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Mentors

• Becoming a teacher in a professional development school
  Interviewed graduates from two Professional Development Schools to determine the impact of that experience on subsequent teaching practices. Graduates reported that student teaching had the greatest impact because of the extended time and depth of experience in the classroom, the quality of mentoring they received, the connections they drew between theory and practice, and the emphasis on collaboration and reflection.
• Mentorships: Transferable Transactions among Teachers
  As dispensers of information, mentors can support teachers through career stages from recruitment to retirement. This article explores mentorships as transferable transactions.
• Mentoring in the Preparation of Graduate Researchers of Color
  Makes the case that effective mentoring can improve the graduate school experience of multicultural students to position them better for postdoctoral success. Discusses the ways faculty members can enhance their multicultural competence in mentoring.
• Influencing Latino Education: Church-Based Community Programs
  This article discusses a case study about the educational projects of two church-based community programs in Harrisburg, Pennsylvania. The author examines the understanding that five women community workers in these organizations have about community.
• The Adventor Program: Advisement and Mentoring for Students of Color in Higher Education
  To promote the academic success of and to retain students of color, the College of Education at Kutztown University, Kutztown, Pennsylvania, has designed and implemented the Adventor Program, an intervention initiative fusing academic advising and mentoring into a proactive model. The program's rationale and the pilot year's findings are presented.
• Leaders of Color as Catalysts for Community Building in a Multicultural Society
  Presents a vision of multicultural education as a validating and inclusive process for non-European ways of knowing. Classifies multicultural education as inclusionary, emancipatory, liberatory, critical, and transformative.
• The Role of Mentorship in a Saskatchewan Cross-Cultural Teacher Education Project
  Describes a cross-cultural teacher-education project in Saskatchewan, Canada, in which a teacher team mentors a group of upper-level education students working in multicultural classrooms. Observes that the evolving participant structures of the research move beyond those in the initially proposed mentorship model.
• Delta Pi Epsilon National Research Conference Proceedings (Indianapolis, Indiana, November 14-16, 1996)
  It is a collectio of 34 papers.The papers contains articles related to attitude and motivation;teacher student;government university collaboration relationship etc.
• Multicultural Mentoring of the Gifted and Talented
  This guide offers guidance for mentoring programs and relationships serving gifted and/or talented students from multicultural and/or disadvantaged environments.
• Mixing It Up: Multicultural Support and the Learning Center
  Reports on Macalester College's (Minnesota) Learning Center peer-mentoring, speaker, and workshop programs, which were designed to focus on anti-racism activism and reorganization of multicultural affairs. Analyzes ambiguity of terms "racism" and "multiculturalism" and argues that a systematic approach is necessary to move toward realizing the vision of a vibrant multicultural and multiracial learning community.
• Give Us a Taste of Your Quality! A Report from the Heartland on the Role of the Arts in Multicultural Settings
  Discusses the role of the arts in multicultural education, explaining how diverse students react to and need support in the arts in order to succeed. Focuses on the efforts of urban elementary and secondary schools in Madison, Wisconsin.
• Curricular Modifications, Family Outreach, and a Mentoring Program: Impacts on Achievement and Gifted Identification in High-Risk Primary Students
  A study investigated the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of 273 elementary students from low-socioeconomic environments. The interventions had no statistically significant effect on student achievement in any grade.
• A Proposal To Improve Retention Rates of Culturally Diverse Students in the College and University Setting Using Interpreters, Go-Betweens, and Models
  Dropout rates at the college and university level are much higher for students of minority cultures than for their majority culture peers. This paper suggests that the "revolving door" scenario of minority-culture college students can be stemmed by the proper use of mentoring.
• Mentoring: Sea Change or Athene's Deceit
  Four case studies of mentor/student relationships show an organic model of mentoring among black educators in the United Kingdom that is an alternate to common conceptions of mentoring. This self-selecting and race-specific type of mentoring is not generally acknowledged or studied, but is related to classical types of mentoring in antiquity.
• Mentoring to Diversity: A Multicultural Approach
  Institutions and individuals must explore their cultural assumptions and develop strategies for mentoring in a multicultural society. They must decide whether mentoring is to be a vehicle for assimilation or pluralism.
• Barriers to Effective Mentoring across Racial Lines
  Discusses barriers to the effective mentoring of students of color by white faculty members and presents concrete approaches for dealing with sensitive issues that often arise in the course of the mentoring relationship. The main stumbling block is the faculty member's fear of the task.
• Mentoring: Creating Connected, Empowered Relationships
  This book is an effort to explore the ways in which mentoring and counseling are related and can be applied to one another. To meet the needs of a diverse audience, the authors present the advantages of initiating mentoring relationships with people of different genders, age groups, and cultural backgrounds.
• Mentoring: Creating Connected, Empowered Relationships
  This book is an effort to explore the ways in which mentoring and counseling are related and can be applied to one another. To meet the needs of a diverse audience, the authors present the advantages of initiating mentoring relationships with people of different genders, age groups, and cultural backgrounds.
• Race Equality and School Improvement: Some Aspects of the Birmingham Experience
  Describes two initiatives--Education for Our Multicultural Society/Success for Everyone and KWESI--illustrating Birmingham Local Education Authority's (LEA's) efforts to enhance racial equity and improve schools. These initiatives demonstrate the LEA as policymaker, providing a clear sense of vision and purpose, and as an enabler and facilitator for change.
• Faculty of Color in Teacher Education: A Multicultural Approach to Mentoring for Retention, 2000 and Beyond
  The challenge to teacher education created by today's changing demographics involves excellence and equity. The present hostile climate at colleges and universities for faculty of color requires a creative readjustment of the tenure and promotion process.
• Promoting Multicultural Competence: A Cross-Cultural Mentorship Project
  Describes the Cross-Cultural Mentorship Project (CCMP), designed to increase the multicultural competency of Euro-American graduate counseling students and to serve the needs of Native American students as defined by Native American educators in an urban school district. The CCMP model supports mentors in their multicultural development through cultural consultants, academic coursework, and faculty supervision.
• Getting from the Outside In: Teaching Mexican Americans When You Are an "Anglo."
  A midwestern university provides cross-cultural student teaching experiences in a southwestern city with a large Mexican-American population. Features include two classroom placements, a course in multicultural education, and bicultural mentors.
• Mentors for Undergraduates in Technical Disciplines: A Collaborative Effort by Faculty, Student Development Professionals, and Alumni To Improve Undergraduate Retention and Success in Technical Majors
  Describes a program at Fontbonne College (Missouri) by the Department of Mathematics and Computer Science and Office of Multicultural Affairs that identified eight high-risk, first- and second-year students and matched them with four alumni mentors as part of a one-credit career management course. Evaluation showed improved academic performance and positive evaluations by students and mentors.
• CIRCA 2000: Curriculum Intervention for Reading Comprehension & Achievement
  Presents an essay that is the result of group-centered activities by graduate students and a faculty mentor in a leadership training program for prospective educational administrators in California. Notes that the class produced some forward-moving and future-thinking core recommendations for reading improvement and achievement in multicultural settings.
• The National Conversation on Youth Development in the 21st Century. Final Report.
  To commemorate 2002 as the centennial year of America's 4-H Movement, the National 4-H Council held a national conversation to identify ways of improving youth development programs. The conversation process included the following activities: 1,577 local conversations that yielded more than 10,000 specific action items; a review of those items at 63 state conversations; and a national conversation at which 1,200 youths and adults representing 600 organizations developed specific national strategies and action steps based on the findings of the local and state conversations.
• Urban Bilingual Teachers and Mentoring for the Future
  Reviews the literature on mentoring teachers, focusing on bilingual and bicultural education and emphasizing issues relevant in urban settings. An interactive model of mentoring is proposed in which bilingual teachers, whether mentors or new teachers, can share perspectives sorely needed in this age of increasing cultural diversity.
• A mentoring program for beginning and veteran teachers of students with severe disabilities.
  A graduate program component that assigned mentors to preservice special education teachers of students with severe disabilities is described. Characteristics of effective mentoring programs, the mentoring needs of preservice teachers of students with severe disabilities, and the mentorship program components are discussed.
• What do first-year special education teachers need?
  Analysis of focus groups of beginning special education teachers, teacher mentors, and administrators considers the needs of beginning special education teachers, forms of needed support, content of needed support, and the sense of isolation and need for support. Implications for teacher induction and teacher mentoring programs are drawn, also print and Web resources on mentoring and beginning teachers are identified.