As noted in the Spring 2004 issue of this journal, this column has changed from the "ERIC/EECE Report" to the "ECAP Report," with the closing down of the ERIC clearinghouses (including the ERIC Clearinghouse on Elementary and Early Childhood Education [ERIC/EECE]) by the U.S. Department of Education. Since the Spring issue of this journal went to press, a new contract for the redesigned ERIC system was awarded (March 2004) to the Computer Sciences Corporation of Rockville, MD. We do not yet know how this will affect the availability of ERIC Documents. Please contact ERIC (www.eric.ed.gov, 800-538-3742) for more up-to-date information.
Because of this uncertainty about obtaining ERIC documents, we are citing below only a document that is available from a source outside ERIC. For journal articles cited in the column, you can still check local libraries, refer directly to the journal, or contact article clearinghouses such as Ingenta (800-296-2221) for ordering information.
MENTORING PROGRAM STANDARDS. Mentoring. Raymond J. Dagenais. 1996. 9 pp. (Available from: Dan Galloway, MLRN Professional Articles Division, Adlai E. Stevenson High School, One Stevenson Drive, Lincolnshire, IL 60069.) In 1995, researchers gathered information about 14 successful mentoring programs for educators. Analysis of the survey results found that no two programs were identical. The results helped to determine five critical dimensions of successful mentoring programs: 1) mentoring programs should be designed with a clear vision of the program scope in mind; 2) mentoring incentives appropriate to the circumstances should be used; 3) mentors should be prepared for the mentoring experience; 4) strategies for mentor selection and matching should be designed and implemented; and 5) information regarding the effectiveness of the mentoring experience should be collected, analyzed, and evaluated.
Journal Articles EJ639476
A TECHNOLOGY PARTNERSHIP: Lessons Learned by Mentors. Mumbi Kariuki, Teresa Franklin, & Mesut Duran. Journal of Technology and Teacher Education, Vol. 9, No. 3 (2001): 407-417. This article describes a university-school partnership that was established for instructional technology graduate students to act as mentors to elementary school teachers in a rural school in Ohio. The article discusses the values of mentoring, the need for flexibility, the use of technology, and collaborative learning.
A QUALITATIVE ANALYSIS OF AN INTENSIVE MENTOR-APPRENTICE COLLABORATION: MAC. Martha T. Dever, Francine F. Johnson, & Deborah E. Hobbs. Journal of Research and Development in Education, Vol. 33, No. 4 (Summer 2000): 241-256. This article examines the evolution of a formal mentoring program, called Mentor-Apprentice Collaboration (MAC), describing what the elementary-level beginning and mentor teachers learned from the experience. Participant interviews highlighted several productive mentoring strategies: sharing concerns and joys, building a sense of teamwork, and establishing trust and dialogue. Both mentors and apprentices felt that they benefited from the experience.
POLYHEDRA CITY: A Mentoring Case Study. Kay Toliver. TECHNOS, Vol. 8, No. 3 (Fall 1999): 12-15. This article discusses mentoring among elementary school teachers, based on their experiences with a curriculum project that focused on mathematics. Topics include teachers' feelings of isolation, student involvement, student journals, and traditional staff development activities and mentoring.
A COHORT MODEL FOR SUPERVISION OF PRESERVICE TEACHERS DEVELOPED BY MENTOR TEACHERS. Flora R. Wyatt, Nancy Meditz, Meaghan Reeves, & Maria Keating Carr. Teaching and Change, Vol. 6, No. 3 (Spring 1999): 314-328. Through a collaborative process, mentor teachers at one elementary professional development school developed a cohort model for supervision of preservice teachers. Teams of mentor teachers guide the planning of teaching and other experiences, provide formulative feedback, and guide self-reflection for preservice teachers. The university liaison serves in a facilitating role for both preservice and mentor teachers.
ISSUES IN MENTORING PROGRAMS FOR TEACHERS. Deborah L. Bainer. Mid-Western Educational Researcher, Vol. 12, No. 4 (Fall 1999): 3-6. This article explains three aspects of mentoring practices, revealed by research on how teachers work together: 1) mentoring as just one of several types of supportive behaviors, 2) differing support networks for male and female teachers, and 3) informal mentoring.
NOTE: This issue of Mid-Western Educational Researcher is a theme issue on mentoring. Other articles are:
"Mentor Accountability: Varying Responses to the New Jersey Provisional Teacher Certification Program and Their Implications for Proposed Changes in Wisconsin Licensure." Anne D'Antonio Stinson. pp. 7-9.
"Leading the Way ... State Initiatives and Mentoring." Carmen Giebelhaus. pp. 10-13.
"Mentoring: Aim and Assess." Charles K. Runyan. pp. 14-17.
"The Principal's Role in Mentor Programs." Barbara L. Brock. pp. 18-21.
"With a Little Help From My Friends: A Course Designed for Mentoring Induction-Year Teachers." James A. Salzman. pp. 27-31.
"Extending the Vision: Mentoring Through University-School Partnerships." Connie Bowman & Patricia Ward. pp. 33-37.
ONLINE MENTORING: Reflections and Suggestions. John M. Rogan. Journal of Computing in Teacher Education, Vol 13, No. 3 (April 1997): 5-13. A telecommunications project called "Reach for the Sky" offered rural teachers access to the Internet and online courses. Teachers received Internet training, then became mentors for other teachers enrolled in online courses. Interviews and analysis of E-mail messages highlighted lessons learned about mentoring and online education.
PREPARING MENTORS OF BEGINNING TEACHERS: An Overview for Staff Developers. Tom Ganser. Journal of Staff Development, Vol. 17, No. 4 (Fall 1996): 8-11. Focusing on the benefits of mentoring for beginning teachers, this article reviews the common goals and organizational formats for mentoring programs, outlines basic knowledge and skills necessary for effective mentoring, suggests resources useful in preparing teachers to serve as mentors, and examines issues about mentoring for staff developers.
MENTORING THE MENTOR: A Challenge for Staff Development. Monica Janas. Journal of Staff Development, Vol. 17, No. 4 (Fall 1996): 2-5. Staff development is crucial in creating successful mentoring relationships in schools and districts. Four major tasks for staff developers when creating programs for mentors are: selecting and training mentors, matching mentors with proteges, setting goals and expectations, and establishing the program. Implications for staff developers are noted.
WHAT DO MENTORS SAY ABOUT MENTORING? Tom Ganser. Journal of Staff Development, Vol. 17, No. 3 (Summer 1996): 36 39. This report of a study of 24 teachers who were mentors for beginning teachers presents each mentor's discussion of mentor roles and the benefits of, and obstacles to, mentoring. Results indicate that teachers considered mentoring to be valuable, even when implemented under less than ideal circumstances.
R AND R FOR MENTORS: Renewal and Reaffirmation for Mentors As Benefits From the Mentoring Experience. Nancy H. Stevens. Educational Horizons, Vol. 73, No. 3 (Spring 1995): 130-137. This article examines what mentors reap from the mentoring experience and why they volunteer in the first place. The author discusses elementary and secondary school mentors and the link between mentoring and Erikson's theory relating to the generativity stage in adult development.
* Mentoring Leadership and Resource Network (MLRN) www.mentors.net
MLRN seeks to foster the mentoring of new teachers by providing an organizational vehicle, increasing the knowledge base on mentoring, promoting effective training for teacher mentors, and establishing continuous professional development in schools. The MLRN Web site provides general information about mentoring and dozens of articles on various mentoring-related topics, stressing the practical rather than the theoretical.
* International Mentoring Association (IMA)
IMA seeks to provide professional development activities, a forum for learning about mentoring, and access to information on mentoring. IMA addresses mentoring in all aspects, including the mentoring of teachers by teachers. The IMA Web site contains both information exclusive to its members and information for non-members, including selected articles on several mentoring-related topics.
* Program Design: Collaboration Through Mentoring & Peer Coaching. (No date)
This document, reprinted by the Mentoring Leadership and Resource Network (MLRN) from the Institute for Educational Research, provides an overview of the mentoring process, describes mentoring characteristics, and outlines steps for implementing a mentoring program.
* Mentoring Beginning Teachers: Lessons From the Experience in Texas. Policy Research Report, November 2000.
This study by the Southwest Educational Development Laboratory (SEDL) investigated: 1) how schools in Texas implemented mentoring programs, 2) what are the characteristics of school mentoring programs, and 3) what are the implications of current mentoring activities for the retention of teachers in schools with diverse student populations. The report includes an annotated bibliography on mentoring beginning teachers.
* Creating a Teacher Mentoring Program. 1999. www.nfie.org/publications / mentoring.htm
This paper from the NEA Foundation for the Improvement of Education discusses: 1) the usefulness of mentoring; 2) the context for effective mentoring; 3) methods of selecting, training, and supporting mentors; and 4) content and evaluation of mentoring programs. A list of resources is included.
Invisible Mentor: Communication Theory and Lilian Katz. 2000. http://ecap.crc.uiuc.edu/info/pubs/ katzsym/peterson.html
In this paper presented at the Lilian Katz Symposium, Karen L. Peterson discusses the concept of the invisible mentor--in other words, someone who is indirectly an intellectual guide for other educators.
List of books on mentoring teachers: www. fetchbook.info/Mentoring_Programs for_New_Teachers.html
This Web page presents a list of current books on mentoring teachers. FetchBook is a Web site that compares prices from various booksellers.
The Early Childhood and Parenting (ECAP) Collaborative contributed this column. Further information on ECAP projects is available from ECAP, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469; phone: 877-275-3227 or 217-333-1386; E-mail: firstname.lastname@example.org; URL:http://ecap.crc.uiuc.edu/.
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|Date:||Aug 6, 2004|
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