Browsing by Subject "Mentor"
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Item Chief executive officers: their mentoring relationships(Texas A&M University, 2005-02-17) Rosser, Manda HaysThe majority of mentoring research has explored mentoring from the vantage point of prot?g? perceptions, reactions, experiences, and development (Wanberg et al. 2003; Kram, 1988). Participants in mentoring studies have commonly been employees, college students, or mid-level managers. Little is known regarding the impact of mentoring roles in relation to top executives who are, over the span of their careers, likely to participate in developmental relationships as both mentor and prot?g?. In fact, accessing people who are active CEOs has been extremely problematic for a majority of interested researchers (Thomas, 1995). Limited research on mentoring and especially that on CEOs is used to inform the current Human Resource Development (HRD) scholarship and practice. The current study will inform HRD and provide insight into how mentoring relationships can be used to develop individuals in organizations. Key findings from this study were reported from a qualitative study (Moustakas, 1994) involving twelve CEOs of large for-profit US corporations who detailed their experiences as both mentors and prot?g?s. Emerging themes from the larger study overlap, in part, with key mentoring functions as identified by Kram (1988). In addition to reinforcing and informing the work of Kram (1988), key CEOs provided insight regarding their experiences in long-term (several years or more) mentoring relationships. The combined themes resulted in a framework demonstrating the development of mentoring relationships. In addition to a general discussion of a mentoring framework, I focused the study primarily on CEO perceptions regarding the impact of their mentoring related experiences on 1) how their mentors have impacted their development; 2) how they mentor others; and 3) the relational elements in mentoring relationships. Because a rarely assessed population was studied, scholars and practitioners in HRD will gain a unique understanding and greater insight into how mentoring relationships develop professionals, particularly CEOs.Item Engaging African American male students in predominately white community colleges : the impact of teaching excellence(2011-12) Darville, Christopher John; Reddick, Richard, 1972-Although community colleges offer opportunities for diverse students to achieve their educational goals, African American males continue to rank at the bottom of most academic success measures such as semester-to-semester retention and degree completion. Research shows that factors associated with teaching excellence (how well a faculty member exhibits enthusiasm, clarity, preparation/organization, stimulation, and love of knowledge) should encourage student engagement. The following research questions are proposed for this study: 1. How do faculty discuss teaching excellence relative to the academic engagement of African American males? 2. How do African American male students discuss the importance of faculty members’ race in relationship to their academic engagement? 3. How, if at all, does the age of an African American male student impact his academic engagement? 4. How do first-generation and second-generation collegiate African American male college students differ, if at all, in academic engagement? To conduct this research, a mixed method paradigm will be used. A quantitative instrument will be utilized to identify highly engaged African American male students and those who teach them. Qualitative analysis will lead to discovery of how teaching excellence affects the engagement of the target population of students. This research will add to current literature by examining the impact of the criteria of teaching excellence on African American male students in predominately white community colleges.Item Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia(2013-08-28) Dyke, April LynetteThe focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD) committee meeting. A mixed methods approach was used to answer the research question: Which resource plays a stronger role in the preparation of novice teachers for their first ARD meeting, previous college preparation courses, involvement in a mentoring program, or a Mock ARD Training Video specific to the district?s current expectations of an ARD meeting? This study incorporated pre- and post-surveys and interviews with novice teachers in various departments and grade levels after participating in their first ARD committee meeting. Due to the small sample size available of novice special education teachers in the district in one school year (three in 2012-2013), this study involved both general education and special education novice teachers during the 2012-2013 school year. Based on the findings of this study, recommendations were made to the district to address the identified areas of continued need as they apply to the ARD meeting process.