Mentoring has become a hot topic in a number of professional spheres in recent years, but its most important and longest-established location is in education. However, this volume is the first wide-ranging academic critique of the concept and its application. Offering both a critical and a practical stance, the authors examine the historical and cultural aspects of mentoring and the motivations behind it. They also explore the effects on the individuals involved and on the system, and examine the different approaches to the idea and implementation of mentoring. Drawing contributions from Europe, the USA and the Middle East, this work considers a wide range of empirical studies of mentoring from those countries that have invested in it, including case studies and analyses of current practice. The book makes a major contribution, not only on account of the international perspective it provides but also through analysis of cases in order to establish the difference between the much-vaunted theoretical advantages promoted by policy makers and the everyday realities and complexities that arise in a scheme entirely dependent on personal relationships.
Author: Susan M. Baxley, Kristina S. Ibitayo and Mary Lou Bond
Publisher: Sigma Theta Tau
Release Date: 2014
Genre: Electronic books
Mentoring Today's Nurses: A Global Perspective for Success provides guidance to faculty on how to mentor today's students at all levels of the educational system. Authors Baxley, Ibitayo, and Bond provide a road map for educators struggling to successfully understand the patterns and expectations of students at all levels within a global society.
This updated edition provides information on stages of teacher development, professional growth, assessment of student work, mentors within teacher induction programs, and components of successful mentoring initiatives.
Author: Hannu L. T. Heikkinen
Release Date: 2012-06-25
Supporting new teachers is a common challenge globally and the European Commission has recently emphasised the need to promote a lifelong continuum of teachers’ professional development by building bridges between pre-service and in-service teacher education. Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers’ professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the ‘Model of Integrative Pedagogy’ which emphasises the integration of different forms of expert knowledge in professional development. This book explores the theoretical and practical background for developing the peer-group mentoring model, and provides important contextual information about the Finnish school system in which it was conceptualised, and also about teacher education. It presents several empirical studies on applying the PGM model with primary and secondary school teachers in different school contexts, and outlines future challenges; examining peer-group mentoring in the framework of wider practice architectures of teacher education. The book is an indispensable reference tool for educationalists and education researchers interested in collaborative and dialogic learning, teacher professional development and school administration.
Based on interviews with over 150 young people in education and training, this volume reflects on their perspectives on the issues and challenges that education and training have to offer. The book also develops a comprehensive and inclusive response to policy and provides suggestions for improvements, particularly in the field of vocational education.
"The case studies in this book show that learning mentors are indispensable to supporting school improvement. Thirty five studies of best practice illustrate the day to day experience of learning mentors and how they improve children's learning, participation, personal development and well-being. They are contextualised within theories of child development, learning and notions of educational equality and take account of school management and multi-agency working." "This is the first book on learning mentors to present case studies and offer such detailed guidance for good practice, and it will be indispensable in both primary and secondary schools."--BOOK JACKET.
The chapters in Urban Educational Leadership for Social Justice: International Perspectives constitute a collection of works that explore dynamics related to equity in multiple contexts. Authors examined these issues in Turkey, Egypt the United States, Thailand and at a global level by comparing and contrasting school leadership practice across borders. Considered as a whole, these papers explore various topics that will be at the forefront of educational research for years to come. Increasingly, educational leadership understand that there are important lessons to be learned internationally and globally. This book includes important research conceived from these perspectives. Our hope is that individually and collectively, they might contribute to our understanding of international and global issues in educational leadership and that they will extend, challenge and deepen extant lines of inquiry and begin others.
Over the last decade, the field of distance education (and elearning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this increasingly central discipline. The book is for researchers, practitioners, and students. Chapters speak to the many creative ways in which distance education addresses learning and human development needs around the world. They focus on distance education in dissimilar settings that extend beyond the limitations of the dominating paradigms of the highly developed economies. Contributing authors touch upon conceptual as well as practical issues. They critically reflect on both large and smallscale distance education initiatives, discussing the use of everything from the most advanced technologies (e.g., 3D computing) to the most rudimentary technologies (e.g., windup radios).
Author: Doris Corkin
Publisher: John Wiley & Sons
Release Date: 2011-08-24
Care Planning in Children and Young People's Nursing addresses a selection of the most common concerns that arise when planning care for infants, children and young people within the hospital and community setting. Clear and detailed, this text reflects both the uniqueness and diversity of contemporary children's nursing and utilizes images and case studies to provide a holistic insight into the practice of care planning through the reporting of best available evidence and current research, policy and education. Divided into sections for ease of reference, Care Planning in Children and Young People’s Nursing explores both the theory and practice of care planning. Chapters on the principles of care planning include issues such as managing risk, safeguarding children, ethical and legal implications, integrated care pathways, interprofessional assessment, and invaluable parent perspectives. Additional chapters on the application of planning care examine the practical aspects of a wide range of specific conditions including cystic fibrosis, obesity, cardiac/renal failure and HIV/AIDS. Each chapter is interactive, with questions, learning activities and points for discussion creating an engaging and enquiry-based learning approach. Care Planning in Children and Young People’s Nursing is a definitive resource, reflecting innovative practice which is suitable for undergraduate and postgraduate nurse education.
Author: Sheila C. Grossman, PhD, APRN-BC, FAAN
Publisher: Springer Publishing Company
Release Date: 2012-09-05
Transformative Learning Theory offers a uniquely inclusive methodology across all levels of nursing education for educators and students focused on common nursing arenas and situations. This is the only book to present practical, innovative strategies for novice and experienced nurse educators to apply Transformative Learning Theory in various curricula, courses, and learning situations. Geared for adult and returning students, the text addresses common learning issues from both learner and teacher perspectives, enabling educators and students to apply Transformative Learning to evaluate their own authentic transformation throughout their careers. Key Features: Offers a uniquely inclusive theory and methodology "Transformative Learning Theory" across degree levels for educators and students Includes practical learning strategies and activities for a broad nursing curriculum Addresses the needs of novice nurse educators with clinical, but limited pedagogical, expertise and experienced nurse educators seeking new frameworks and techniques Provides direct application for classroom, online, or hybrid learning environments Covers all aspects of simulation Designed for graduate nursing education courses
As teacher training has become more school based in recent years, the role of teachers acting as mentors to trainees has become a very important aspect of partnership training schemes jointly planned and implemented by both school and university. Although a number of texts have looked at the more general aspects of mentoring, very little is known about the issues that influence the design of partnership schemes in specific subject areas. This book, however, does just this by addressing these issues with regard to physical education. The issues raised by the highly regarded contributors to this book contribute to the knowledge of, and ongoing debate about, the complex and difficult task of mentoring in physical education. They will also help those who are responsible for the design of partnership schemes to create coherent, meaningful and relevant programmes of teacher preparation based on close collaboration and carefully structured school-based support. Clearly written and based on recent research from the UK, Australia, and the USA, this book is essential reading for primary and secondary PE teacher trainers, for school-based physical education mentors and their students, and for lecturers running mentor training programmes as part of postgraduate course modules.
Framed against the background of educational change, this book proposes to examine the relationship between curriculum change, teacher professional development, policy reform and the processes of educational change. The main aims of the book are to: .Focus on educational changes and reconstruction in transitional societies that have undergone political, economic and social change in the past two decades .Provide a forum for the dissemination of research on education reconstruction and reform in transitional societies .Disseminate ideas that enhance both the practical and theoretical aspects of educational changes in these societies .Further knowledge and understanding of emerging trends and issues in education in these societies .Reflect the realities of educational scenarios in each transitional society. The book presents an in-depth exploration of educational reconstruction in 15 transitional societies. In each chapter, the authors have provided an overview of educational processes in the country, a distillation of education change or reform, and/or reconstruction in each transitional society. Collectively, the chapters in the book have attempted to contribute to a better understanding of the educational system in respective countries by identifying the challenges and obstacles, the policy implications, the teacher professional development needs and curriculum reform efforts.