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The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research, conducted in Orthodox Jewish day schools will raise awareness of potential benefits of mentoring as an effective means for supporting Q1 teachers’ classroom effectiveness and sense of well-being. Background research is presented on mentoring as a powerful tool in supporting teachers throughout their careers. An original aspect of this paper is the analysis of exemplary cross-cultural mentoring intentional training, ongoing support and solicitation of feedback. Findings are based on samples from data collected over several years and are analyzed using qualitative tools. The authors discuss implications from two published self-studies of an exemplary mentoring model in which mentors worked with teachers and explore considerations for teacher well-being.

A qualitative–narrative approach was chosen for these studies. The findings were drawn from three sources of data: open-ended questionnaires, end-of-year letters teachers wrote to their principals reporting on changes in their classroom practices and in-depth, semi-structured interviews conducted with teachers, mentors and administrators in each of the schools participating in the program.

The two self-studies, in tandem with the teachers’ surveys and reflections, illustrate how the teachers viewed the connection between the mentoring they received and their own professional growth. Overall, teachers reported a general satisfaction as a result of participating in the mentoring program. Many noted that the program provided a useful framework offering a personalized approach to their professional development. The teachers were directed to frame their own learning agendas by setting their own instructional improvement goals and asking meaningful questions relevant to their particular classroom situations.

Limited sample size and private religious school environment might put limits on implications.

The presented model has universal implications. A personalized mentoring model, with supplementary professional development sessions geared toward topics supporting well-being, can be applied in any educational setting. Schools leaders must find ways to foster teacher satisfaction and keep teachers engaged in their own learning. Offering teachers a personalized approach that supports continued growth while encouraging them to set their own learning agendas can serve as a vital bridge to teacher satisfaction and well-being.

The findings of this paper have implications for school improvement, cross-cultural mentoring, mentor training and teacher well-being.

Original aspects of this paper include: the self-study of exemplary mentoring program, application of mentoring in cross-cultural environments, teacher well-being in private schools and mentoring of teachers in Orthodox Jewish schools.

One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic advising in higher education and discusses the viability of expanding these roles to include the role of advisor as leadership educator. In so doing, I provide a review of the literature related to student leadership development, discuss the similarity in advising outcomes and leadership development outcomes, and examine how the roles of academic advisors in higher education relate to leadership development as well as how advisors can become intentional leadership educators.

This chapter identifies the attributes that learners need in order to learn effectively in new technology rich educational environments. There are a number of different ways of synthesising the findings from this emerging literature which relies heavily on qualitative research. This chapter reports on a literature review which adopted a deliberately interpretative qualitative meta-analysis, synthesising the findings from 15 key studies. As such, the chapter demonstrates a way of reviewing and compiling current research. The synthesis resulted in the identification of six attributes that learners need to do well in next generation learning spaces. These are engaged, connected, confident, adaptable, intentional and self-aware. Although some of these attributes are applicable to all learning contexts, those of being connected, confident, adaptable, and intentional seem to be particularly important in learning in next generation learning spaces. The challenge is to design learning activities that encourage and reward the development of these attributes. The hope is that through both its findings and its method, this chapter provokes debate on what it now means to be a successful learner in today’s technology rich world.

Earnings forecasts provide useful numerical information concerning the expectations of a firm's future prospects and indicate management's ability to anticipate a firm's changing internal structure and external environment. The reasons for studying the accuracy of earnings forecasts is due to the Securities and Exchange Commission's position on financial forecasts and the issuance of a Statement of Position by the AICPA. These statements are important since they, in part, have motivated researchers to the importance of forecasting financial information. Consequently, if the disclosure of earnings forecasts in financial reports is permissable, the improvement of financial forecasts should be one of the primary concerns of the AICPA, the SEC, and numerous other interested groups.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Sexual politics, in other terms, affecting sexuality to a political attribution can be traced back to the rise of class society. Politics may be defined as the methods, tactics, and strategies applied to maintain the continuity of a system. When sexual politics are handled in the context of the subject of this work, the relationship between the sexes manifests itself as the domination of one gender (masculine) on the other (feminine). The patriarchal ideology, which determines the relationship between women and men, has also a deeply rooted sexual culture on how the sexual relationship between two people (hetero or homosexual) should be interpreted. In this work, the sociological meaning of offering sexuality against money or any other benefit will be questioned. In this study, a total of 44 women have been interviewed in depth, 31 of whom work in brothels, and 13 on the street. In this perspective, the working conditions of the women in the prostitution market have been considered on the bases of pimp-woman, lover (dost)-woman, and client-woman relations. Based on the study findings, the assumption that the exploiting of women will be eliminated by improving the working conditions in the prostitution market means not only normalising the public thought which will expose the women to all kinds of use, but also disregarding the mechanisms that force women to practice prostitution and remain helpless, and creating gender inequality.

This chapter focuses on how corporate entrepreneurs seize opportunities and deal with threats through resource acquisition, control, and use. When corporate entrepreneurs fail to gain control of preferred resources they must rely on their ability to optimize their use of resources on hand in order to avoid the typical limitations inherent in a constrained set of resources. However, control of resources, whether existing or supplementary, by itself is an insufficient basis for influencing performance. Performance also depends on an organization’s capacity to deploy resources in combination with strategically important organizational processes to affect a desired end. The way in which corporate entrepreneurs utilize their resources is likely to have a more significant effect on performance than is merely having control of them. The current research aims to elaborate on how corporate entrepreneurs can become more resourceful by using a vacillation approach to resource acquisition and utilization. In this context, vacillation is movement between exploration and exploitation, or knowledge acquisition and knowledge integration from a knowledge management perspective. Vacillation is distinguished from the “balance” hypothesis prevalent in the organizational ambidexterity literature. A balance hypothesis states that both exploration and exploitation may be pursued simultaneously either by creating structural or contextual organizational ambidexterity. Here, we explain how vacillation enables an organization’s corporate entrepreneurship posture to lead to improved performance. In this chapter, we first describe the extant literature and construct relationships between corporate entrepreneurship posture, organizational resource level, vacillation, and organizational performance. We then analyze the learning processes associated with vacillation and discuss the research and managerial implications associated with the proposed relationships.

Based on fifteen years of data on the annual Academy of International Business (AIB) best dissertation Farmer Award finalists, we find that these dissertations were done at a range of North American universities. Interestingly, dissertation topics differed from the topics covered in the three top IB journals with five‐sixths of the topics in management, organization, economics, or finance and two‐thirds set in a single country or region (U.S., Japan, North America, and Western Europe). Survey research is the most common methodology but analysis of secondary data is growing. As expected, the finalists are on average an extraordinarily prolific group.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.