MOFET ITEC - Mentoring & Supervision

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Last update in this section: February 21, 2017
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Mentoring & Supervision
Evaluating a Psychology Graduate Student Peer Mentoring Program
The goal of this study was to evaluate a peer mentoring program in a graduate school setting. More specifically, mentoring functions and outcomes among graduate students were assessed, along with an analysis of graduate school peer mentoring program characteristics. This study contributed three main findings. First, the present study was a first attempt to quantitatively analyze specific mentoring function and outcome relationships in a graduate school setting. Second, results indicated psychosocial assistance and networking help were reported as a program strength. However, pair compatibility and mentor preparation were not found to be essential program characteristics.
Publication Year: 2012    |    Updated in ITEC: January 31, 2017
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Publication Year: 2016    |    Updated in ITEC: January 31, 2017
Student Teachers’ and Mentor Teachers’ Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?
This study investigates mentor teachers’ and student teachers’ perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. The findings revealed that emotional and academic support, an open line of communication and feedback were regarded as key elements of a positive mentoring relationship by both parties. However, a key difference was shown in the participants’ perceptions toward the impact of the mentoring relationship on student teachers’ identity. The research found that student teachers considered the impact of the mentoring relationship on their identity development to be highly significant, whereas only three mentor teachers held this view.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
The Development of a Scale on Assessing Peer Mentoring at the College Level
The purpose of this study was to develop and validate a scale to assess peer mentoring practices that aim to enhance learning. The findings from interviews were used to develop items. The 11-item form was administered to 126 college students. After the confirmatory factor analysis, the scale took on its final form with 10 items in 3 factors as Contribution to Mentee, Mentor Characteristics, and Peer Relationships.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
Archive of 218 additional items in this section back to December 2007
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