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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
The first collection in the area of mentoring that applies theory to real-world practice, research, programs, and recommendations from an international perspective In today's networked world society, mentoring is a crucial area for study that requires a deep international understanding for effective implementation. Despite the immense benefits of mentoring, current literature on this subject is surprisingly sparse. The Wiley International Handbook of Mentoring fills the need for a comprehensive volume of in-depth information on the different types of mentoring programs, effective mentoring practices, and emerging practical and applicable theories. Based on sound research methodologies, this unique text presents original essays by experts from over ten different countries, demonstrating the ways mentoring can make a difference in the workplace and in the classroom; these experts have an understanding of mentoring worldwide having worked in mentoring in over forty countries. Each of the Handbook's four sections--mentoring paradigms, practices, programs, and possibilities--include a final synthesis chapter authored by the section editors that captures the essence of the lessons learned, applies a global context, and recommends research avenues for further exploration. This innovative volume demonstrates how mentoring in any culture can help employees to complete tasks and advance in their positions, aid in socialization and assimilation in various settings, provide diverse groups access to resources and information, navigate through personalities, politics, policies, and procedures, and much more. * Offers an inclusive, international perspective that supports moving mentoring into a discipline of its own and lays a theoretical foundation for further research * Shows how emerging practical theories can be implemented in actual programs and various scenarios * Examines a wide range of contemporary paradigms, practices, and programs in the field of mentoring, including a panorama of introspections on mentoring from international scholars and practitioners * Includes historical and epistemological content, background information and definitions, and overviews of fundamental aspects of mentoring The Wiley International Handbook of Mentoring is an essential volume for a global readership, particularly teachers of mentoring courses, trainers, and researchers and practitioners in a variety of fields such as business, education, government, politics, sciences, industry, or sports.
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Table of Contents
Cover
Preface
Why Is Mentoring Important?
What the
International Handbook
Offers
Construct and Structure
Section I: Mentoring Paradigms
Section II: Mentoring Practices
Section III: Mentoring Programs
Section IV: Mentoring Possibilities
Conclusion
References
Notes on Contributors
The Editors
The Contributors
Section I: Mentoring Paradigms
1 Defining Mentoring
Purpose and Overview
Method
Rationale for a Creating a Definition of Mentoring
Difficulties, Risks, and Cautions in Creating a Singular Mentoring Definition
A Way Forward
Most Commonly Used Mentoring Definitions
Developmental Networks and Reciprocity
Common Elements in Mentoring Definitions
Overarching Dimension of Mentoring
Mentoring Dimensions
Applying the Definitional Process
Significance
Conclusions
References
2 Epistemological Beginnings of Mentoring
The Beginnings of the Use of Mentoring in Print
Mentoring in Print in Ancient Egypt
The Instructions and Teachings of Kagemni
Ptah‐hotep's Mentoring
The Teaching of Ani
Discussion
References
3 Social Capital as Mentoring
Soka Education–“From Indigo, an Even deeper Blue”
The Mentor‐Student Relationship–“Two but Not Two”
Value Creation as Social Capital Building: A New Paradigm in Action
Paying it Forward: From a Culture of Care to the Contributive Life
References
4 Mentoring in the Human Resource Development Context
Definitions of Mentoring and Its Evolution
Types and Functions of Mentoring
Antecedents and Consequences of Mentoring in the Workplace
Discussion and Implications
References
5 Constructivism and Mentoring
Constructivism and Me
The Nature of Constructivist Thinking
Mentoring
Analyzing Constructivist Theory and Practice in Mentoring Strategies
Summary, Conclusions, and Implications
References
6 Mentoring as Loose Coupling
Theory: Loosely Coupled Systems
Theory in Action: Student Teaching Supervision
Method
Educator Preparation Programs as Loosely Coupled Systems
Cases: Loosely Coupled Systems
Discussion
Implications
References
7 Relational Mentoring for Developing Novice Principals as Leaders of Learning
Introduction
Research Strategies
Leadership for Learning
Defining and Theorizing Mentoring
Relational Mentoring and Leadership for Learning
Mentoring Programs
Future Trends of Mentoring School Principals
References
8 Mentoring in a Globally Active Learning Context
Situating Literature on Mentoring and Culture
Grounding AL Concepts within this Account
Local and Global Contexts
Inquiry Approaches and Resources
Narration of the GAL Phases in China and Beyond
Reflection on Learning: GAL as a Spiral
In Hindsight
References
9 Synthesis of Mentoring Paradigms
Section II: Mentoring Practices
10 Mentoring Within Communities of Practice
Communities of Practice
Method
Literature Review
Discussion
Concluding Thoughts
References
11 Mentoring Women Faculty of Color in the Academy
Overview of Women Faculty of Color in Academe
Mentoring: An Overview
The Role of Mentoring for Women Faculty of Color in Academe
The Need for Alternative Mentoring Models for WFOC
Recommendations: Mentoring and Women Faculty of Color
Mentors
Conclusion
References
12 The Mentoring Mindset
Review of the Literature
Method
Findings
Discussion
Conclusion
References
13 Collaborative Learning and Knowledge‐Sharing
Rationale for the Study
Literature Review
Background of the Study
Method
Findings
Discussion and Implications
Conclusion
References
14 Faculty‐Inspired Strategies for Early Career Success Across Institutional Types
Data Sources
Methods
Community Colleges
Liberal Arts Colleges
Faculty‐Inspired Strategies
Comprehensive Universities
Research Universities
Recommendations and Opportunities
Conclusion
Acknowledgments
References
15 Practices of Cognitive Apprenticeship and Peer Mentorship in a Cross‐Global STEM Lab
Background
Toward a Synthesis of Apprenticeship and Mentorship
A Global STEM Case Study
Methods
Takeaways
References
16 Professional Knowledge of Teaching and the Online Mentoring Program
Partnership Research and Collaborative Construction of Teaching Professional Knowledge
The OMP—Main Features
Methods
Construction and Development of a Research Group: Learning Process
Additional Considerations
References
17 Synthesis of Mentoring Practices
References
Section III: Mentoring Programs
18 The College Mentoring Experience—A Hong Kong Case Study
Mentoring in East and West
Review of the Literature
The United College Mentorship Program
Results
Discussion
Conclusion
References
19 Who Mentors Me? A Case Study of Egyptian Undergraduate Students
Literature Review
Context
Research Approach
Research Questions
Significance of the Study
Findings
Discussion
Implications and Conclusion
References
20 Mentoring Faculty for Quality Enhancement in Indian Higher Education
Mentoring: A Tool for Performance Enhancement
Mentoring in the Indian Context
Understanding Stakeholder Perspectives and Needs
The Management Perspective
The CARE Mentoring Model
Impact Analysis
Conclusions and Future Work
References
21 National Principal Mentor Program
Purpose of Principal Mentorship
Design, Method, or Approach to Principal Mentorship
Overview of the NAESP Mentor Training and Certification Program
Practical Implications of a Principal Mentorship Program
Originality and Value of the NAESP Principal Mentor Program
References
22 Educational Counselors as Leaders in Developing Personal and Communal Resilience
Introduction
Teacher Training Program for School Counselors
Acknowledgment
References
23 Training Teachers in Academic Mentoring Practices
Empirical Backgrounds
The ACCES Program
Potential Mechanisms of Action
Conclusion
References
24 Closing the Mentorship Loop
Teaching
Method
Discussion
Conclusion
References
25
Roots to Wings
–A Transformative Co‐Mentoring Program to Foster Cross‐Cultural Understanding and Pathways into the Medical Profession for Native and Mexican American Students
Program Context
Program Context
Pacific Northwest University
The Heritage Story
Mission
Setting
Mount Adams School District
Yakama Nation Tribal School
Program Design
Next Steps
Concluding Thoughts
References
26 Synthesis of Mentoring Programs
Section IV: Mentoring Possibilities
27 Mentoring Policies
Defining, Conceptualizing, and Developing Policy
Influences in Policy Development
Going Beyond the Norm to Identify the Field of “Mentoring Policy”
Informed Policy Development—What Is Important to Address in Mentoring Policies
Challenges and Possibilities for the Future
References
28 The Power, Politics, and Future of Mentoring
Global Background and Political Context
An Emerging Framework for Critical Analysis
Method
Findings
Discussion and Implications
An Aesthetic of Possibility
Acknowledgment
References
29 Mentoring Across Race, Gender, and Generation in Higher Education
Purpose, Context, and Significance
Cross‐Racial Mentoring
Cross‐Gender Mentoring
Generational Differences and Mentoring
Research Questions
Data Collection and Analysis
Cultural Analysis of Our Mentoring Relationship
Cultural Mentoring Purposes
Cultural barriers to success
Facilitating Factors
Lessons Learned
Future Research
References
30 Realizing the Power of Mentoring
Teaching, Mentoring, and the Australian Education System
Conceptual Framework: Mentoring and the Logic of Practice
Culture and Symbolic Capital
Bourdieu – Reciprocity and the Gift Exchange
Study Design
Findings
Discussion: Implications for Practice
Conclusion
References
31 On the Threshold of Mentoring
Chapter Structure
Phases of the Mentoring Relationship
Liminality: The Structure of Social and Cognitive Transitions
The Liminal Phase: On the Threshold of a Mentoring Relationship
Negotiating Mentoring's Liminal Phase: Suggestions and Recommendations
Conclusion: Holding up the Sailing
Acknowledgments
References
32 ONSIDE Mentoring
Mentoring Early Career Teachers
The Development of the ONSIDE Mentoring Framework
ONSIDE Mentoring: An Overview
Empirical Support for ONSIDE
Theoretical Support for ONSIDE Mentoring
Conclusion
Acknowledgments
References
33 Brain‐Based Mentoring to Help Develop Skilled and Diverse Communities
Brain‐Based Mentoring, Problem Solving, and the Brain's Plasticity
Brain‐Based Mentoring Phases
Brain‐Based Applications Related to Smart‐Skill Acquisition
Celebration of Innovation—Phase Three of the Model
Final Thoughts
References
34 Dynamic Model of Collaborative Mentorship
Method
Findings
Connections to Theoretical Framework
Implications for Practice and Research
Conclusion
References
35 Synthesis of Mentoring Possibilities
Reference
Index
End User License Agreement
List of Tables
Chapter 1
Table 1 Developmental Relationships Matrix
Table 2 Structural Dimensions of Adult Mentoring Definitions
Chapter 4
Table 1 Examples of Traditional Mentoring Definitions
Table 2 Articles (27) Published in
Human Resource Development
(
HRD
)‐related Jo...
Table 3 Summary of Research on Mentoring in
Human Resource Development
(
HRD
)
Table 4 Mentoring Research Types in
Human Resource Development
(
HRD
)
Table 5 Theories Used in Mentoring Research in
Human Resource Development
(
HRD
Chapter 6
Table 1 Program Expectations for Field Supervisors
Table 2 Cross College Obligation Structures
Table 3 Cross College Supervisor Autonomy
Table 4 Midwestern University Obligation Structures
Table 5 Midwestern University Supervisor Autonomy
Table 6 Southern Midwest University Obligation Structures
Table 7 Southern Midwest Supervisor Autonomy
Table 8 Thomas College Obligation Structures
Table 9 Thomas College Supervisor Autonomy
Chapter 7
Table 1 Summary of Research Studies 2002–2017 on Mentoring Principals
Chapter 8
Table 1 Data Sources and Description in the Overseas Project Context
Chapter 10
Table 1 Relationship Between Mentoring and
Communities of Practice
Chapter 18
Table 1 Goals/Expectation for a Successful Mentoring Program—Perspectives fro...
Table 2 Mentors' Perceptions about Strategies in Shaping a Successful Mentors...
Table 3 Expected Benefits to be a Mentor in Mentorship Program—Perspectives f...
Table 4 Effectiveness of the Mentorship Program—Perspectives from Mentors
Table 5 Effectiveness of the Mentorship Program—Perspectives from Mentees
Table 6 Benefits for the Mentoring Relationship—Perspectives from Mentees (Se...
Table 7 Benefits for the Mentoring Relationship—Perspectives from Mentees (Ca...
Chapter 19
Table 1 The Description of the Participants
Chapter 20
Table 1 Nature of
Faculty Development Programs
(
FDPs
) Attended by Respondents...
Table 2 Faculty Perspectives on Institutional Support
Table 3 Faculty Attitudes and Perceptions on Acquiring New Skills
Table 4 Faculty Engagement and Motivation Levels
Table 5 Mentee Profile
Table 6 Mentee Profile and Faculty Performance
Table 7 Distribution of Grades in Relation to Mentee Profile Parameters
Table 8 Mentee Feedback Analysis
Table 9 Mentor Feedback on the CARE Program
Chapter 25
Table 1 Medical Mentoring Programs for Youth
Chapter 29
Table 1 Cultural Framework of Mentoring Processes
Chapter 32
Table 1 The Five Empirical Studies (Re‐)Analyzed
Table 2 ONSIDE Mentoring
List of Illustrations
f04
Figure 1 Countries of Perspectives of Contributing Scholars
Chapter 2
Figure 1 Prisse Papyrus that was written in 1970 BC and Found in 1847 by the...
Figure 2 Kagemni's Instructions as Found in the Prisse Papyrus
Chapter 8
Figure 1 Chinese Students’ Assessment of Learning Activities (C. A. Mullen)...
Figure 2 Four Phases of the Multifaceted International Experience (C. A. Mul...
Chapter 12
Figure 1 Protégé Mentoring Mindset Framework
Chapter 15
Figure 1 STEM Apprentice Contributor to Bat Ear Breakthrough
Chapter 16
Figure 1 The OMP Dynamic of the Interaction Mentor–Novice Teacher
Chapter 18
Figure 1 Framework of the
United College
Mentorship Program
Figure 2 Overall Flow of the
United Colle
ge Mentorship Program
Chapter 19
Figure 1 The Benefits of Mentoring for Both Mentors and Mentees
Figure 2 Types of Mentoring
Chapter 20
Figure 1 Mentoring Process Adopted by the Institution
Figure 2 The Sample Welcome Letter for the Mentees Selected to the CARE Prog...
Figure 3 Snapshot of Faculty Performance Profile in PI‐360 Quality Analytics...
Figure 4 Snapshot of Google Classroom Used for Engaging with the Mentees
Figure 5 Sample Final Evaluation Report Shared with the Mentees
Figure 6 Comparison of Annual
Faculty Performance Index
(
FPI
) Values for Ele...
Figure 7 Grades Distribution of Mentees
Chapter 23
Figure 1 Student Learning Dispositions Before and After Exposure to the
Acco
...
Chapter 28
Figure 1 Bernstein's (1990, p. 203) Theories of Instruction
Figure 2 Mooney Simmie & Moles (2011), Productive Mentoring Framework, cited...
Chapter 33
Figure 1 Teaching and Learning Interactively
Figure 2 Teaching and Learning Interactively
Figure 3 Multiple Intelligence Tasks for Mind‐Guiding
Figure 4 Mentors and Mentees Identify Skills to Develop and Tract as they Pr...
Figure 5 One Process for Co‐leading Celebration of Innovation
Chapter 34
Figure 1 Dynamic Model of Collaborative Mentorship
Guide
Cover
Table of Contents
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The Wiley International Handbook of Mentoring
Paradigms, Practices, Programs, and Possibilities
Edited by
Beverly J. IrbyJennifer N. BoswellLinda J. SearbyFrances KochanRubén GarzaNahed Abdelrahman
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Names: Irby, Beverly J., editor.Title: The Wiley international handbook of mentoring : paradigms, practices, programs, and possibilities / edited by Beverly J. Irby, Jennifer N. Boswell, Linda J. Searby, Frances Kochan, Rubén Garza, Nahed Abdelrahman.Other titles: Handbook of mentoringDescription: Hoboken, NJ, USA : John Wiley & Sons, Inc., [2020] | Series: Wiley handbooks in education | Includes bibliographical references and index.Identifiers: LCCN 2019018764 (print) | LCCN 2019022111 (ebook) | ISBN 9781119142881 (hardcover)Subjects: LCSH: Mentoring in education. | Mentoring in education–Case studies.Classification: LCC LB1731.4 .W55 2020 (print) | LCC LB1731.4 (ebook) | DDC 371.102–dc23LC record available at https://lccn.loc.gov/2019018764LC ebook record available at https://lccn.loc.gov/2019022111
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Preface
The Wiley International Handbook of Mentoring: Paradigms, Practices, Programs, and Possibilities is presented as a text in which international authors offer commentaries and share interpretations on the components of mentoring in today's networked world society with varied cultural vantage points. This internationally focused Handbook serves to deepen the understanding and implementation of mentoring. Furthermore, it is our hope that the Handbook validates mentoring in any culture, (a) aids one's chances of promotion on the job or completion of a task, (b) provides socialization and assimilation into one's respective profession or new position, (c) facilitates success in maneuvering through personalities, politics, policies, and procedures, (d) gives women and/or individuals from diverse groups value‐added and equitable access to resources and information, (e) improves diversity initiatives, (f) addresses skill and knowledge gaps, (g) develops leaders, (h) increases employee commitment, participation, and retention, (i) helps build one's network, and (j) offers one different views of situation or helps one see different avenues to approach challenges.
Why Is Mentoring Important?
Mentoring appears to be more important than ever before, particularly from an international perspective. We believe this is due to the interconnectedness of societies around the world via instant communications. Due to this situation, there is a need to understand other cultures better in order to impact the social good and global economic outcomes. Mentoring can aid in such understandings via the mere basis of mentoring, and that is the development of empathic relationships.
We acknowledge that mentoring is actualized in a world of uncertainty. There is uncertainty in terms of time—it seems there is less time for professional priming and succession planning; there is uncertainty in terms of resources—it seems there are shrinking budgets for professional development and advanced training; and there is uncertainty in the mental health of many youth—it seems there is a lack of sophistication or naivety in terms of building strong structures for increasing human capacity. Therefore, effective personal mentoring and mentoring programs become even more important than ever in a world of resource deprivation and uncertainty.
What the International Handbook Offers
The Handbook provides the first collection in the area of mentoring in which the authors and editors apply theory to practice and research, programs, and recommendations from an inclusive, international perspective. Such a collection should enable readers to put theory into action, while considering cultural contexts and laying a theoretical foundation for further research internationally. This Handbook includes a panorama of introspections on mentoring from international scholars and practitioners who will contribute as a global collective with perspectives from 14 countries and 6 continents (Figure 1).
Figure 1 Countries of Perspectives of Contributing Scholars
Construct and Structure
Rather than having an introduction to sections, the reader will find that each section includes a final synthesis chapter authored by the section editor(s) that captures the essence of the lessons learned within a global mentoring context, along with research avenues recommended for further exploration. As a content analysis and synthesis of the chapters within each section, it is itself a culturally attuned research endeavor. This makes the Handbook totally unique from any other, which may make it an appropriate and essential volume for a global readership and for those teaching mentoring courses, for trainers, and for researchers and practitioners in a variety of fields such as business, education, government, politics, sciences, industry, or sports. The book also differs from other volumes, because it moves from the theoretical foundations of mentoring to mentoring programs, to best practices in mentoring, and finally to the future possibilities of mentoring. There is no other handbook volume that has this type of sequencing with an international composition. The four sequences of the book are: (a) mentoring paradigms, (b) mentoring practices, (c) mentoring programs, and (d) mentoring possibilities. Each is discussed as follows.
Section I: Mentoring Paradigms
First, we briefly introduce paradigms and disciplines. Kuhn (1962) reintroduced a most influential concept, that of a paradigm, which he put forward as a set of practices that define a scientific discipline at any particular period of time. Certainly, there are paradigms with sets of practices in the field of mentoring which come with their own vocabulary, operational definitions, purposes, strategies, outcomes, theoretical structures, programs, methods, and standards. Kuhn includes the term, “discipline,” within the concept of paradigm.
Riggio (2013) indicated that there is not a clear answer as to what specifically defines an academic discipline. However, he did state that a discipline emerges with consensus. He stated “Consensus refers to shared agreement about: (1) a circumscribed knowledge base, (2) research methodology, (3) content and procedures for training, and (4) professional, scholarly journals and association(s)” (p. 10). Mentoring is poised as an emergent discipline as it (a) has a set of practices that define it, (b) has a defined knowledge based with at least 20 years of published knowledge within a journal that is focused only on the topic of mentoring and within similarly focused published books, (c) has published studies using quantitative and/or qualitative methods grounded in the social sciences, (d) has content and procedures for training, and (e) has professional, scholarly journals, and associations.
Within the past 35 years since Kram's (1985) book, Mentoring at Work: Developmental Relationships in Organizational Life, numerous paradigms of mentoring have emerged. We contend that from an epistemological, paradigmatic perspective, mentoring has materialized over time as a way of knowing—knowing the other and knowing oneself; knowing when to mentor, when to decline, and when to be mentored; knowing what to say and what to do in a mentoring dyad or group; knowing who to mentor; knowing who should be a mentor; knowing where to mentor; and knowing how to mentor and how often to mentor or be mentored. Just as Kuhn proposed that major epistemological changes, or paradigm shifts, take a social revolution, we propose that the paradigm of mentoring with the past three decades of research, practice, and work in the field has been pushed forward, not so much by a social revolution but by a professional movement and consensus. We believe that the mentoring paradigms presented within this Handbook will further the core knowledge on mentoring, pushing it further toward a discipline. Thus, it is an appropriate topic with which to begin the Handbook. This section on Mentoring Paradigms should lead readers to a basic understanding of mentoring from the vistas of the authors who hail originally from Canada, Egypt, Guatemala, South Korea, and the United States.
Section II: Mentoring Practices
Practices, or sets of practices, are components of a paradigm and of a discipline. It is therefore appropriate to provide global examples of mentoring practices that have proven to be successful and those that are promising new innovations. A search on Google related to mentoring practices or practices of mentoring yielded over 5 million hits and in a search of large databases on the topic of mentoring practices, there were 3,383 articles, 317 text sources, 268 books, 247 reviews, and 181 conference proceedings. From a global perspective, authors from Brazil, Canada, Haiti, and the United States share practices of mentoring with the following general topics: practices related to mentoring new faculty; mentoring as a community of practice; mentoring practices among women of color; practices for mentoring protégés; collaborative practices in mentoring; cross‐cultural practices; online mentoring, practices in mentoring principals, and mentoring practices in higher education and community colleges.
Section III: Mentoring Programs
Section III houses information on programs of mentoring. Herein, international authors describe mentoring programs that have had a significant impact upon the field and those that have been designed to meet the unmet needs and underserved populations. This area of practice in mentoring brings up over 22 million sites on a Google search, and in a search of large databases in the Texas A&M University libraries on the topic of mentoring programs, there were 8,764 citations. The contributors for this section hail originally from Canada, Egypt, Hong Kong‐China, India, Israel, and the United States, and they share a variety of successful international programs related to mentoring college students, faculty, peers, principals, high school students, and teachers.
Section IV: Mentoring Possibilities
Section IV, Possibilities, is comprised of authors who delve into the realm of the future by exploring groundbreaking approaches to mentoring, which could further the field and the concepts of mentoring programs and relationships. The international scholars from Australia, England, Ireland, Sweden, and the United States challenge the readers on topics of brain‐based mentoring, international social action mentoring, e‐mentoring, politics of mentoring, mentoring and racism, liminality, how to determine best practices in mentoring, judgmentoring, techniques of mentoring, and sociopolitical mentoring.
Conclusion
It is our hope that this Handbook provides further guidance related to mentoring. Additionally, we hope that it offers an international perspective that spurs ongoing discussion and thought‐provoking arguments for moving mentoring into a discipline of its own. Again, in order to be a discipline, mentoring already could be considered as such as we have demonstrated in this collection alone—because it (a) has a set of practices that define it, (b) has a defined knowledge based with over 20 years of published knowledge within a journal that is focused only on the topic of mentoring and within similarly focused published books, (c) has published studies using quantitative and/or qualitative methods grounded in the social sciences, (d) has content and procedures for training, and (e) has professional, scholarly journals, and associations.
Beverly J. Irby
References
Kram, K. E. (1985).
Mentoring at work: Developmental relationships in organizational life
. Glenview, IL: Scott Foresman.
Kuhn, T. (1962).
The structure of scientific revolutions
. (1st ed.). Chicago, IL: The University of Chicago Press.
Riggio, R. E. (2013). Advancing the discipline of leadership studies.
The Journal of Leadership Education
,
12
(2), 10–14. doi: 10.12806/V12/I3/C2
Notes on Contributors
The Editors
Beverly J. Irby is Regents Professor and the Associate Dean of Academic Affairs at the College of Education and Human Development at Texas A&M University. Dr. Irby is also the Director of the Educational Leadership Research Center. Her primary research interests center on issues of social responsibility, including bilingual and English‐as‐ a‐second‐language education, administrative structures, curriculum, and instructional strategies. She is the author of more than 200 refereed articles, chapters, books, and curricular materials for Spanish‐speaking children. She has had access of $20,000,000 in grants. She also has held another Regents Professor title from another university system, the Texas State University System. Dr. Irby has had extensive experiences working with undergraduate students in the past 25+ years, and many of these students are underrepresented, including first‐generation college students, ethnic minority, and economically advantaged, who have obtained doctorate and received research/teaching awards under her mentorship. Dr. Irby is the editor of the Mentoring and Tutoring Journal.
Jennifer N. Boswell is Associate Professor and the Chair of the Clinical and Mental Health Counseling at the University of St. Thomas. Prior to that position, she was Associate Professor at the University of Houston at Victoria, Texas. Dr. Boswell has served as the Assistant Editor of the Mentoring and Tutoring Journal for six years and as Assistant Editor of Advancing Women in Leadership Journal for seven years. She also served as the Editor of the Michigan Journal of Counseling: Research, Theory, and Practice (Michigan Counseling Association). She has her PhD in Counselor Education from Sam Houston State University in Huntsville, Texas. In her work, she practices mentoring techniques and teaches such. Her current research focuses on the mentoring needs of women in counselor education programs. As well, Dr. Boswell is a published author with an average of three papers per year and has made numerous presentations at state, national, and international mental health conferences.
Linda J. Searby is Associate Clinical Professor of Educational Leadership at the University of Florida, where she teaches courses in Leadership and Administration, Curriculum and Supervision, Action Research, School Change, and Mentoring. She is the Co‐Editor for the International Journal of Mentoring and Coaching in Education, and a reviewer for several journals in educational leadership. Dr. Searby has published over 30 peer‐reviewed articles in mentoring research, specifically on the development of a mentoring mindset in the protégé, as well as conducted numerous presentations and trainings for mentors and protégés, including many in other colleges at University the of Florida. She is co‐editor of the books, Best Practices in Mentoring for Teacher and Leader Development (2016), and The Wiley International Handbook of Mentoring (2019). Dr. Searby is a graduate of Lincoln Christian University (BA), Eastern Illinois University (MS), and Illinois State University (PhD). Dr. Searby is a member of the Executive Board of the International Mentoring Association, and was instrumental in bringing the association to its new home at the University of Florida in 2018, and chaired its International Mentoring Conference here in March, 2019. Most recently, Dr. Searby has formed an Affinity Group at UF for faculty and staff who work with mentoring programs across campus.
Frances Kochan is the Wayne T. Smith Distinguished Professor, Emerita, Auburn University, AL. She has authored or co‐authored 10 books, published over 100 journal articles and book chapters, and presented at over 200 venues. She is editor of the Perspectives in Mentoring Series published by Information Age Press. Dr. Kochan was co‐chair of the American Educational Research Association Special Interest Group and served on the International Mentoring Association Board of Directors. Her research focuses on cultural aspects of mentoring and creating collaborative partnerships for leadership development and student success ([email protected]).
Rubén Garza is Assistant Dean for the College of Education and Professor in the Department of Curriculum and Instruction at Texas State University. He is a past Chair and Program Chair of the Mentoring and Mentoring Practices Special Interest Group of the American Educational Research Association. He has presented his research at state and national conferences and his work has been published in national and international journals. His research interests include mentoring, Latino education, caring, and culturally responsive pedagogy.
Nahed Abdelrahman is the Coordinator of the Preparing Academic Leaders (PAL) project. She is a researcher in Educational Administration at the Department of Educational Administration and Human Resources. Her research interests center on education policy and principal preparation. She was selected as a Barbara Jackson Scholar from 2015 to 2017. She authored and co‐authored several publications related to education policy such as Arab Spring and Teacher Professional Development in Egypt, A Website Analysis of Mentoring Programs for Latina Faculty at the 25 Top‐Ranked National Universities, Women and STEM: A Systematic Literature Review of Dissertation in Two Decades (1994–2014). She presented her research in conferences including in American Educational Research Association (AERA), University Council for Educational Administration (UCEA), Research on Women and Education (RWE), and The Universality of Global Education Issues Conference. She plays leadership roles in higher education as she serves as the president of Graduate Representative Advisory Board and a committee member in two committees of the Graduate and Professional Student Council at Texas A&M University: Award Committee and Graduate Appeals Panel. She currently serves as the Assistant Editor of the Mentoring and Tutoring Journal, Advancing Women in Leadership, and Dual Language Research and Practice.
The Contributors
Nahed Abdelrahman is the Coordinator of Preparing Academic Leaders (PAL) project. She is a researcher in Educational Administration at the Department of Educational Administration and Human Resources. Her research interests center on education policy and principal preparation. She was selected as a Barbara Jackson Scholar from 2015 to 2017. She authored and co‐authored several publications related to education policy such as Arab Spring and Teacher Professional Development in Egypt, A Website Analysis of Mentoring Programs for Latina Faculty at the 25 Top‐Ranked National Universities, Women and STEM: A Systematic Literature Review of Dissertation in Two Decades (1994–2014). She presented her research in conferences including in American Educational Research Association (AERA), University Council for Educational Administration (UCEA), Research on Women and Education (RWE), and The Universality of Global Education Issues Conference. She plays leadership roles in higher education as she serves as the president of Graduate Representative Advisory Board and a committee member in two committees of the Graduate and Professional Student Council at Texas A&M University: Award Committee and Graduate Appeals Panel. She currently serves as the Assistant Editor of the Mentoring and Tutoring Journal, Advancing Women in Leadership, and Dual Language Research and Practice.
Anne Adams' research focuses on the development of student mathematical reasoning and argument and on developing teachers' ability to support student reasoning. She has been awarded funding for numerous research and professional development projects and is currently a principal investigator for the NSF‐funded projects Making Mathematics Reasoning Explicit (MMRE) and Longitudinal Learning of Viable Argument in Mathematics for Adolescents (LLAMA). A secondary area of research is informal mentoring and its role in supporting new faculty. Her work has been presented at regional, national, and international conferences and published in national and international journals, including Mentoring and Tutoring, Mathematics Education Research Journal, Journal of Adolescent and Adult Literacy, and The Mathematics Enthusiast.
Tammy Allen is a Distinguished University Professor within the Department of Psychology. Research interests include work–family issues, career development, and occupational health. She is the author of over 120 peer‐reviewed articles that have been published in a variety of journals, including Journal of Applied Psychology, Personnel Psychology, Psychological Bulletin, Journal of Vocational Behavior, and Journal of Management. She has been a visiting scholar and guest speaker for a variety of universities and organizations across the world. Tammy is currently the PI on a 3‐year NSF funded project investigating work design and career development among faculty. Tammy is the 2018–2019 President of the Society for Occupational Health Psychology and served as the 2013‐2014 President of the Society of Industrial and Organizational Psychology. She is a Fellow of the Society for Industrial and Organizational Psychology, the American Psychological Association, and the Association for Psychological Science.
Denise E. Armstrong is Professor of Administration and Leadership at Brock University. She has worked in K‐20 institutions in Canada and the Caribbean in a variety of teaching and administrative roles. Her research and writing focus on personal, professional and organizational dynamics, with particular emphasis on administrative transitions, middle space leadership, micropolitics, identity construction, and social justice and she has published extensively in these areas.
Vicki L. Baker is Professor of economics and management at Albion College and an instructor in business administration at the Pennsylvania State University's World Campus. Vicki received her BS in safety sciences from Indiana University of Pennsylvania, an MBA from Clarion University of Pennsylvania, and an MS in Management & Organizations and PhD in Higher Education from Pennsylvania State University. Before becoming a faculty member, Baker held administrative positions in Harvard Business School's Executive Education Division and worked at AK Steel Corporation. Baker studies the role of relationships (mentoring and developmental) in professional and personal development, with a particular focus on graduate students and faculty members. She also studies liberal arts colleges, both in terms of institutional change and the faculty experience. Baker was the principal investigator for a study called the Initiative for Faculty Development in Liberal Arts Colleges and the development of an Academic Leadership Institute for mid‐career faculty members at the Great Lakes Colleges Association, funded by the Henry Luce Foundation. The National Science Foundation and Chemical Bank have also funded her work. Baker's most recent research has appeared in the Review of Higher Education, Journal of Higher Education, Identity Journal, Mentoring and Tutoring, and Journal of Faculty Development. Her current work continues to focus on the faculty experience in liberal arts colleges, with a particular focus on mid and late career stages. She has published over 60 peer‐reviewed journal articles, essays, and book chapters on these topics. Baker consults with corporations and higher education institutions in the areas of leadership development, change management, mentoring programming, and faculty development. She is co‐founder of Lead Mentor Develop, LLC (www.leadmentordevelop.com).
Pam Beam is Lecturer and Clinical Faculty in the Adolescent to Young Adult Program in Teacher Education in the Patton College of Education at Ohio University. She teaches graduate and undergraduate courses in Curriculum and Instruction, Reading in the Content Areas, and general methods courses to all majors. Her major research interests include mentoring and coaching at all levels, co‐teaching, and the benefits of implementing a clinical model.
Jennifer N. Boswell is Associate Professor and the Chair of the Clinical and Mental Health Counseling at the University of St. Thomas. Prior to that position, she was Associate Professor at the University of Houston at Victoria, Texas. Dr. Boswell has served as the Assistant Editor of the Mentoring and Tutoring Journal for six years and as Assistant Editor of Advancing Women in Leadership Journal for seven years. She also served as the Editor of the Michigan Journal of Counseling: Research, Theory, and Practice (Michigan Counseling Association). She has her PhD in Counselor Education from Sam Houston State University in Huntsville, Texas. In her work, she practices mentoring techniques and teaches such. Her current research focuses on the mentoring needs of women in counselor education programs. As well, Dr. Boswell is a published author with an average of three papers per year and has made numerous presentations at state, national, and international mental health conferences.
SueAnn I. Bottoms is committed to creating accessible, inclusive, and equitable STEM opportunities for children and families. She is passionate about providing outreach that is culturally responsive and able to meet the needs of an increasingly diverse population. She has been involved extensively in STEM partnerships and particularly interested in how partnerships can reshape and reframe how STEM is defined, who has access to STEM and who participates in STEM. Her work has been presented at regional, national, and international conferences and published in national and international journals, including Mentoring and Tutoring: Partnership in Learning, and will be published in Afterschool Matters Journal and International Journal of Computer‐Supported Collaborative Learning.
Susan Brondyk is Assistant Professor at Hope College, Holland, Michigan (USA) where she teaches undergraduate preservice teachers and co‐coordinates mentor development opportunities for the program's college supervisors and cooperating teachers. She has been vitally involved in the design of Hope's new Student Teaching Model. Prior to this position, Brondyk served as the Associate Director of Launch into Teaching at Michigan State University, East Lansing, Michigan (USA), which involved providing on‐going, job‐embedded support for mentors and instructional coaches working with beginning teachers in struggling urban districts. Dr. Brondyk's research examines mentor preparation at both the pre‐service and induction levels. Most recently she studied developmental mentoring and the ways that mentors scaffold student teacher learning.
Nora Dominguez is Director of the Mentoring Institute at the University of New Mexico (UNM), a professional consultant for the Office of Diversity at the Health Science Center at UNM (HSC‐UNM), and past‐president of the International Mentoring Association (IMA). Nora has more than 25 years of experience developing and implementing financial and organizational learning strategies, holding educational and management positions in banking and higher education institutions, and providing consulting and program evaluation services both in the United States and Mexico. Domínguez is also a member of the Editorial Board of the International Journal for Mentoring and Coaching (Emerald, UK), co‐author of the book Mentoring: Perspectivas Teóricas y Prácticas (2010), co‐editor and chapter contributor to The Sage Handbook of Mentoring (2017), and chief editor of ten Mentoring Institute's annual conference proceedings.
Stéphane Duchesne is Professor in Educational Psychology at Laval University (Canada). His main fields of research and teaching are child and adolescent motivation, emotional problems, school transitions, and parent–child relationships. He is co‐principal investigator of prospective and longitudinal studies on the role of individual and social factors involved in school motivation and academic persistence and adjustment.
Hamada El Farargy is a third year PhD student in K‐12 Educational Leadership and a graduate research assistant in the Department of Educational Administration and Human Resource Development at Texas A&M University. He is a former English language teacher, education coordinator, and school principal at October STEM High School in Egypt. He is also a former STEM leadership trainer and television presenter. His research interests include STEM education, instructional leadership, teacher preparation, mentorship, student evaluation, and school effectiveness.
Susan Ferguson is Associate Professor at the University of South Alabama, College of Education and Professional Studies in the Department of Leadership and Teacher Education where she serves as Program Coordinator for Secondary Education and as Program Director for the University’s NSF Noyce grants. Her primary research deals with preservice teachers and inservice teachers and their students, and with equity for and advancement of marginalized populations.
Heidi Flavian is Senior Lecturer and Researcher at the Achva Academic College in Israel and a Link‐Convenor of the Net‐Work “Educational Improvement and Quality Assurance” of the EERA. She has a PhD in Educational Leadership from Dayton University, Ohio, USA. Her main areas of interest are teacher training, mediation, thinking processes among students, and teaching students with special needs. She published books and articles in a variety of journals and international conferences.
Göran Fransson is Professor in Curriculum Studies and associate professor in Education at the Faculty of Education and Business Studies, University of Gävle, Sweden. His research centers on digital technologies in educational contexts, teachers' professional development, policy issues, and induction and mentoring in different professions, with a primary focus on teachers. He has been published in multiple journals, books, and anthologies.
Sydney Freeman, Jr. is Associate professor of Adult, Organizational Learning and Leadership at the University of Idaho. He is a former National Holmes Scholar, a certified faculty developer and online instructor through the Learning Resources Network. His research investigates the topics such as higher education as a field of study, higher education executive leadership preparation, faculty development and HBCUs. He serves on multiple academic journal editorial and review boards, including serving as managing editor of the Journal of HBCU Research + Culture. He also is the founder and senior editor‐in‐chief of The Journal for the Study of Postsecondary and Tertiary Education.
Rubén Garza is Assistant Dean for the College of Education and Professor in the Department of Curriculum and Instruction at Texas State University. He is a past Chair and Program Chair of the Mentoring and Mentoring Practices Special Interest Group of the American Educational Research Association. He has presented his research at state and national conferences and his work has been published in national and international journals. His research interests include mentoring, Latino education, caring, and culturally responsive pedagogy.
Leslie D. Gonzales is Associate Professor at Michigan State University. Leslie’s research focuses on (a) legitimacy within academia; (b) relations of power that govern the recognition of knowledge and knowers; and (c) the possibility of agency among academics. Leslie is committed to exposing and challenging both material and symbolic injustices within academia, particularly in the careers of historically underrepresented scholars and amongst scholars whose research agendas fall outside conventional norms. As a Latina, working class, first‐generation‐college‐student‐turned academic who earned all three of her academic degrees from Hispanic Serving Institutions, Leslie aims to inform various processes that shape the academic profession, including graduate student preparation, faculty hiring and onboarding, and faculty evaluation.
André Green is Associate Dean in the College of Education and Professional Studies and Professor of Science Education at the University of South Alabama. He is the Executive Director of the Center for Integrative Studies in Science, Technology, Engineering, and Mathematics. He has grants awarded by National Science Foundation to prepare science and mathematics teachers through the Noyce program where mentoring is an essential component to mitigate teacher attrition out of the field.
Ankur Gupta is the Director at the Model Institute of Engineering and Technology, Jammu, India and Professor of Computer Science and Engineering. He has worked as a Technical Team Lead at Hewlett Packard, developing software in the network management and e‐Commerce domains. He obtained his BE (Hons.) Computer Science and MS Software Systems degrees from BITS, Pilani and his PhD from the National Institute of Technology, Hamirpur. His main areas of interest include peer‐to‐peer networks, network management, software engineering, cloud computing, and higher technical education. He has filed 15 patents, published over 60 peer‐reviewed papers, is a recipient of the AICTE's Career Award for Young Teachers besides receiving faculty awards from IBM and EMC. He is the Founding Editor of the International Journal of Next‐Generation Computing (IJNGC). He is the inventor of the national award‐winning analytics software—Performance Insight 360–which institutions and individual stakeholders can use to track and enhance their performance.
Dianne Gut is an Associate Professor in Special Education. She currently serves as Assistant Department Chair of Teacher Education in the Patton College of Education. She teaches graduate and undergraduate courses in Special Education and Curriculum and Instruction. Her major research interests include mentoring for educators at all levels, social and academic interventions for students with learning differences, and integrating twenty‐first century skills into the curriculum.
Catherine M. Hands is Associate Professor of Educational Administration and Leadership at Brock University. Catherine has worked with Canadian and American school districts, teachers' unions, and the Ontario Ministry of Education as a researcher and consultant. Catherine's research interests stem from her classroom experience as well as her work with school leaders and teachers, and include school‐community relations, family involvement in schooling, educational leadership, values and ethics in education, social justice, professional learning communities, and educational reform. She maintains an active research agenda in these areas, and has presented and published her work regionally, nationally, and internationally.
Sonya Hayes graduated with her PhD in Educational Administration from Texas A&M University in College Station. She was formerly Assistant Professor in the Educational Leadership department for Louisiana State University, and she is currently an Assistant Professor at the University of Tennessee in the Educational Leadership and Policy Studies program. She holds an MEd in Educational Administration and a BA in English. Her research interests include leadership development, principal preparation, and leadership for learning. She served in public education as a high school English teacher, a high school assistant principal, and a middle school principal for 23 years prior to moving to higher education. She is an active member in the University Council for Educational Administration and has served as the Editor for AERA's Learning and Teaching newsletter.
John M. Heffron is Director of the MA Program in Educational Leadership and Societal Change and Professor of Educational History and Culture at Soka University of America. His most recent book is The Evolution of Development Thinking: Governance, Economics, Assistance and Security (with William Ascher, Garry D. Brewer, and G. Shabbir Cheema) (Palgrave Macmillan, 2016).
Andrew J. Hobson is Professor of Teacher Learning and Development and Head of Education Research at the University of Brighton, UK. His research has focused on the nature and impact of support for the professional learning and development of teachers, and early career teachers in particular. He has particular interests in mentoring and teacher well‐being, and is Editor‐in‐Chief of the International Journal of Mentoring and Coaching in Education. Professor Hobson coined the term “judgmentoring” (Hobson & Malderez, 2013; Hobson, 2016) and developed the ONSIDE Mentoring framework (Hobson, 2016; Hobson, 2017), which is the subject of his chapter in this volume (a.hobson:http://brighton.ac.uk). Institutional affiliation: School of Education, University of Brighton, UK.
Bernadette Howlett is the Provost and Vice President for Academic Affairs at University of Western State in Portland, Oregon. She has a PhD in Adult Learning and Organizational Development and has been in higher education for more than 20 years. She previously served as the Chief Research Office at Pacific Northwest University of Health Sciences, in Yakima, Washington. She is the lead author of a textbook entitled, Evidence‐Based Practice for Health Professionals: An Interprofessional Approach.
Beverly J. Irby is Regents Professor and the Associate Dean of Academic Affairs at the College of Education and Human Development at Texas A&M University. Dr. Irby is also the Director of the Educational Leadership Research Center. Her primary research interests center on issues of social responsibility, including bilingual and English‐as‐ a‐second‐language education, administrative structures, curriculum, and instructional strategies. She is the author of more than 200 refereed articles, chapters, books, and curricular materials for Spanish‐speaking children. She has had access of $20,000,000 in grants. She also has held another Regents Professor title from another university system, the Texas State University System. Dr. Irby has had extensive experiences working with undergraduate students in the past 25+ years, and many of these students are underrepresented, including first‐generation college students, ethnic minority, and economically advantaged, who have obtained doctorate and received research/teaching awards under her mentorship. Dr. Irby is the editor of the Mentoring and Tutoring Journal.
Maxine Brings Him Back‐Janis (Lao Wechokun Gluha Mani Win) President's Liaison for Native American Affairs and Associate Professor at Heritage University, Toppenish, WA. Dr. Janis actively works on multiple initiatives related to higher education and health, related to tribal people. Her career spans public health, private practice, and presently higher education. Dr. Janis's research focus is in the area of social justice and health inequities grounded in the human rights, service learning, and cross‐cultural education domain.
Gaëtane Jean‐Marie is Dean of the College of Education, Rowan University, and served as Dean of the College of Education and Richard O. Jacobson Endowed Chair of Leadership in Education at the University of Northern Iowa. She is the series editor of the Studies in Educational Administration Series and former editor of the Journal of School Leadership
