Literaturnachweis - Detailanzeige
Autor/inn/en | Welton, Anjale D.; Mansfield, Katherine Cumings; Lee, Pei-Ling; Young, Michelle D. |
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Titel | Mentoring Educational Leadership Doctoral Students: Using Methodological Diversification to Examine Gender and Identity Intersections |
Quelle | In: International Journal of Educational Leadership Preparation, 10 (2015) 2, S.53-81 (29 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2155-9635 |
Schlagwörter | Mentors; Educational Administration; Leadership Training; Doctoral Programs; Gender Differences; Graduate Students; Statistical Analysis; Qualitative Research; Student Experience; Educational Quality; Student Attitudes; Definitions; Learning Activities; Racial Differences; Questionnaires; Interviews; Focus Groups; Supervisor Supervisee Relationship; School Support; Metacognition; Educational Resources; Administrator Education; Student Surveys Bildungsverwaltung; Schuladministration; Schulverwaltung; Führungslehre; Doktorandenprogramm; Geschlechterkonflikt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse; Qualitative Forschung; Studienerfahrung; Quality of education; Bildungsqualität; Schülerverhalten; Begriffsbestimmung; Lernaktivität; Rassenunterschied; Fragebogen; Interviewing; Interviewtechnik; Schulförderverein; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsmittel; Schülerbefragung |
Abstract | An essential component to learning and teaching in educational leadership is mentoring graduate students for successful transition to K-12 and higher education positions. This study integrates quantitative and qualitative datasets to examine doctoral students' experiences with mentoring from macro and micro perspectives. Findings show that students have varied perceptions on what constitutes quality mentoring and wide-ranging experiences in terms of the quantity and quality of mentoring experienced. Moreover, findings suggest that the ways students perceive and experience mentoring is related to their identity factors, especially gender. Findings have implications for strengthening this essential component of leadership preparation programs; and thus, recommendations for different strategies, programmatic supports, and structural changes within university departments and professional organizations are forwarded. (As Provided). |
Anmerkungen | NCPEA Publications. Web site: http://www.ncpeapublications.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |