The Wiley international handbook of mentoring: paradigms, practices, programs, and possibilities

Cover......Page 1
Title Page......Page 5
Copyright Page......Page 6
Contents......Page 7
Preface......Page 11
Notes on Contributors......Page 17
Part 1 Mentoring Paradigms Beverly J. Irby and Rubén GarzaSection Editors......Page 33
  Purpose and Overview......Page 35
  Rationale for a Creating a Definition of Mentoring......Page 36
  Difficulties, Risks, and Cautions in Creating a Singular Mentoring Definition......Page 37
  A Way Forward......Page 38
  Most Commonly Used Mentoring Definitions......Page 39
  Developmental Networks and Reciprocity......Page 40
  Common Elements in Mentoring Definitions......Page 41
  Overarching Dimension of Mentoring......Page 42
  Mentoring Dimensions......Page 44
  Applying the Definitional Process......Page 45
  Conclusions......Page 47
  References......Page 48
  The Beginnings of the Use of Mentoring in Print......Page 51
  Mentoring in Print in Ancient Egypt......Page 52
  The Instructions and Teachings of Kagemni......Page 53
  Ptah-hotep’s Mentoring......Page 54
  The Teaching of Ani......Page 57
  References......Page 59
 Chapter 3 Social Capital as Mentoring: A New Paradigm in Action......Page 61
  Soka Education–“From Indigo, an Even deeper Blue”......Page 62
  The Mentor-Student Relationship–“Two but Not Two”......Page 65
  Value Creation as Social Capital Building: A New Paradigm in Action......Page 66
  Paying it Forward: From a Culture of Care to the Contributive Life......Page 69
  References......Page 73
 Chapter 4 Mentoring in the Human Resource Development Context......Page 77
  Definitions of Mentoring and Its Evolution......Page 78
  Types and Functions of Mentoring......Page 80
  Antecedents and Consequences of Mentoring in the Workplace......Page 81
  Discussion and Implications......Page 89
  References......Page 91
 Chapter 5 Constructivism and Mentoring......Page 97
  The Nature of Constructivist Thinking......Page 98
  Mentoring......Page 100
  Summary, Conclusions, and Implications......Page 108
  References......Page 109
  Theory: Loosely Coupled Systems......Page 111
  Method......Page 112
  Educator Preparation Programs as Loosely Coupled Systems......Page 113
  Cases: Loosely Coupled Systems......Page 116
  Discussion......Page 123
  Implications......Page 126
  References......Page 128
  Introduction......Page 129
  Research Strategies......Page 130
  Leadership for Learning......Page 132
  Defining and Theorizing Mentoring......Page 133
  Relational Mentoring and Leadership for Learning......Page 136
  Mentoring Programs......Page 139
  Conclusion......Page 140
  References......Page 141
 Chapter 8 Mentoring in a Globally Active Learning Context: Initiation, Engagement, Implementation, and Aftermath......Page 147
  Situating Literature on Mentoring and Culture......Page 149
  Grounding AL Concepts within this Account......Page 150
  Local and Global Contexts......Page 153
  Inquiry Approaches and Resources......Page 155
  Narration of the GAL Phases in China and Beyond......Page 157
  Reflection on Learning: GAL as a Spiral......Page 163
  In Hindsight......Page 164
  References......Page 165
 Chapter 9 Synthesis of Mentoring Paradigms......Page 169
Part 2 Mentoring Practices Linda J. SearbySection Editor......Page 173
  Communities of Practice......Page 175
  Method......Page 179
  Literature Review......Page 180
  Discussion......Page 189
  Concluding Thoughts......Page 191
  References......Page 193
 Chapter 11 Mentoring Women Faculty of Color in the Academy......Page 199
  Overview of Women Faculty of Color in Academe......Page 200
  Mentoring: An Overview......Page 201
  The Role of Mentoring for Women Faculty of Color in Academe......Page 202
  The Need for Alternative Mentoring Models for WFOC......Page 203
  Mentors......Page 210
  Conclusion......Page 211
  References......Page 212
 Chapter 12 The Mentoring Mindset: Desired Practices of a Protégé in a Mentoring Relationship......Page 219
  Review of the Literature......Page 220
  Method......Page 223
  Findings......Page 225
  Discussion......Page 229
  References......Page 232
 Chapter 13 Collaborative Learning and Knowledge-Sharing: The Potential of New Administrator Networks and Mentoring Programs......Page 237
  Rationale for the Study......Page 238
  Literature Review......Page 239
  Background of the Study......Page 240
  Method......Page 241
  Findings......Page 242
  Discussion and Implications......Page 247
  Conclusion......Page 251
  References......Page 252
 Chapter 14 Faculty-Inspired Strategies for Early Career Success Across Institutional Types: The Role of Mentoring......Page 255
  Data Sources......Page 256
  Community Colleges......Page 258
  Liberal Arts Colleges......Page 260
  Faculty-Inspired Strategies......Page 262
  Comprehensive Universities......Page 263
  Research Universities......Page 265
  Recommendations and Opportunities......Page 267
  References......Page 270
  Background......Page 275
  Toward a Synthesis of Apprenticeship and Mentorship......Page 276
  A Global STEM Case Study......Page 281
  Methods......Page 282
  Takeaways......Page 290
  References......Page 291
 Chapter 16 Professional Knowledge of Teaching and the Online Mentoring Program: A Case Study in the Brazilian Educational Context......Page 293
  Partnership Research and Collaborative Construction of Teaching Professional Knowledge......Page 295
  The OMP—Main Features......Page 297
  Methods......Page 299
  Construction and Development of a Research Group: Learning Process......Page 300
  Additional Considerations......Page 308
  References......Page 309
 Chapter 17 Synthesis of Mentoring Practices......Page 311
  References......Page 314
Part 3 Section III Mentoring Programs......Page 315
  Mentoring in East and West......Page 317
  Review of the Literature......Page 318
  The United College Mentorship Program......Page 323
  Results......Page 327
  Discussion......Page 331
  References......Page 337
 Chapter 19 Who Mentors Me? A Case Study of Egyptian Undergraduate Students......Page 341
  Literature Review......Page 342
  Context......Page 343
  Research Approach......Page 344
  Significance of the Study......Page 345
  Findings......Page 347
  Discussion......Page 354
  Implications and Conclusion......Page 355
  References......Page 356
 Chapter 20 Mentoring Faculty for Quality Enhancement in Indian Higher Education......Page 359
  Mentoring: A Tool for Performance Enhancement......Page 361
  Understanding Stakeholder Perspectives and Needs......Page 362
  The Management Perspective......Page 366
  The CARE Mentoring Model......Page 367
  Impact Analysis......Page 375
  Conclusions and Future Work......Page 382
  References......Page 383
  Purpose of Principal Mentorship......Page 385
  Design, Method, or Approach to Principal Mentorship......Page 386
  Overview of the NAESP Mentor Training and Certification Program......Page 388
  NAESP School Leadership Mentor Competencies......Page 393
  Originality and Value of the NAESP Principal Mentor Program......Page 395
  References......Page 396
  Introduction......Page 399
  Teacher Training Program for School Counselors......Page 404
  References......Page 411
 Chapter 23 Training Teachers in Academic Mentoring Practices: Empirical Foundations and a Case Example......Page 415
  Empirical Backgrounds......Page 416
  The ACCES Program......Page 419
  Potential Mechanisms of Action......Page 424
  Conclusion......Page 425
  References......Page 426
  Teaching......Page 429
  Method......Page 433
  Discussion......Page 436
  Limitations......Page 437
  References......Page 438
  Program Context......Page 441
  Pacific Northwest University......Page 442
  The Heritage Story......Page 444
  Setting......Page 445
  Yakama Nation Tribal School......Page 446
  Program Design......Page 448
  Next Steps......Page 453
  Concluding Thoughts......Page 455
  References......Page 456
 Chapter 26 Synthesis of Mentoring Programs......Page 459
Part 4 Section IVMentoring PossibilitiesFrances KochanSection Editor......Page 465
 Chapter 27 Mentoring Policies: Possibilities, Challenges, and Future Directions......Page 467
  Influences in Policy Development......Page 470
  Going Beyond the Norm to Identify the Field of “Mentoring Policy”......Page 473
  Informed Policy Development—What Is Important to Address in Mentoring Policies......Page 475
  Challenges and Possibilities for the Future......Page 478
  References......Page 480
  Global Background and Political Context......Page 485
  Method......Page 491
  Findings......Page 492
  Discussion and Implications......Page 496
  An Aesthetic of Possibility......Page 497
  References......Page 498
 Chapter 29 Mentoring Across Race, Gender, and Generation in Higher Education: A Cross-Cultural Analysis......Page 503
  Cross-Racial Mentoring......Page 504
  Cross-Gender Mentoring......Page 505
  Generational Differences and Mentoring......Page 506
  Data Collection and Analysis......Page 507
  Cultural Mentoring Purposes......Page 510
  Cultural barriers to success......Page 512
  Facilitating Factors......Page 513
  Lessons Learned......Page 515
  References......Page 516
 Chapter 30 Realizing the Power of Mentoring......Page 519
  Conceptual Framework: Mentoring and the Logic of Practice......Page 520
  Culture and Symbolic Capital......Page 521
  Bourdieu – Reciprocity and the Gift Exchange......Page 522
  Study Design......Page 523
  Findings......Page 525
  Discussion: Implications for Practice......Page 529
  Conclusion......Page 531
  References......Page 532
 Chapter 31 On the Threshold of Mentoring: Recognizing and Negotiating the Liminal Phase......Page 535
  Phases of the Mentoring Relationship......Page 536
  Liminality: The Structure of Social and Cognitive Transitions......Page 538
  The Liminal Phase: On the Threshold of a Mentoring Relationship......Page 541
  Negotiating Mentoring’s Liminal Phase: Suggestions and Recommendations......Page 543
  Conclusion: Holding up the Sailing......Page 546
  References......Page 547
 Chapter 32 ONSIDE Mentoring: A Framework for Supporting Professional Learning, Development, and Well‐Being......Page 553
  Mentoring Early Career Teachers......Page 554
  The Development of the ONSIDE Mentoring Framework......Page 556
  Empirical Support for ONSIDE......Page 558
  Theoretical Support for ONSIDE Mentoring......Page 565
  Acknowledgments......Page 569
  References......Page 570
 33 Brain-Based Mentoring to Help Develop Skilled and Diverse Communities......Page 579
  Brain-Based Mentoring, Problem Solving, and the Brain’s Plasticity......Page 580
  Brain-Based Mentoring Phases......Page 581
  Brain-based applications related to smart-skill acquisition ......Page 589
  Celebration of Innovation—Phase Three of the Model......Page 590
  Final Thoughts......Page 593
  References......Page 595
  Method......Page 599
  Findings......Page 601
  Connections to Theoretical Framework......Page 609
  References......Page 611
 Chapter 35 Synthesis of Mentoring Possibilities......Page 615
  Reference......Page 618
Index......Page 619
EULA......Page 640