The new international mentorship handbook is finally here!
This first collection of modern mentoring applies solid theory to robust-world practice. Find clearly defined programs, and get recommendations from international experts.
In today’s connected world community, mentoring approaches benefit when we can view highly effective implementation. Yet practical models are surprisingly sparse. The Wiley International Handbook of Mentoring offers 600 pages on different types of mentoring programs, and current theories that support these. Find original essays by experts from over ten different countries, to suggest ways mentoring makes a difference at work, in learning circles, and across organizations worldwide. Experts here lead mentoring in over 40 countries.
Find four sections: 1). mentoring paradigms, 2) practices, 3). programs, and 4). possibilities. Included is a final synthesis chapter authored by section editors to identify lessons learned, global context applied, and research avenues recommended for further exploration.
You’ll see in this innovative volume, how mentoring in any culture helps us to complete tasks and advance our positions, aid in socialization and assimilation in various settings, provide diverse groups access to resources and information, navigate through personalities, politics, policies, and procedures, and much more.
The book …
- Offers an inclusive, international perspective that supports moving mentoring into a discipline of its own and lays a theoretical foundation for further research
- Shows how emerging practical theories can be implemented in actual programs and various scenarios
- Examines a wide range of contemporary paradigms, practices, and programs in the field of mentoring, including a panorama of introspections on mentoring from international scholars and practitioners
- Includes historical and epistemological content, background information and definitions, and overviews of fundamental aspects of mentoring
The Wiley International Handbook of Mentoring benefits a global readership, particularly facilitators of mentoring courses, trainers, and researchers, facilitators and practitioners in a variety of fields such as business, education, government, politics, sciences, industry, or sports.
My brain based chapter overview below
Few disciplines have integrated neuro-cognitive interactive concepts into their literature, despite the fact that brain-based ideas influence all learning or teaching interactions. Since brain-based elements are central components in personal mentoring development, it seems imperative that this area be examined and considered in mentoring endeavors. This chapter introduces a mutual mentoring model within various settings, to show how a mind-guided approach engages academic goals and workplace skills achieved through reciprocating individual and collective strengths.
The book includes author bios such as the brief one below
Ellen Weber completed her PhD at UBC in Vancouver, and is recognized globally for brain-compatible leading, learning and assessment renewal based on optimizing people’s hidden and unused capabilities. Lecturer, TV and radio guest, author of several books, and award winning blogger, Ellen developed and enhanced the Mita brain based approach to learning and leading through work with faculty, business, and organizational leaders in the High Arctic, Ireland, Canada, China, Caribbean, U.S., UK, Chile and Mexico.
Chapter titles below show top world scholars and facilitators of current, quality mentorship programs detailed in book.
Table of Contents
Section 1: Mentoring Paradigms
Irby and Garza, Section Editors
1. Defining Mentoring: Elusive Search for Meaning and a Path for the Future
Nora Dominguez and Frances Kochan
2.Epistemological Beginnings of Mentoring
Beverly J. Irby, Nahed Abdelrahman, Rafael Lara-Alecio, and Tammy Allen
3. Social Capital as Mentoring: A New Paradigm in Action
Heffron, John M.
4. Mentoring in the Human Resource Development Context
Shin-hee Jeong and Sunyoung Park
5. Constructivism and Mentoring
6. Mentoring as Loose Coupling: Theory in Action
7. Relational Mentoring for Developing Novice Principals as Leaders of Learning
8. Mentoring in a Globally Active Learning Context: Initiation, Engagement, Implementation, and Aftermath
9. Synthesis of Mentoring Paradigms
Rubén Garza and Beverly J. Irby
Section 2: Mentoring Practices
Searby, Section Editor
10. Mentoring within Communities of Practice
SueAnn Bottoms, Jerine Pegg, Ann Adams, Hillary Smith Risser, and Ke Wu
11. Mentoring Women of Color in the Academy for Career Improvement
Brenda Lloyd-Jones and Gaetane Jean-Marie
12. Protégé Preparation for Mentoring
13. Collaborative Learning and Knowledge-Sharing: The Potential of New Administrator Networks and Mentoring Programs
Catherine Hands, Denise E. Armstrong, and Coral Mitchell
14. Faculty-Inspired Strategies for Early Career Success Across Institutional Types: The Role of Mentoring
Vicki L. Baker, Leslie D. Gonzales, and Aimee LaPointe Terosky
15. Practices of Cognitive Apprenticeship and Peer Mentorship in a Cross-global STEM Lab
16. Professional Knowledge of Teaching and the Online Mentoring Program: A Case Study in Brazilian Educational Context
Aline M. de M. R. Reali, Maria da Graça N. Mizukami, and Regina M. S.P. Tancredi
17. Synthesis of Mentoring Practices
Section 3: Mentoring Programs
Boswell, Section Editor
18. College Student Mentoring Program: A Hong Kong Case Study
19. Who Mentors Me? A Case Study of Egyptian Undergraduate Students
Nahed Abdelrahman, Beverly J. Irby, Hamada El Farargy, and Rafael Lara-Alecio, Fuhui Tong
20. CARE: Mentoring Faculty for Quality Enhancement in Indian Higher Education
21. National Principal Mentor Program
22. Educational Counselors as Leaders in Developing Personal and Communal Resilience
Heidi Flavin and Efrat Kass
23. Training Teachers in Academic Mentoring Practices: Empirical Foundations and a Case Example
Simon Larose and Stéphane Duchesne
24. Closing the Mentorship Loop
Roots to Wings- A Transformative Co-Mentoring Program to Foster
Cross-Cultural Understanding and Pathways into the Medical Profession
for Native and Mexican American Students
Mirna I. Ramos-Diaz, Lako Wechokun Gluha Mani Win (Maxine Brings Him Back-Janis), Heritage University, Stahobi (Henry M. Strom), Bernadette Howlett, Ann M. Renker, and Yellowash (Davis E. Washines)
26. Synthesis of Mentoring Programs
Section 4: Mentoring Possibilities
27. Mentoring Policies: Possibilities, Challenges, and Future Directions
28. The Power, Politics, and Future of Mentoring
29. Mentoring across Race, Gender, and Generation in Higher Education: A Cross-Cultural Analysis
Frances Kochan and Sydney Freeman, Jr.
30. Realising the Power of Mentoring
Jane Kirkby and Lucas Walsh
31. On the Threshold of Mentoring: Recognizing and Negotiating the Liminal Phase
32. ONSIDE Mentoring: A Framework for Supporting Professional Learning, Development and Well-being
Andrew J. Hobson
33. Brain-Based Mentoring to Help Develop Skilled and Diverse Communities
34. Dynamic Model of Collaborative Mentorship: Agency, Values, Engagement, Patterns, and Roles
Barbara Trube, Dianne Gut, Pam Beam, and Beth VanDervee
35. Auburn University – Synthesis of Mentoring Possibilities
Edited by Beverly Irby, Jennifer Bosswell, Linda Searby, Frances Kochan, Ruben Garza
ISBN-10: 1119142881 ISBN-13: 978-1119142881
Release date – February 2020 Wiley-Blackwell
Editor bios as listed in book
- Beverly J. Irby, Ed.D, is a Professor, Marilyn Kent Byrne Endowed Chair for Student Success, and Associate Dean of Academic Affairs at the College of Education and Human Development at Texas A&M University. Dr. Irby is also the Director of the Educational Leadership Research Center and Co-Director of the Center for Research and Development in Dual Language and Literacy Acquisition. Her primary research interests center on issues of social responsibility, including bilingual and English-as- a-second-language education, administrative structures, curriculum, and instructional strategies. She is the author of more than 200 refereed articles, chapters, books, and curricular materials for Spanish-speaking children. She has man awards such as the Willystine Goodsell Award with the American Education Research Association and Research on Women and Education, the Higher Education Honoree by the Texas Association of Bilingual Education, Researcher of the Year by the Texas Association of Professors of Educational Administration, and Living Legend Award by the International Council of Professors of Educational Leadership. She was awarded in 2009, the Texas State University System―Regent’s Professor. Dr. Irby is the editor of the Mentoring and Tutoring: Partnership in Learning journal.
- Jennifer Boswell, Ph.D., is an Associate Professor at the University of Houston-Victoria. Prior to that position, she was an Assistant Professor at Oakland University in Rochester, Michigan. Dr. Boswell has served as the Associate Editor of the Mentoring and Tutoring: Partnership in LearningJournal for six years and as Assistant Editor of Advancing Women in Leadership Journal for seven years. She also served as the Editor of the Michigan Journal of Counseling: Research, Theory, and Practice (Michigan Counseling Association). She has her Ph.D. in Counselor Education from Sam Houston State University in Huntsville, Texas. In her work, she practices mentoring techniques and teaches such. Her current research focuses on the mentoring needs of women in counselor education programs. As well, Dr. Boswell is a published author with an average of three papers per year and has made numerous presentations at state, national, and international mental health conferences.
- Linda Searby, Ph.D., is an Associate Clinical Professor of Educational Leadership at the University of Florida, where she teaches courses in Leadership and Administration, Curriculum and Supervision, Qualitative Research Methods, Leading Change, and Mentoring. She has held former tenured positions at Auburn University and the University of Alabama at Birmingham. Dr. Searby is the Co-Editor of the International Journal of Mentoring and Coaching in Education, and a reviewer for several journals in educational leadership. Dr. Searby has published over 30 peer-reviewed articles in mentoring research, specifically on the development of a mentoring mindset in the protégé, as well as conducted numerous presentations and trainings for mentors and protégés.
- Frances Kochan, PhD,is a Wayne T. Smith Distinguished Professor, Emerita, Auburn UniversityAl. She has authored or co-authored 10 books, published over 100 journal articles and book chapters and presented at over 200 venues. She is editor of the Perspectives in Mentoring Series published by Information Age Press. Dr. Kochan was co-chair of the American Educational Research Association Special Interest group and served on the International Mentoring Association Board of Directors. Her research focuses on cultural aspects of mentoring and creating collaborative partnerships for leadership development and student success. firstname.lastname@example.org
- Ruben Garza, Ph.D., is Assistant Dean for the College of Education and Professor in the Department of Curriculum and Instruction at Texas State University. He is a past Chair and Program Chair of the Mentoring and Mentoring Practices Special Interest Group of the American Educational Research Association. He has presented his research at state and national conferences and his work has been published in national and international journals. His research interests include mentoring, Latino education, caring, and culturally responsive pedagogy.