使用自我民族志方法,我们展示了这种新模式的发展,并深入了解了一个由学员发起的、多方面的导师社区,该社区支持博士生。我们的研究结果表明,MMC帮助博士生理解和驾驭大学的政治,创造了一种排挤孤立的合作文化,并提供了可持续的指导。本研究为需要替代传统指导模式的博士生和教师提供指导。MMC模型在高等教育之外的教育和商业环境中也很有用。
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引用次数: 0
Someone who ‘gets’ me: adolescents’ perceptions of positive regard from natural mentors “理解”我的人:青少年对天生导师的积极关注的看法
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-05-27 DOI: 10.1080/13611267.2021.1927438
Adar Ben-Eliyahu, Laura Yoviene Sykes, J. Rhodes
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.
一项针对美国1860名15岁青少年的调查发现,被指导者感知到的来自关怀成年人的积极关注与一系列个人、学校和公民结果有关。结构方程模型分析发现,对于那些有导师或其他关心他们的成年人的年轻人来说,这种感知到的积极关注与年轻人在学校的目标感和努力感呈正相关,这与更高的成绩和公民参与有关。一种以人为本的方法发现,被一个有爱心的成年人“得到”的感觉与更高的学术和公民参与度之间存在关联。研究结果还表明,如果青少年从成年人那里获得的积极关注较少,可能会产生潜在的负面影响。讨论了对研究和实践的启示。
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引用次数: 4
Peer mentoring women in STEM: an explanatory case study on reflections from a program in Jordan STEM领域的同侪辅导女性:约旦项目反思的解释性案例研究
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-05-27 DOI: 10.1080/13611267.2021.1927429
R. Dajani, Zeena Tabbaa, Amneh Al-Rawashdeh, U. Gretzel, G. Bowser
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.
STEM领域的女性代表不足,在平衡工作和家庭方面面临挑战。因此,师徒关系是一种重要的职业干预,它关注个体的幸福感和职业生涯。本研究引入了一个自愿的、灵活的、情境敏感的、非正式的基于同伴的指导模型。来自约旦大学的26位STEM女教授参加了为期一学年的项目,自我认定为导师/学员,在各机构之间建立了一个独特的指导网络。本案例研究使用多个数据源来说明模型中固有的机遇和挑战。大多数参与者都认为这个项目丰富多彩,令人兴奋,是一次具有挑战性的学习经历。导师们报告说,对学术团体的贡献增加了他们的自信心和满足感。学员们强调了他们的持续学习和优先排序技能的提高。两人都反映了同行指导对学术界女性的重要性。该模型的灵活性和有机增长的可能性是有希望的,对政策制定者和实践者未来的实施具有重要意义。
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引用次数: 2
Faculty mentoring in higher education: results from a pilot program at Jammu, India 高等教育中的教师指导:来自印度查谟试点项目的结果
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-05-27 DOI: 10.1080/13611267.2021.1922973
Ankur Gupta
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.
指导和辅导是企业界公认的最佳实践。这些课程旨在支持领导力发展、职业发展和吸引精选员工,以提高个人、团队和组织层面的绩效和成就。然而,这种做法并没有在高等教育部门得到广泛采用,尤其是在印度等发展中国家,在那里它仍然是一个陌生的概念。我们介绍了印度查谟一所高等教育机构对12名教员进行为期一年的指导项目的初步结果。研究发现,指导对职业生涯早期和中期的教师,尤其是女性教师有最好的效果,并导致个人和机构取得重大成果。本文提出了一个强有力的案例,在印度高等教育机构广泛采用教师指导,但有一些警告。
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引用次数: 6
Editorial overview: mentoring for individualized growth in schools and universities 编辑概述:指导个性化的成长在学校和大学
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-05-27 DOI: 10.1080/13611267.2021.1935772
N. Templeton, S. Jeong, Elisabeth Pugliese
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
这是我的第三期《指导与辅导:学习中的伙伴关系》杂志,我不确定我是否被恰当地介绍过。我是内森(内特)邓普顿,我带来了丰富的学术经验,最近长期担任《国际教育领导准备杂志》(IJELP)的编辑。多年来,贝弗利·厄比博士一直是我的导师,我很高兴能担任这份著名期刊的掌舵人。和她之前的卡罗尔·马伦博士一样,我被任命为编辑是我和伊尔比博士之间指导过程中令人兴奋的一步。我们在同一个系统中教学,在同一个实践团体中服务,并以无数种共同的方式履行学术责任。尽管如此,贝弗利给我最大的影响是在过去的一年里耐心的培养和指导,她向我灌输了这本伟大的杂志的使命,即指导学院的早期和晚期职业成员在个人和专业上的发展和成长。谢谢你,贝弗利花时间和精力来教导,示范和挑战。本期的《指导与辅导:学习中的伙伴关系》期刊包括来自约旦、以色列、印度以及美国东北部和东南部地区的学者。这些国际贡献者将指导作为学校和大学中个性化成长的过程进行探索。Garbey, Garvey, Stokes和Meddinson(2017)将师徒关系描述为一种嵌入人类和文化互动中的现象,它最终构成了个人和组织成长的基础。同样,Brondyk和Searby(2013)阐述了指导领域最佳实践的复杂性,虽然作者确认了最佳实践一词的一些模糊性,但指导的好处和指导心态的流行已被证明对通过有效的指导实践提高专业成长有影响(Irby等人,2020;马伦,2012)。最值得注意的是,本期研究了不同类型的指导计划和实践,以及每种指导计划和实践丰富学校和大学学习和个性化成长的方式。具体而言,指导方法位于持续学习,建立关系的叙述中,在青少年的情况下,通过自然导师发展身份。为了清楚起见,自然导师是指与被指导者自然联系的人,而不是指导和辅导:伙伴关系学习2021,VOL. 29, NO。3,257 - 260 https://doi.org/10.1080/13611267.2021.1935772
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引用次数: 2
Individual differences in student perceptions and utilization of undergraduate mentoring 大学生对师徒关系的认知与利用的个体差异
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-05-18 DOI: 10.1080/13611267.2021.1927439
Miranda Goodman-Wilson
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.
虽然学术导师通常在本科生的经历中扮演着重要的角色,但在大学水平上,师徒关系并不是一个受到显著实证关注的话题。我对105名大学生进行了问卷调查,以评估他们对导师的利用和对导师计划的满意度。指导的各个方面之间的关系(如学术规划;人际支持)和对所接受的指导的总体满意度也进行了调查。我还评估了学生对导师的看法是否存在可预测的个体差异,特别关注他们的情感症状和成人依恋类型。结果显示,大学生抑郁症状和社交焦虑症状与寻求导师建议和接受导师建议的意愿以及对导师指导的总体满意度呈显著负相关。在依恋不安全感较高的学生中也发现了类似的负相关。
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引用次数: 3
The use of face-to-face and mobile assisted peer tutoring in solving the language problems of Syrian refugees 使用面对面和移动辅助同伴辅导解决叙利亚难民的语言问题
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-15 DOI: 10.1080/13611267.2021.1912469
Fatih Tanrıkulu
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.
本研究的目的是考察面对面和移动环境下同伴辅导对叙利亚难民学习第二语言(L2)的影响。这项研究对13名本科水平的叙利亚难民和13名辅导他们的本科生进行了为期11周的同伴辅导。数据来自日记、焦点访谈和半结构化访谈。使用Nvivo 12软件对数据进行分析,并按主题进行分类。研究结果表明,大学生普遍认为同伴辅导有助于解决本科教育中口语、阅读、写作、听力等方面的语言技能问题。它还支持词汇学习,在解决语言问题方面比课堂环境更有效。学生的感知也表明,移动环境有助于解决语言问题,改变他们对语言的态度,并积极影响他们的意识。
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引用次数: 7
Are you better off now? An investigation of perceived outcomes among teachers involved in a mentoring program 你现在好点了吗?参与辅导计划的教师感知结果的调查
IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-15 DOI: 10.1080/13611267.2021.1912476
Théophile Muhayimana
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.
本定量研究考察了学员对他们参与了三年的校本辅导计划(SBMP)所获得的支持的看法。这项研究涉及了举办SBMP的7所学校的341名教师。调查结果显示,只有45.2%的参与者“同意”或“非常同意”他们的导师提供了预期的支持。研究发现,教师对项目收益的满意度如此之低,可能是由于教师与导师的比例较高(56比1),导师的内容知识有限,以及时间限制。当涉及到在后殖民背景下使用英语作为课堂语言的语言教育政策时,本研究解决了目前关于学校指导实践的文献中的空白。特别是,该研究为教育决策者提供了一个知识体系,有助于设计和实施可能成功的基于学校的辅导计划。
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引用次数: 2
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MENTORING & TUTORING
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