Mentoring for the Educational Leadership Professoriate: Perspectives from Jay D. Scribner Mentoring Award Recipients and Mentees

Autor/inn/en	Hackmann, Donald G.; Malin, Joel R.
Titel	Mentoring for the Educational Leadership Professoriate: Perspectives from Jay D. Scribner Mentoring Award Recipients and Mentees
Quelle	In: Journal of Research on Leadership Education, 14 (2019) 3, S.236-260 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
DOI	10.1177/1942775118763336
Schlagwörter	Mentors; Awards; Professional Recognition; Instructional Leadership; College Faculty; Teacher Attitudes; Friendship; Letters (Correspondence); Career Development; Institutional Characteristics; Organizational Culture; Interpersonal Relationship; Groups; Research; Graduate Students; Teacher Student Relationship; Models; Professional Identity + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Instruction; Leadership; Bildung; Erziehung; Führung; Fakultät; Lehrerverhalten; Freundschaft; Brief; Berufsentwicklung; Unternehmenskultur; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell
Abstract	This article presents findings from a study of Jay D. Scribner Award recipients. The purposes were to learn why professors engage in mentoring and to identify activities and supports provided to mentees. Interviews were held with the 12 recipients and 24 mentees who submitted letters in support of their nominations, with Mertz's conceptual model of mentoring guiding data analysis. Findings revealed mentoring activities were based upon mentees' career stages and institutional contexts, and aligned with Mertz's mentoring continuum. Relationships emerged informally, included individual and group mentoring, were characterized by relational equality, and resulted in long-term research partnerships and friendships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01