Addressing Sources of Collateral Damage in Four Mentoring Programs

Autor:	Gary Kilburg, Tom Hancock
Rok vydání:	2006
Předmět:	Data collection Process (engineering) Trainer Intervention (counseling) Applied psychology ComputingMilieux_COMPUTERSANDEDUCATION Collateral damage School district Psychology Set (psychology) Education Continuous assessment
Zdroj:	Teachers College Record: The Voice of Scholarship in Education. 108:1321-1338
ISSN:	1467-9620 0161-4681
DOI:	10.1111/j.1467-9620.2006.00695.x
Popis:	This article examines the types of recurring problems that can inhibit K-12 mentoring team relationships and intervention strategies to remedy those problems. The study examines 149 mentoring teams in four school districts over a 2-year period. Data collection was coordinated by the researcher who was also the trainer for the four school districts’ mentoring programs. Each year of the study, the survey and interview processes were repeated. From the analysis of data, the research team identified a common set of recurring problems during both years. Intervention strategies were then identified, introduced, and assessed. Results indicate the need for continual assessment of mentoring programs and mentoring team relationships, financial commitment from the school district, a rigorous mentor selection process, and providing in-service and workshop opportunities for problem solving.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::356a8baa4a3fdc6031e530b5789a6242 https://doi.org/10.1111/j.1467-9620.2006.00695.x Zobrazit plný text záznamu