The knowledge base about mentoring and coaching in education has grown considerably worldwide in the last decade. The very many definitions of mentoring and coaching demand an evidence base to assist with understanding the convergence and distinctions between these concepts, and with situating them in relation to learning.
This Handbook is a leading source of ideas and information. It covers national and international research on schools, higher education, and disciplines within and beyond education. The editors draw together contributions and present evidence bases and alternative worldviews in which concepts are both untangled and substantiated. Unique in its coverage, this handbook maps current knowledge and understanding, values and skills underpinning educational mentoring and coaching for learning. Contributors who are leading scholars and practitioners address issues of theory and practice in school, higher education, and other educational contexts, and they set out practical applications of coaching and mentoring for practitioners and researchers. Contributors also address social justice issues, such as those involving traditional and technical forms of mentoring and coaching, democratic and accountability agendas, and institutional and historical patterns of learning.
The SAGE Handbook of Mentoring and Coaching in Education is an essential reference for practitioners, researchers, educators, and policymakers.
Dr Sarah J Fletcher is an international Educational Research Mentoring and Coaching Consultant and she convenes the Mentoring and Coaching SIG for the British Educational Research Association.
Carol A Mullen is Professor and Chair, Educational Leadership and Cultural Foundations Department, at The University of North Carolina at Greensboro, North Carolina, USA.
Inhoudsopgave
Introduction
PART ONE: THEORIES OF MENTORING AND COACHING
Mentoring: An Overview – Carol A. Mullen
Coaching: An Overview – Sarah J. Fletcher
PART TWO: SKILLS, VALUES AND UNDERSTANDINGS
Improving Coaching by and for School Teachers – David Leat, Rachel Lofthouse and Carl Towler
Fostering Face-to-Face Mentoring and Coaching – Andrew J. Hobson
Fostering Web-Based Mentoring and Coaching – Sarah J. Fletcher
Operationalizing Phases of Mentoring Relationships – Carol A. Mullen and Dale H. Schunk
PART THREE: CULTURALLY BASED CONCEPTS
Educating the Critically Reflective Mentor – Geraldine Mooney Simmie and Joanne Moles
Politics and Systems of Coaching and Mentoring – Andrew Hargreaves and Jane Skelton
Apprenticeship or Co-Enquiry? – Tadashi Asada and Sarah J Fletcher
Effects of Race and Racial Dynamics on Mentoring – Juanita Johnson-Bailey
Mentoring Innovation through Online Communications in a Digital Culture – Helga Dorner
Perspectives on Culture and Mentoring in the Global Age – Frances K. Kochan and Joseph T. Pascarelli
PART FOUR: SCHOOL CONTEXTS
Mentoring and Coaching for School Teachers′ ITE and Induction – Pete Sorensen
Mentoring and Coaching for Teachers′ Continuing Professional Development – Philippa Cordingley and Natalia Buckler
A Critical-Constructivist Perspective on Mentoring and Coaching for Leadership – Gary M. Crow
Mentoring and Coaching for Leadership Development in Schools – Chris Rhodes
Dialogical Mentoring and Coaching in Early Years Leadership – Paul Watling and Mike Gasper
Coaching in the K-12 Context – Joellen Killion
Using Mentoring and Coaching for Professional Learning in UK Secondary Schools – Cathy Pomphrey and Suzanne Burley
Multidimensional Understandings of School-Based Mentoring – Ko Po-yuk, Mun-ling Lo and John Chi-kin Lee
Mentoring Student Teachers in Professional Development Schools in Israel – Maureen Rajuan
PART FIVE: ADULT AND HIGHER EDUCATION CONTEXTS
Mentoring Doctoral Students in Educational Leadership Programs – Ken Young and Sandra Harris
Mentoring and Coaching in Further Education – Janet Oti
Empowerment in the Faculty-Student Mentoring Relationship – Catherine A. Hansman
Student Peer-Mentors as Navigational Resource in Higher Education – Jenepher Lennox Terrion
PART SIX: INCLUSION
Using Best Practices for Teaching the Process of Coaching – Hal Portner and Mary H. Portner
Mentoring Graduate Students of Color – Richard J. Reddick and Michelle D. Young
The Role of Mentoring in Adult Literacy and Numeracy in Northern Ireland – Shelley Tracey
Peer Mentoring and Inclusion in Writing Groups – Dannielle Joy Davis, Kara Provost and Sonya Clark
PART SEVEN: RESEARCH ISSUES
E-Mentoring and Educational Research Capacity Development: A Conceptual Perspective – Norbert Pachler and Ana Redondo
Knowledge Base of Mentoring and Mentor Preparation – Sylvia Yee Fan Tang
Mentoring teacher inquiry: Lessons in Lesson Study – Susan Groundwater-Smith
Research Mentoring In Higher Education – Jean Rath
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