International Journal of Mentoring and Coaching in Education
Issue(s) available: 33 – From Volume: 1 Issue: 1, to Volume: 9 Issue: 4
Category:
Education
Volume 9
Volume 8
-
Issue 4 2019 The role of mentorship and coaching in supporting the holistic well-being and ongoing development of educators
-
Issue 3 2019
-
Issue 2 2019
-
Issue 1 2019
Volume 7
Volume 6
Volume 5
-
Issue 4 2016
-
Issue 3 2016 Supporting the development and professional growth of middle space educational leaders through mentoring
-
Issue 2 2016
-
Issue 1 2016
Volume 4
Volume 3
Volume 2
Volume 1
The significance of mentor–mentee relationship quality for student teachers' well-being and flourishing during practical field experiences: a longitudinal analysis
Benjamin DreerTo support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and…
Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers
Andromeda Hightower, Peter Wiens, Steven GuzmanWithin schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more…
Job characteristics theory and mentoring: the influence of cognitive tasks and educational leadership on mentoring provided
Torbjørn WaalandThe purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.
STEM faculty members and their perceptions of mentoring: “I do not want to be a role model”
Joann S. Olson, Sneha Nayar-BhaleraoThe purpose of this case study is to explore the perceptions of science, technology, engineering and mathematics (STEM) faculty members toward mentoring undergraduates.
Supporting students with coaching or training depending on their basic psychological needs
Sandra Julia Diller, Christina Muehlberger, Isabell Braumandl, Eva JonasThis study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more…
Relationship closeness, habit and perceived subjective norms as predictors of volunteer role identity in school-based mentoring programmes
Maura Pozzi, Daniela Marzana, Elena Marta, Maria Luisa Vecina, Giovanni AresiThis study aimed to examine factors associated with volunteer role identity in mentors of school-based mentoring programmes.
National Standards for school-based mentors: the potential to recognise the “Cinderella” role of mentoring?
Lisa Murtagh, Louisa DawesThe purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors…
The benefits and challenges of a blended peer mentoring program for women peer mentors in science, technology, engineering and mathematics (STEM)
Amanda Rockinson-Szapkiw, Jillian L. WendtThe unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring…
Online doctoral mentoring in a pandemic: help or hindrance to academic progress on dissertations?
Carol A. MullenThe author's purpose is to identify and analyze the progress of proposals and dissertations after mentor–mentee relationships rapidly transitioned to intensive online…
ISSN:
2046-6854Online date, start – end:
2012Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Prof Andrew Hobson
Further Information
