Mentoring and Leadership

Obiectivele proiectului "Practica ta pentru educatia viitorului" stau la baza scrierii acestui ghid de bune practici:
- necesitatea formarii iniţiale şi
continue a cadrelor didactice;
 dorinţa de a progresa în domeniul formării iniţiale
a cadrelor didactice - pregătirea studenţilor pentru
profesia didactică;
 dorinţa de a progresa în domeniul formării continue
a cadrelor didactice;
 conştientizarea faptului că lucrul în echipă duce la
obţinerea unui proces educativ de calitate;
 necesitatea formării unor competenţe de
leadership şi lucru în echipă

Abstract: This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior
enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and
to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school
principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special
educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented
behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The
results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions
orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables
leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach,
whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by
school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found
that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on
relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can
be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or
relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.

Keywords: leadership behavior, actions-oriented behavior, relations-oriented behavior, task-oriented behavior, contextual variation,
leader’s case study, behavioral articulation, Finland, Skills, Ability, Competences and Intelligence (SACI)

This mixed-method study looked at perceptions of induction and mentoring among New Zealand early childhood educators. Specifically, 213 respondents drawn from five regions representing urban, rural and differing socioeconomic levels, school organizations, and professional roles completed a 19-item psy-chometrically sound survey. There were significant differences in responses for leaders/mentors in contrast to mentees or teaching staff. Based on quantitative outcomes, two focus groups of school leaders/mentors and mentees were convened. Qualitative analysis of the transcripts revealed several important themes that served to amplify or extended the survey results. Implications of the quantitative and qualitative results are overviewed.

Langdon, F., Alexandra, P., Farquhar, S., Tesar, M., Courtney, M., Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. 57, (150-160).Teaching and Teacher Education. doi: 10.1016/j.tate.2016.03.016

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership’s maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggest both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.

Keywords :Leadership Elasticity; Leadership readiness; leadership behavioural pattern; relations and Task-oriented behaviour; leadership appropriateness; leadership flexibility; leadership style-flex; leadership style-fix; Leadership style-drift; leadership multi-style flex

Educational leadership professors prepare aspiring leaders by providing uplifting opportunities to connect theory and practice. This paper proposes a research-based model called leadership-focused coaching, an approach to support graduate students in developing and honing instructional leadership skills and responsibilities (Gray, 2016). This paper addresses the shift in principal preparation programs from theory-to-practice to a knowledge-to-practice approach over the last. While there are numerous models for coaching teachers, we offer this model for aspiring and new instructional leaders of schools.

This thesis codifies a leadership paradigm that was born out of my experience as a naval officer, a corporate manager, and a director in a non-profit program and is informed by my study of leadership over the last 30 years-culminating in my completion of the Organizational Dynamics program.

Engaging in the ongoing challenge to surmount and triumph over every adversity is the key to establishing the conviction and commitment to help others do the same. The sharing of experiences of winning over one's own limitations can serve as one of the most courageous and effective forms of mentoring. Alice Eagly's research indicates women are more prone to transformational leadership in the areas of coaching and collaboration. Could women’s tendency toward ethical compassion coupled with a capacity to persevere and endure be at the root of this finding? This paper begins by examining the transformative role of women in leadership as courageous mentors, then describes qualities that define courageous leadership, and finally shares some of the research pointing to women’s transformative models as coalition builders, including some Buddhist views. The shifts from domination to partnership while working for the "greater good" toward ethical, transformational and authentic leadership are suggested as the wave of the future. These shifts will be the direct result of women's new leadership roles in an age of increasing dependence on soft power where wisdom-based tools emerge out of courageous and compassionate mentoring.

This book aims to be thoughtful yet polemic, taking a critical stance, to look at coaching and mentoring from perspectives that provoke curiosity and that support practitioners and interested parties to scrutinize coaching in depth. It is a book of ideas, clearly aimed at stimulating thinking and dialogue, through situating coaching and mentoring in a broad historical and social context, and drawing on a wide range of theory from beyond coaching.
This book has four core aims:
1 To account for how coaching has emerged and what discourses and normative practices underpin and influence contemporary practice.
2 To develop a meta-theory of coaching that encourages future development based on a coherent body of knowledge with a sound theoretical base.
3 To offer clear ‘frames of thinking’ based on coaching discourses and theory that act as heuristic resources for coaching practitioners and educators.
4 To apply an emancipatory, ethical and critical approach to coaching, shifting practice away from a limited technocratic, functional approach and towards a more generative and progressive approach.

How do we define coaching and mentoring? What are the differences between them? What are the processes involved? Even though coaching and mentoring have a long history in different professions and countries around the world, no universal definitions of coaching and mentoring exist. There has been much debate by theorists and academics about the significance of coaching and mentoring, but more importantly about the differences and similarities between these two concepts. This paper explores how coaching and mentoring bring value to the life of coachees and mentees.

Aim/Purpose
In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty.
Background
EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program.
Methodology
To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group.
Contribution
Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the pro-gram. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial.

Farquhar, S., & Tesar, M. (2016). Theorizing what it means to be pedagogical in (the) early years (of) teaching. In J. M. Iorio & W. Parnell (Eds.), Disrupting through imagination: Rethinking early childhood teacher research (pp. 26–36). London, UK: Routledge.

A traditional way of writing up research is to outline the concerns and the literature , describe the methodology, and present and analyze the findings. In this chapter, however, we focus on the 'how' of a research project. We do this in the context of an emerging research practice with newly qualified early childhood teachers in Auckland inAotearoa. (Aotearoa is the Maori name for New Zealand. Frequently, Aotearoa and New Zealand are used in conjunction. We use just the Maori name-Aotearoa-in this chapter.) Our research aim is to explore what it means to be pedagogical in diverse social and political early childhood contexts. In the project we will be asking newly qualified teachers to share their experiences with us and to engage in reflective and challenging thinking, to question and evaluate their own, and other more established, practices. In this evolving project, they will share their unique experiences of their workplace relationships and question their own pedagogies. The focus of the chapter is to report on how we are working in a philosophical way through narrative to develop an organic and unpredictable mode of inquiry, in which the methodology and analysis emerge from the action/ people/ events involved in the project. Promoting an organic mode of narrative and discovering method-ological and analytical insights within teachers' narratives is, in short, not always an easy task, when educational discourses are heavily laden with the expectations of traditional research outcomes. We outline some conceptual thinking about how we put together existing scholarship in a playful way, to set about considering the literature and what might be useful thinking as we embark on this project of theorizing pedagogy. We then report on our difficulties in esche,:ving the restrictive nature of frameworks and models in such research and the problem of dominant qualitative discourses seeping in around the edges of our theorizing in unexpected ways. Theorizing What It Means 27 Our theorizing of the project in this way examines how we might work alongside teachers and how we might go about interpreting their experiences and narratives in respectful and ethical ways. Narrative inquiry focuses on the lived experiences of participants, and a philosophical approach invites consideration of ways to think, read, and analyze. Both narrative inquiry and philosophy are open to the possibility that both process and analysis emanate from the research concern itself. With this in mind, teachers will be invited to discuss and write about their lived experiences. Their narratives may intersect-with the ideas that we unfold in our theorizing and conceptualization and may include influences on their pedagogy that we discuss in this chapter-influences such as curriculum initiatives , leadership and management practices, research, and policy. Furthermore, because Auckland is a large urban city, their narratives may also reflect elements of globalization; internationalism; migration; and changing local, social, and cultural practices. However, what emerges will undoubtedly be more complex than this, and the theorizing we suggest here is simply a first engagement with understanding what it might be like to be a newly qualified early childhood teacher. We suspect that pedagogy for each of the teachers in this research will be unique and possibly problematic. It is imagined that this research vvill work at t\;vo levels: to extend participants' own thinking and engagement in collegial debate, and to contribute to critical scholarship about teachers' pedagogy in the early years of teaching. We anticipate working with 12 teachers who have already accepted our invitation to join the group discussions, and we hope that most will continue through the extended narrative work later in the project.

Purpose – The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral
(Doctorate of Education) peer mentoring program implemented in a mid-sized public institution.
Design/methodology/approach – Data from one focus group and an interview collected from peer mentors
as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral
students are presented. Four (n¼4) peer mentors participated in a focus group (n¼3) and an interview (n¼1).
Participants were asked about their perceptions of the program and their experiences as mentors.
Findings – Four themes were discovered within the data: mentors relate to social, emotional and academic
life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to
focus on the future, and mentors gain personal and professional growth from the peer mentoring program.
Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their
own personal and professional development.
Research limitations/implications – Limitations of this study include the small sample size (n¼4) and
the short period of time in which participants were asked to be a part of the mentoring program and reflect in
focus groups and interview (one academic year). Implications of this study include the benefits of peer
mentoring for both mentors and mentees alike.
Originality/value – In contrast to many other studies of peer mentoring programs, this peer mentoring
program targeted scholar-practitioner students who were balancing full-time careers with their coursework
and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors
may in other programs, as well as finding benefit to their own professional development.
Keywords - Professional development, EdD, Doctoral peer mentoring program, Education doctorate,
Mentoring relationships, Peer mentor
Paper type- Case study

In this case study of a peer mentoring program developed for first-year education doctoral (Ed.D.) students, we sought to understand how participants' experiences in the program might yield understanding about the mentoring process. Study participants included 11 mentees and 4 mentors. Interview and focus group data were analyzed through the conceptual model of self-regulated learning and mentoring. Four themes relevant to the phases of self-regulated learning emerged. Participants engaged in goal-setting in conversations about pre-planning for the dissertation and professional goals. During the post-mentoring phase, mentors' reflections on their conversations informed future conversations. Mentors transferred their knowledge by engaging in self-reflection about their professional practice. Finally, mentoring conversations increased mentees' self-efficacy. Implications for peer mentoring programs include paying attention to demographics and issues of pair compatibility. Future research ought to include the collection of longitudinal data and observations of mentoring conversations.

The present article focuses on how faculty can be guided in the mentoring process and how formal mentoring programs improve practice, as well as the impact of formal mentoring on new faculty and faculty mentors. The empirical case study described features a new faculty mentoring program in its second year of development in a university research culture in Florida, USA. A goal of early-stage faculty mentoring programs might be to attain what Gladwell refers to as the ‘tipping point,’ where faculty mentoring becomes contagious. Perspectives and strategies used to create not only an effective mentoring program within research cultures but also a movement entrenched in faculty– faculty mentoring are highlighted. Results from program assessment data are reported, with insights and recommendations from faculty mentors and mentees.

Purpose -There is a meager body of research addressing the role educational leadership preparation programs in colleges and universities play in preparing women leaders. Also educational leadership preparation research has yet to explore ways in which mentorship provides additional capital for female graduate students. This study seeks to understand the challenges facing, and the opportunities available to, female graduate students in educational leadership departments. Design/methodology/approach -The study used qualitative methods to explore the constructs of educational leadership preparation and mentorship of female graduate students. Qualitative methods, specifically a questionnaire and a collaborative focus group, were informed by the work of feminist theory and were used to explore participants' experiences and perceptions with the larger purpose of understanding the implications of their experiences for the development of strategies and programs intended to support female graduate students. Findings -The following themes emerged from the participants' stories: constraints within the organizational culture, personal and familial sacrifice, struggles with identity, questioning self, and experiences with mentoring. Practical implications -The findings have important implications for the roles university leadership preparation program structures might play in supporting female graduate students and their career success. The findings also offer recommendations for the development of mentoring programs for female graduate students. Originality/value -Currently, there is an exceptional lack of research documenting the lived experiences of female doctoral students, particularly research that can be used to inform policy and program development. To that end, the qualitative study described in this paper helps in understanding the challenges facing, and the opportunities available to, female graduate students in educational leadership departments as well as in understanding the implications of such experiences for the development of strategies and programs intended to support female graduate students.

The Problem " It makes me sick when I see dissertation work completed by the advisor. I can name several scholars who do it. Faculty get overly involved in students' writing, " was a comment we heard recently from a colleague. This led us to wonder whether advisors have been generally too involved in their students' work. If so, this presents a problem because the dissertation is designed to be an independent project created by the student. The whole point of doctoral study is to bring about a transformation from dependent student to independent scholar. Obviously, if advisors have been writing for students the goal of the program will not be met. On the other hand, research indicates some advisors are too busy or unwilling to support doctoral students properly (Lovitts, 2008). Consider this quote from an interview of a doctoral advisor by Aitchison (2012): " [Students are] forced, they're facilitated and encouraged from Day 1 to write. We've no shortage of students and you want to cut your losses early if they're not going to perform, particularly in the current metrics. " So, the message here was students were on their own to learn scholarly writing; moreover, there was competition among students and those who could perform independently would move forward; those who needed support would be left behind. This approach is also flawed because doctoral work is a dynamic journey that transforms a dependent student into an independent scholar. This paper will help mentors strike the right balance. Journal of Higher Education Management, 32(2), xx-xx (ISSN-2640-7515).

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles. Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations. Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates. Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students.

The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed satisfied with the mentoring they were giving and receiving, although all groups discussed limitations. Peer mentors were seen as social support and advice givers, while faculty mentors were viewed as responsible for direction and skill-building. These results can contribute to the development of new mentorship programs and the modification of existing ones.

Resumo: A liderança constitui um tema cada vez mais presente nas abordagens que elegem a análise organizacional e a gestão das escolas como centros de  interesse. Tratando-se de um fenómeno complexo, o seu estudo não pode ser
isolado de outras vertentes básicas para a compreensão da escola, tais como os modelos de administração e gestão e os pressupostos teórico-concetuais das perspetivas organizacionais que enquadram o seu funcionamento. Neste artigo procuramos, num primeiro momento, situar a evolução histórica das conceções sobre liderança no contexto das teorias organizacionais e, numa segunda etapa, identificar algumas das principais dimensões que nos parecem prementes a uma certa peculiaridade do exercício da liderança nas escolas. Como principais objetivos deste trabalho pretendemos, por um lado, contribuir para o incremento
da investigação num domínio inerente à gestão das escolas ao qual nem sempre foi dada a devida atenção e, por outro, alertar para a necessidade de se incrementar, em termos de políticas educativas, programas de formação especializada para os gestores escolares que elejam este domínio como conteúdo estratégico. Palavras chave: Gestão das escolas; liderança escolar; análise organizacional da escola.
Abstract: School leadership is a recurrent theme in the approaches that focus on organizational analysis and school management. As a complex phenomenon, the study of school leadership cannot be isolated from other basic underpinnings of the understanding of school, such as models for administration and management and the theoretic-conceptual frameworks of the organizational perspectives that frame its’ functioning. In this paper, we aim at, in a first instance, mapping
the historical evolution of the theories on school leadership in the context of organizational theories. In a second part of the paper we will identify some of the main dimensions that are particularly pressing in the exercise of school leadership in schools. As main objectives of our work we want to, on one hand, contribute to the broadening of the study of a particular domain of school management that has been somewhat neglected and, on the other hand, to raise awareness, in what concerns educational policies, for the need to implement
programs of specialized training for school managers that choose school leadership as a strategic content.
Keywords: School management; school leadership; school organizational analysis.

The University College London’s Institute of Education (UCL IOE) and The Compton School have a history of collaboration. Based on a mutual interest in succession planning, several conversations took place between members of The Compton School’s senior leadership team (SLT) and Dr. Karen Edge and Nick Hackett of UCL IOE. Based on these initial meetings, we embarked on a collaborative process to understand more about The Compton’s innovative succession planning strategy. Members of our team spent two days interviewing senior leaders across the school to understand more about the structure and process in place. This report describes the overall succession planning strategy developed and implemented by The Compton School. This report is based on the evidence from
individual interviews and focus groups with senior leaders, governors and teachers from The Compton School. We also analysed school-level documents and public resources.
Throughout the report, we identify the leadership practices that support the overall goals of the strategy, which includes promoting the creation of a strong talent pool of potential leaders. We also highlight current leader reflections on the structure and outcomes of the work at The Compton School to support other schools hoping to develop their own innovative succession strategies. Finally, we present a set of informative practice-derived recommendations for school leaders that will be of interest to leaders and policymakers alike.

Mentoring is supporting and encouraging younger ones to manage their learning behaviour for career success by older individuals. This is a useful tool that helps young ones to develop new ways of communicating information, making decisions, responding to environment and interacting effectively. This paper discusses key issues in the meaning of mentoring, examines who is a mentor, qualities of a mentor, benefits of mentoring, guideline in mentoring, types of mentoring, such as formal, informal, social, headship, apprenticeship, peer, prefectship with emphasis on research mentoring and the strategies for achieving research mentoring in Nigerian colleges, polytechnics and universities.

AIMS:
Mentoring has been used extensively in the business world to enhance performance and maximise potential. Despite this, there is currently a paucity of literature describing mentoring for surgical trainees. This study examined the current extent of mentoring and investigated future needs to support this.
METHODS:
An electronic, 47-item, self-administered questionnaire survey was distributed via national and regional surgical mailing lists and websites through the Association of Surgeons in Training and Specialty Associations in the UK and Republic of Ireland.
RESULTS:
Overall, 565 fully completed responses were received from trainees in all specialties, grades and training regions. A total of 48.7 % of respondents reported that they have a surgical mentor, with no significant gender difference (p = 0.65). Of respondents, 52.5 % considered their educational supervisor and 45.5 % their current consultant as mentors. Modal duration of mentoring relationships was 1-2 years (24.4 %). A total of 90.2 % of mentors were in the same specialty, 60.7 % in the same hospital, and 88.7 % in the same training region. Mentors covered clinical and professional matters (99.3 %) versus pastoral and non-clinical matters (41.1 %). Mentoring was commonly face to face or via email and not documented (64.7 %). Of the 51.3 % without a mentor, 89.7 % would like a clinical mentor and 51.0 % a pastoral mentor (p < 0.001). Priority mentoring areas included career progression (94.9 %), research (75.2 %), clinical skills (66.9 %) and clinical confidence (58.4 %). A total of 94.3 % would be willing to act as a peer mentor. Only 8.7 % had received mentoring training; 83 % wish to undertake this.
CONCLUSIONS:
Less than half of surgical trainees identified a mentor. The majority want mentoring on professional topics during their training and would additionally be willing to peer-mentor colleagues, although few have received training for this. Despite an identified need, there is currently no structure for organising this and little national provision for mentoring.

Mentoring has been present within surgical training for many years, albeit in different forms. There is evidence that formal mentoring can improve patient outcomes and facilitate learning and personal growth in the mentee. The Association of Surgeons in Training (ASiT) is an independent educational charity working to promote excellence in surgical training. This document recommends the introduction of a structured mentoring programme, which is readily accessible to all surgical trainees. A review of the available evidence--including an ASiT-led survey of its membership--highlights the desire of surgical trainees to have a mentor, whilst the majority do not have access to one. There is also limited training for those in mentoring roles. In response, ASiT have implemented a pilot mentoring scheme, with surgical trainees acting both as mentors and mentees. Based on the existing literature, survey data and pilot experience, ASiT formalises in this document consensus recommendations for mentoring in surgical training.

Previous studies of the mentoring experiences of black graduate students and recent PhD's have reported that this population of early career academics has limited access to mentors, and, when they do, white males provide more career-enhancing supports than mentors of other gender and racial/ethnic groups. These studies have relied on data collected from small subsamples, including those of prestigious scholarship recipients. This article argues that the experiences of prestigious scholarship recipients are not representative of the mentoring experiences of the vast majority of black graduate students and junior faculty in Sociology. The Survey of the Characteristics and Dimensions of Mentoring: An Investigation of the Mentoring Experiences of African American Graduate Students in Departments of Sociology fills that gap in the literature by providing data on the mentoring experiences of the majority of emerging academics in Sociology. The representative sample of non-randomly sampled African American graduate students and recent doctoral recipients found that Black males served as mentors to the majority of these emerging scholars. Ninety-seven percent of study participants reported having at least 1 mentor and 74% reporting having two or more mentors. Black males overwhelmingly served as primary, secondary, and tertiary mentors to this emerging group of scholars. Without the Black male mentors, many of these African American graduate students and early career academics would not be mentored. Context Previous studies of the mentoring experiences of black graduate students and recent PhD's have reported that this population of early career academics has limited access to mentors, and, when they do, white males provide more career-enhancing supports than mentors of other gender and racial/ethnic groups. These earlier studies have relied primarily on data collected from small non-representative subsamples of the population. One of the most cited studies conducted by the American Sociological Association (ASA), The Impact of Cross-Race Mentoring for " Ideal " and " Alternative " PhD Careers in Sociology, (nicknamed 'White Male Advantage' by many who heard the initial presentations about the data) compared the career trajectories through tenure of 13 cohorts of PhD recipients who participate in the ASA Minority Fellowship Program (MFP) with a largely-white doctoral recipient group that received the National Science Foundation's Dissertation Improvement Grants in Sociology over a similar time period. While both programs are highly competitive, prestigious programs that provide financial, research, and socio-emotional support to top doctoral students in Sociology, most of the MFP fellowship recipients are Black and Latino, and women make up 63% of all recipients. White Male Advantage found that Minority Fellowship winners with white male dissertation advisers landed faculty jobs at research universities (37%) at higher rates than their counterparts with other advisers (white women, minority men, or minority women) (7%). The study found some evidence that those minority fellows with white male dissertation advisors ended up publishing more than those with other kinds of advisors. Some of the reasons cited for these findings include that while Sociology is diversifying, the most senior ranks are still dominated by white men – and these longtime scholars are well connected and have lots of experience helping graduate students find good positions. I argue that the experiences of a small subsample of prestigious scholarship recipients is not representative of the mentoring experiences of the vast majority of black early career academics in Sociology. While there is much to learn from this very privileged group of students who receive tuition and fees, living stipend, rigorous research training, travel awards for participation in annual and regional meetings, and mentoring by noted Sociologists; we need to know more about the socialization experiences of the majority of African American early career scholars, many of whom are first generation academics (often the first in their families to aspire to and achieve a career as college or university professor), employed at least part-time, serves as heads of their households, and finance their graduate education through a variety of sources including loans and teaching and research assistantships. The Survey of the Characteristics and Dimensions of Mentoring: An Investigation of the Mentoring Experiences of African American Graduate Students in Departments of Sociology (the Mentoring Study), and this article, begins to fill that gap in the literature by providing a brief overview of the data on the collective mentoring experiences of African American Sociologists collected during that same time period. The Mentoring Study provides a description of the people who serve as mentors for this group of junior scholars; lists the types of professional development activities the mentors and mentees engage in; and investigates whether males and females experience mentoring similarly. It is hoped that this information will be

Mesleki eğitimini tamamlam ş bireylerin, mesleklerinin ilk y llar nda daha az hata yaparak, gerekli profesyonelliği ve yetkinliği k sa sürede yakalamalar amac yla; yaşad klar güçlükleri o alan n deneyimli çal şanlar ile paylaş p çözüm bulmalar na, edindikleri teorik bilgileri pratiğe aktarmada başar l modelleri örnek almalar na imkan tan yan mentorluk, ilgi çekici bir yöntem olarak karş m za ç kmaktad r. Literatür incelendiğinde A.B.D başta olmak üzere Avustralya'dan İskoçya'ya, Kanada'dan Nijerya'ya kadar pek çok ülkede doktorluk, hemşirelik, öğretmenlik, polislik, yöneticilik gibi farkl alanlarda mentorluk yöntemiyle meslek eğitimi ve özellikle de işbaş nda alan eğitimi uygulamalar na rastlan lmaktad r. Bu çal şma genç polis yönetici adaylar na, [lider] yöneticinin rol model olma rolü ve mentorluk kavram genel hatlar ile tan t larak; mentorluk tabanl polis meslek eğitimi uygulamalar na değinilmiştir.

Abstract
In today's world, it is important to transform theoretical knowledge into practice to follow and manage rapid changes in technology. Prospective teachers need to be well educated to improve teacher quality. In order to do that, they are required to have enough theoretical knowledge and practice in a real classroom environment. Therefore, the 'teaching practice' course is compulsory in faculties of education. With this course, prospective teachers are able to teach in real classrooms with a mentor. The purpose of this srudy is to determine mentors' opinions and suggestions about teaching practices that prospective teachers need to perform. The sample of this stlldy consists of 19 mentors who are still teaching in elementary schools in Tokat city, Turkey. 12 semi-structirred questions were used to collect data with a qualitative methodology. According to results of this srudy, it is revealed that prospective teachers have difficulty in classroom management and communication; they come to class unprepared; they do not want to come to the classroom to teach. Mentors think that prospective teachers do not have enough content knowledge and instruction skills.

The study was conducted to determine the status of Mentoring Program. It included the assessment of the teachers and master teachers on mentoring program relative to mentor's competencies, mentee's competencies, and the mentoring program. Mentoring process and difficulties were also identified by the respondents. The quantitative method of research was used and was treated using frequency, percentage, weighted mean, ranking and t-test. The findings revealed that the mentor's competencies were mostly skilled and skilled as well as the mentee's competencies. Mentoring processes were sometimes and seldom observed. Mentoring skill was manifested to the mentors but some of them experienced difficulties in carrying the competence of which affect the mentoring program. The findings indicate that mentors need to improve their mentoring skill. There should be greater clarity on the mentoring processes in order to increase the quality and quantity of mentoring for promoting the teachers' ability and enhancing the teacher's quality. From the findings of the study, a proposed structured program was developed in order to enhance the mentoring program implementation.

The aim of the research is to compare the impacts of mentoring services, delivered face to face and video conference on advisees' academic achievements. Mentoring services, made up with two different instruments, were administered to a group of advisees, composed of 32 university students. In the research, the multiple-choice achievement test, which consisted of thirty, 5-point Likert items, was utilized in order to determine advisees' academic achievements.