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You searched for subject:(Mentoring Support). Showing records 1 – 30 of 74 total matches.

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Texas A&M University

1. Berthold, David Arthur. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 This one-group pretest-posttest action research study of 2017–2018 eighth-grade students at a Pre-K through 12th grade independent school in Houston, Texas, will present information related… (more)

Subjects/Keywords: student support; peer mentoring

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APA (6th Edition):

Berthold, D. A. (2018). Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174336

Chicago Manual of Style (16th Edition):

Berthold, David Arthur. “Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/174336.

MLA Handbook (7th Edition):

Berthold, David Arthur. “Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.” 2018. Web. 25 Jun 2019.

Vancouver:

Berthold DA. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/174336.

Council of Science Editors:

Berthold DA. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174336

2. Voetmann, Kristen. Seeking Quality Mentors: Exploring Program Design Characteristics to Increase an Individual’s Likelihood to Participate as a Mentor.

Degree: 2017, Seattle Pacific University

 Previous mentoring research has focused on informal mentoring relationships, but as formal mentoring programs proliferate throughout organizations as a means to train and retain high-quality… (more)

Subjects/Keywords: mentor; formal mentoring; organizational support; mentor personality; mentoring; mentoring program design; Industrial and Organizational Psychology

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APA (6th Edition):

Voetmann, K. (2017). Seeking Quality Mentors: Exploring Program Design Characteristics to Increase an Individual’s Likelihood to Participate as a Mentor. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/iop_etd/6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Voetmann, Kristen. “Seeking Quality Mentors: Exploring Program Design Characteristics to Increase an Individual’s Likelihood to Participate as a Mentor.” 2017. Thesis, Seattle Pacific University. Accessed June 25, 2019. https://digitalcommons.spu.edu/iop_etd/6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Voetmann, Kristen. “Seeking Quality Mentors: Exploring Program Design Characteristics to Increase an Individual’s Likelihood to Participate as a Mentor.” 2017. Web. 25 Jun 2019.

Vancouver:

Voetmann K. Seeking Quality Mentors: Exploring Program Design Characteristics to Increase an Individual’s Likelihood to Participate as a Mentor. [Internet] [Thesis]. Seattle Pacific University; 2017. [cited 2019 Jun 25]. Available from: https://digitalcommons.spu.edu/iop_etd/6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Voetmann K. Seeking Quality Mentors: Exploring Program Design Characteristics to Increase an Individual’s Likelihood to Participate as a Mentor. [Thesis]. Seattle Pacific University; 2017. Available from: https://digitalcommons.spu.edu/iop_etd/6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


NSYSU

3. Wu, Yi-Ju. The Relationship between Career Management and Career Advancement â Moderated by Mentoring Support.

Degree: Master, Human Resource Management, 2010, NSYSU

 This study examines the relationship between career management and career advancement, and the moderating effects of mentoring support. Organizational career management practices (OCM) includes four… (more)

Subjects/Keywords: mentoring support; career advancement; Career management

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APA (6th Edition):

Wu, Y. (2010). The Relationship between Career Management and Career Advancement â Moderated by Mentoring Support. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1115110-154916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wu, Yi-Ju. “The Relationship between Career Management and Career Advancement â Moderated by Mentoring Support.” 2010. Thesis, NSYSU. Accessed June 25, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1115110-154916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wu, Yi-Ju. “The Relationship between Career Management and Career Advancement â Moderated by Mentoring Support.” 2010. Web. 25 Jun 2019.

Vancouver:

Wu Y. The Relationship between Career Management and Career Advancement â Moderated by Mentoring Support. [Internet] [Thesis]. NSYSU; 2010. [cited 2019 Jun 25]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1115110-154916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wu Y. The Relationship between Career Management and Career Advancement â Moderated by Mentoring Support. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1115110-154916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Clemson University

4. Schaffer, Meline. Buffering effects of positive mentoring on mentor burnout: Generative concern and perceived organizational support as moderators.

Degree: MS, Applied Psychology, 2010, Clemson University

 Burnout among employees has personal and organizational consequences. Negative effects of burnout include lowered individual adjustment as well as disengagement from the organization. Given this,… (more)

Subjects/Keywords: Burnout; Generativity; Mentoring; Organizational Support; Psychology

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APA (6th Edition):

Schaffer, M. (2010). Buffering effects of positive mentoring on mentor burnout: Generative concern and perceived organizational support as moderators. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/980

Chicago Manual of Style (16th Edition):

Schaffer, Meline. “Buffering effects of positive mentoring on mentor burnout: Generative concern and perceived organizational support as moderators.” 2010. Masters Thesis, Clemson University. Accessed June 25, 2019. https://tigerprints.clemson.edu/all_theses/980.

MLA Handbook (7th Edition):

Schaffer, Meline. “Buffering effects of positive mentoring on mentor burnout: Generative concern and perceived organizational support as moderators.” 2010. Web. 25 Jun 2019.

Vancouver:

Schaffer M. Buffering effects of positive mentoring on mentor burnout: Generative concern and perceived organizational support as moderators. [Internet] [Masters thesis]. Clemson University; 2010. [cited 2019 Jun 25]. Available from: https://tigerprints.clemson.edu/all_theses/980.

Council of Science Editors:

Schaffer M. Buffering effects of positive mentoring on mentor burnout: Generative concern and perceived organizational support as moderators. [Masters Thesis]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_theses/980


University of Houston

5. Taulton, Bryan T. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 Retaining teachers, especially those new to the profession, continues to emerge as a problematic task that is plaguing public school systems throughout the United States.… (more)

Subjects/Keywords: Beginning Teacher Mentoring; Administrative Support; School Leadership

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APA (6th Edition):

Taulton, B. T. (2014). Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taulton, Bryan T. “Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.” 2014. Thesis, University of Houston. Accessed June 25, 2019. http://hdl.handle.net/10657/1617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taulton, Bryan T. “Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.” 2014. Web. 25 Jun 2019.

Vancouver:

Taulton BT. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10657/1617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taulton BT. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Washington State University

6. [No author]. OBTAINING AND SUSTAINING SUPERINTENDENCIES: AN EXAMINATION OF SUPPORT RECEIVED BY NOVICE SUPERINTENDENTS .

Degree: 2016, Washington State University

 Turnover is a serious problem facing the American public school superintendency. Relatively little research has been done to identify and describe the types of support(more)

Subjects/Keywords: Educational leadership; Mentoring; Novice; Superintendent; Support

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APA (6th Edition):

author], [. (2016). OBTAINING AND SUSTAINING SUPERINTENDENCIES: AN EXAMINATION OF SUPPORT RECEIVED BY NOVICE SUPERINTENDENTS . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/12022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “OBTAINING AND SUSTAINING SUPERINTENDENCIES: AN EXAMINATION OF SUPPORT RECEIVED BY NOVICE SUPERINTENDENTS .” 2016. Thesis, Washington State University. Accessed June 25, 2019. http://hdl.handle.net/2376/12022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “OBTAINING AND SUSTAINING SUPERINTENDENCIES: AN EXAMINATION OF SUPPORT RECEIVED BY NOVICE SUPERINTENDENTS .” 2016. Web. 25 Jun 2019.

Vancouver:

author] [. OBTAINING AND SUSTAINING SUPERINTENDENCIES: AN EXAMINATION OF SUPPORT RECEIVED BY NOVICE SUPERINTENDENTS . [Internet] [Thesis]. Washington State University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2376/12022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. OBTAINING AND SUSTAINING SUPERINTENDENCIES: AN EXAMINATION OF SUPPORT RECEIVED BY NOVICE SUPERINTENDENTS . [Thesis]. Washington State University; 2016. Available from: http://hdl.handle.net/2376/12022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pennsylvania

7. Thompson, Allison Elaine. Natural And Formal Mentors Among Youth In Foster Care: How Do Mentor Type And Relationship Dynamics Explain Variance In The Quality Of The Mentoring Relationship?.

Degree: 2017, University of Pennsylvania

 Due to histories of maltreatment, living instability, and relational disruptions, youth in foster care are at increased risk for experiencing poorer well-being outcomes as compared… (more)

Subjects/Keywords: Aging Out; Formal Mentoring; Foster Care; Foster Youth; Natural Mentoring; Social Support; Social Work

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APA (6th Edition):

Thompson, A. E. (2017). Natural And Formal Mentors Among Youth In Foster Care: How Do Mentor Type And Relationship Dynamics Explain Variance In The Quality Of The Mentoring Relationship?. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson, Allison Elaine. “Natural And Formal Mentors Among Youth In Foster Care: How Do Mentor Type And Relationship Dynamics Explain Variance In The Quality Of The Mentoring Relationship?.” 2017. Thesis, University of Pennsylvania. Accessed June 25, 2019. https://repository.upenn.edu/edissertations/2607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson, Allison Elaine. “Natural And Formal Mentors Among Youth In Foster Care: How Do Mentor Type And Relationship Dynamics Explain Variance In The Quality Of The Mentoring Relationship?.” 2017. Web. 25 Jun 2019.

Vancouver:

Thompson AE. Natural And Formal Mentors Among Youth In Foster Care: How Do Mentor Type And Relationship Dynamics Explain Variance In The Quality Of The Mentoring Relationship?. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2019 Jun 25]. Available from: https://repository.upenn.edu/edissertations/2607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson AE. Natural And Formal Mentors Among Youth In Foster Care: How Do Mentor Type And Relationship Dynamics Explain Variance In The Quality Of The Mentoring Relationship?. [Thesis]. University of Pennsylvania; 2017. Available from: https://repository.upenn.edu/edissertations/2607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana Tech

8. Clouse, Nancy K. Gagen. The Leadership Role in Online Support Programs for Beginning Teachers.

Degree: Doctor of Education (EdD), 2008, Montana Tech

 As distance learning opportunities foster a wide array for online mentoring, program administrators are in need of research supporting the successful development and management of… (more)

Subjects/Keywords: electronic mentoring; e-mentoring; new teacher support; online mentoring; online support; technology leadership

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APA (6th Edition):

Clouse, N. K. G. (2008). The Leadership Role in Online Support Programs for Beginning Teachers. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1040

Chicago Manual of Style (16th Edition):

Clouse, Nancy K Gagen. “The Leadership Role in Online Support Programs for Beginning Teachers.” 2008. Doctoral Dissertation, Montana Tech. Accessed June 25, 2019. https://scholarworks.umt.edu/etd/1040.

MLA Handbook (7th Edition):

Clouse, Nancy K Gagen. “The Leadership Role in Online Support Programs for Beginning Teachers.” 2008. Web. 25 Jun 2019.

Vancouver:

Clouse NKG. The Leadership Role in Online Support Programs for Beginning Teachers. [Internet] [Doctoral dissertation]. Montana Tech; 2008. [cited 2019 Jun 25]. Available from: https://scholarworks.umt.edu/etd/1040.

Council of Science Editors:

Clouse NKG. The Leadership Role in Online Support Programs for Beginning Teachers. [Doctoral Dissertation]. Montana Tech; 2008. Available from: https://scholarworks.umt.edu/etd/1040


Northeastern University

9. Dias, Paula Ribeiro. The experience of low-income college students at a selective university: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 Low-income students at selective institutions report feeling a sense of isolation, alienation, and marginalization. However, it is essential that the voices of low-income students that… (more)

Subjects/Keywords: co-curricular; college student; low-income; mentoring; support system; university

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APA (6th Edition):

Dias, P. R. (2017). The experience of low-income college students at a selective university: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247113

Chicago Manual of Style (16th Edition):

Dias, Paula Ribeiro. “The experience of low-income college students at a selective university: an interpretative phenomenological analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed June 25, 2019. http://hdl.handle.net/2047/D20247113.

MLA Handbook (7th Edition):

Dias, Paula Ribeiro. “The experience of low-income college students at a selective university: an interpretative phenomenological analysis.” 2017. Web. 25 Jun 2019.

Vancouver:

Dias PR. The experience of low-income college students at a selective university: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2047/D20247113.

Council of Science Editors:

Dias PR. The experience of low-income college students at a selective university: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247113


University of Toledo

10. Scott, Christopher Carlos. The Social Factors that Support Urban African American Male's Persistence in College.

Degree: MEd, Educational Theory and Social Foundations, 2016, University of Toledo

 African American male students from urban communities hold a poor retention rate in college in comparison to other ethnicities. According to Harper (2006), “[M]ore than… (more)

Subjects/Keywords: African Americans; African American; Persistence; Retention; Social Support; Mentoring

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APA (6th Edition):

Scott, C. C. (2016). The Social Factors that Support Urban African American Male's Persistence in College. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1504860623520304

Chicago Manual of Style (16th Edition):

Scott, Christopher Carlos. “The Social Factors that Support Urban African American Male's Persistence in College.” 2016. Masters Thesis, University of Toledo. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1504860623520304.

MLA Handbook (7th Edition):

Scott, Christopher Carlos. “The Social Factors that Support Urban African American Male's Persistence in College.” 2016. Web. 25 Jun 2019.

Vancouver:

Scott CC. The Social Factors that Support Urban African American Male's Persistence in College. [Internet] [Masters thesis]. University of Toledo; 2016. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1504860623520304.

Council of Science Editors:

Scott CC. The Social Factors that Support Urban African American Male's Persistence in College. [Masters Thesis]. University of Toledo; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1504860623520304


Jönköping University

11. Wallstedt, Erik. Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process.

Degree: Management), 2009, Jönköping University

  A sustainable development of entrepreneurship will not be possible in such a complex andchallenging environment as today’s society, without the attainment of effective learning… (more)

Subjects/Keywords: Entrepreneurial Development; Entrepreneurial Learning; Mentoring; Business Support; Life-Cycle Analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wallstedt, E. (2009). Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wallstedt, Erik. “Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process.” 2009. Thesis, Jönköping University. Accessed June 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wallstedt, Erik. “Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process.” 2009. Web. 25 Jun 2019.

Vancouver:

Wallstedt E. Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process. [Internet] [Thesis]. Jönköping University; 2009. [cited 2019 Jun 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wallstedt E. Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process. [Thesis]. Jönköping University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vytautas Magnus University

12. Gudaitienė, Vaida. Paramos formos pradedančiajam pedagogui adaptuojantis mokykloje.

Degree: Master, Educology, 2010, Vytautas Magnus University

Šiuolaikinis mokytojas tampa ne tik ,,dalyko mokytoju, bet ir informacijos perteikėju, konsultantu, socialiniu pedagogu, klasės lyderiu ir vyresniuoju draugu, tyrėju, bendradarbiaujančiu kolega, novatoriumi, mokymo(si) proceso… (more)

Subjects/Keywords: Adaptacija; Pedagogas; Problema; Parama; Mentoriavimas; Adaptation; Teacher; Problem; Support; Mentoring

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APA (6th Edition):

Gudaitienė, Vaida. (2010). Paramos formos pradedančiajam pedagogui adaptuojantis mokykloje. (Masters Thesis). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100615_114633-03226 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Gudaitienė, Vaida. “Paramos formos pradedančiajam pedagogui adaptuojantis mokykloje.” 2010. Masters Thesis, Vytautas Magnus University. Accessed June 25, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100615_114633-03226 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Gudaitienė, Vaida. “Paramos formos pradedančiajam pedagogui adaptuojantis mokykloje.” 2010. Web. 25 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Gudaitienė, Vaida. Paramos formos pradedančiajam pedagogui adaptuojantis mokykloje. [Internet] [Masters thesis]. Vytautas Magnus University; 2010. [cited 2019 Jun 25]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100615_114633-03226 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Gudaitienė, Vaida. Paramos formos pradedančiajam pedagogui adaptuojantis mokykloje. [Masters Thesis]. Vytautas Magnus University; 2010. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100615_114633-03226 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Curtin University of Technology

13. Petersen, Lesley K. Implementing a support mechanism through mentoring for teaching practice by academic teaching staff in the higher education context .

Degree: 2011, Curtin University of Technology

 A growing body of literature on mentoring in higher education is espousing mentoring as an influential mechanism for supporting a teacher‟s academic practice, simultaneously acknowledging… (more)

Subjects/Keywords: support mechanism; mentoring; higher education; teaching practice; academic teaching staff

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APA (6th Edition):

Petersen, L. K. (2011). Implementing a support mechanism through mentoring for teaching practice by academic teaching staff in the higher education context . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Petersen, Lesley K. “Implementing a support mechanism through mentoring for teaching practice by academic teaching staff in the higher education context .” 2011. Thesis, Curtin University of Technology. Accessed June 25, 2019. http://hdl.handle.net/20.500.11937/1686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Petersen, Lesley K. “Implementing a support mechanism through mentoring for teaching practice by academic teaching staff in the higher education context .” 2011. Web. 25 Jun 2019.

Vancouver:

Petersen LK. Implementing a support mechanism through mentoring for teaching practice by academic teaching staff in the higher education context . [Internet] [Thesis]. Curtin University of Technology; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/20.500.11937/1686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Petersen LK. Implementing a support mechanism through mentoring for teaching practice by academic teaching staff in the higher education context . [Thesis]. Curtin University of Technology; 2011. Available from: http://hdl.handle.net/20.500.11937/1686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Åkerberg, Annie. Kvinnor som leder: att samarbeta, stödja och bli stöttad i arbetslivet.

Degree: Sustainable Development of Society and Technology, 2012, Mälardalen University

  Kvinnor har uppfattats som effektiva i ett transformativt ledarskap vilket även haft en positiv inverkan på ett effektivt samarbete i en arbetsgrupp. Ett effektivt… (more)

Subjects/Keywords: leadership behavior; group cohesion; team; social support; mentoring

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APA (6th Edition):

Åkerberg, A. (2012). Kvinnor som leder: att samarbeta, stödja och bli stöttad i arbetslivet. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14918

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Åkerberg, Annie. “Kvinnor som leder: att samarbeta, stödja och bli stöttad i arbetslivet.” 2012. Thesis, Mälardalen University. Accessed June 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14918.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Åkerberg, Annie. “Kvinnor som leder: att samarbeta, stödja och bli stöttad i arbetslivet.” 2012. Web. 25 Jun 2019.

Vancouver:

Åkerberg A. Kvinnor som leder: att samarbeta, stödja och bli stöttad i arbetslivet. [Internet] [Thesis]. Mälardalen University; 2012. [cited 2019 Jun 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14918.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Åkerberg A. Kvinnor som leder: att samarbeta, stödja och bli stöttad i arbetslivet. [Thesis]. Mälardalen University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14918

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oklahoma State University

15. Shatrova, Zhanna Volodymyr. Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 This study utilized a case study approach. The purposive sample was comprised of 12 resident teacher committee members from a Midwestern university and school district.… (more)

Subjects/Keywords: beginning teachers' support; boundary spanning; induction; mentoring; partnership; residency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shatrova, Z. V. (2011). Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shatrova, Zhanna Volodymyr. “Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee.” 2011. Thesis, Oklahoma State University. Accessed June 25, 2019. http://hdl.handle.net/11244/7567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shatrova, Zhanna Volodymyr. “Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee.” 2011. Web. 25 Jun 2019.

Vancouver:

Shatrova ZV. Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/11244/7567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shatrova ZV. Manifestation of Boundary Spanning Roles in the Resident Teacher Program Committee. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Huff, Krystal. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

  Working class Black girls experience multilayered oppression informed by their triadic social identity that sits at the intersection of race, gender, and class in… (more)

Subjects/Keywords: African American girls; Black girls; Critical mentoring; Mentoring; Mentorship; Support services; African American Studies; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Huff, K. (2019). Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/804

Chicago Manual of Style (16th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed June 25, 2019. https://digitalcommons.lmu.edu/etd/804.

MLA Handbook (7th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Web. 25 Jun 2019.

Vancouver:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2019 Jun 25]. Available from: https://digitalcommons.lmu.edu/etd/804.

Council of Science Editors:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/804


Kennesaw State University

17. Obleton, Brent Matthias. Mentoring within the Minority Population: How to Retain and Matriculate Minorities in a College Setting.

Degree: MPA, Political Science, 2011, Kennesaw State University

  In an ever-changing educational environment, it is pertinent that higher education institutions proactively implement strategies and programs that foster growth for the modern day… (more)

Subjects/Keywords: education; minority students; student support; mentoring; surveys; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Obleton, B. M. (2011). Mentoring within the Minority Population: How to Retain and Matriculate Minorities in a College Setting. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Obleton, Brent Matthias. “Mentoring within the Minority Population: How to Retain and Matriculate Minorities in a College Setting.” 2011. Thesis, Kennesaw State University. Accessed June 25, 2019. https://digitalcommons.kennesaw.edu/etd/484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Obleton, Brent Matthias. “Mentoring within the Minority Population: How to Retain and Matriculate Minorities in a College Setting.” 2011. Web. 25 Jun 2019.

Vancouver:

Obleton BM. Mentoring within the Minority Population: How to Retain and Matriculate Minorities in a College Setting. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Jun 25]. Available from: https://digitalcommons.kennesaw.edu/etd/484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Obleton BM. Mentoring within the Minority Population: How to Retain and Matriculate Minorities in a College Setting. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

18. Piccolo, Diana Lynne. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.

Degree: 2009, Texas A&M University

 In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to… (more)

Subjects/Keywords: Mathematics Education; Pre-service Teachers; Pedagogical Content Knowledge; Content Knowledge for Teaching Mathematics; Mentoring Support

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APA (6th Edition):

Piccolo, D. L. (2009). Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Web. 25 Jun 2019.

Vancouver:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Tengberg, Josefin. Det är väl bara att lyssna? : Två studier om lyssnandets essens.

Degree: Care and Social Welfare, 2017, Mälardalen University

  Forskning har visat att en nära relation med någon som lyssnar kan leda till att psykisk ohälsa upptäcks tidigt. Syftet med undersökningen var att… (more)

Subjects/Keywords: Listening; mental health; prevention; social support; mentoring; Medical and Health Sciences; Medicin och hälsovetenskap

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APA (6th Edition):

Tengberg, J. (2017). Det är väl bara att lyssna? : Två studier om lyssnandets essens. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tengberg, Josefin. “Det är väl bara att lyssna? : Två studier om lyssnandets essens.” 2017. Thesis, Mälardalen University. Accessed June 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tengberg, Josefin. “Det är väl bara att lyssna? : Två studier om lyssnandets essens.” 2017. Web. 25 Jun 2019.

Vancouver:

Tengberg J. Det är väl bara att lyssna? : Två studier om lyssnandets essens. [Internet] [Thesis]. Mälardalen University; 2017. [cited 2019 Jun 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tengberg J. Det är väl bara att lyssna? : Två studier om lyssnandets essens. [Thesis]. Mälardalen University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


NSYSU

20. Kao, Ming-hsiu. The Study of the Relationship between Career Self-efficacy and Career Satisfaction of Human Recourse Practitioners- Moderated by Mentoring Support and Interpersonal Trust.

Degree: Master, Human Resource Management, 2011, NSYSU

 The purpose of this study is to explore the relationship on career self-efficacy and career satisfaction for human resource practitioners in Taiwan. Besides, this research… (more)

Subjects/Keywords: Interpersonal Trust; Mentoring Support; Career Self-efficacy; Human Recourse Practitioners; Career Satisfaction

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APA (6th Edition):

Kao, M. (2011). The Study of the Relationship between Career Self-efficacy and Career Satisfaction of Human Recourse Practitioners- Moderated by Mentoring Support and Interpersonal Trust. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0909111-053948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kao, Ming-hsiu. “The Study of the Relationship between Career Self-efficacy and Career Satisfaction of Human Recourse Practitioners- Moderated by Mentoring Support and Interpersonal Trust.” 2011. Thesis, NSYSU. Accessed June 25, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0909111-053948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kao, Ming-hsiu. “The Study of the Relationship between Career Self-efficacy and Career Satisfaction of Human Recourse Practitioners- Moderated by Mentoring Support and Interpersonal Trust.” 2011. Web. 25 Jun 2019.

Vancouver:

Kao M. The Study of the Relationship between Career Self-efficacy and Career Satisfaction of Human Recourse Practitioners- Moderated by Mentoring Support and Interpersonal Trust. [Internet] [Thesis]. NSYSU; 2011. [cited 2019 Jun 25]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0909111-053948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kao M. The Study of the Relationship between Career Self-efficacy and Career Satisfaction of Human Recourse Practitioners- Moderated by Mentoring Support and Interpersonal Trust. [Thesis]. NSYSU; 2011. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0909111-053948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

21. Cassiani, Celia-Marie. A Peer E-Mentoring Employment Program for Youth With Physical Disabilities: What are the Social Supports That are Needed and Provided?.

Degree: 2017, University of Toronto

Background: The employment readiness of youth with physical disabilities may improve from social support offered through peer e-mentoring. Little is known regarding the nature of… (more)

Subjects/Keywords: content analysis; employment; peer e-mentoring; physical disabiltiy; qualitative research; social support; 0498

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APA (6th Edition):

Cassiani, C. (2017). A Peer E-Mentoring Employment Program for Youth With Physical Disabilities: What are the Social Supports That are Needed and Provided?. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/79437

Chicago Manual of Style (16th Edition):

Cassiani, Celia-Marie. “A Peer E-Mentoring Employment Program for Youth With Physical Disabilities: What are the Social Supports That are Needed and Provided?.” 2017. Masters Thesis, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/79437.

MLA Handbook (7th Edition):

Cassiani, Celia-Marie. “A Peer E-Mentoring Employment Program for Youth With Physical Disabilities: What are the Social Supports That are Needed and Provided?.” 2017. Web. 25 Jun 2019.

Vancouver:

Cassiani C. A Peer E-Mentoring Employment Program for Youth With Physical Disabilities: What are the Social Supports That are Needed and Provided?. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/79437.

Council of Science Editors:

Cassiani C. A Peer E-Mentoring Employment Program for Youth With Physical Disabilities: What are the Social Supports That are Needed and Provided?. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79437


University of Western Ontario

22. Gonyou-Brown, Jennifer M. The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.

Degree: 2016, University of Western Ontario

 Teachers benefit from instructional, emotional, institutional and physical supports in their early years of practice (Lipton & Wellman, 2003). Yet, with a teacher surplus in… (more)

Subjects/Keywords: principal; new teacher; new teacher induction; work; early career teacher support; mentoring; Educational Leadership

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APA (6th Edition):

Gonyou-Brown, J. M. (2016). The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gonyou-Brown, Jennifer M. “The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.” 2016. Thesis, University of Western Ontario. Accessed June 25, 2019. https://ir.lib.uwo.ca/etd/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gonyou-Brown, Jennifer M. “The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools.” 2016. Web. 25 Jun 2019.

Vancouver:

Gonyou-Brown JM. The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Jun 25]. Available from: https://ir.lib.uwo.ca/etd/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gonyou-Brown JM. The Work of Elementary Principals in Supporting New Teachers in Ontario, Publicly-Funded, English Speaking Schools. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

23. Stallings, Martha Ann. Building a Professional Support Program for the Beginning Teacher.

Degree: EdD, Curriculum and Instruction, 1998, Virginia Tech

 This qualitative study described the development and implementation of a professional support program for beginning teachers in a school division for the 1997-98 school year.… (more)

Subjects/Keywords: beginning teachers; mentoring; professional support community

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APA (6th Edition):

Stallings, M. A. (1998). Building a Professional Support Program for the Beginning Teacher. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30715

Chicago Manual of Style (16th Edition):

Stallings, Martha Ann. “Building a Professional Support Program for the Beginning Teacher.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 25, 2019. http://hdl.handle.net/10919/30715.

MLA Handbook (7th Edition):

Stallings, Martha Ann. “Building a Professional Support Program for the Beginning Teacher.” 1998. Web. 25 Jun 2019.

Vancouver:

Stallings MA. Building a Professional Support Program for the Beginning Teacher. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10919/30715.

Council of Science Editors:

Stallings MA. Building a Professional Support Program for the Beginning Teacher. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30715


California State University – San Bernardino

24. Osorno, Arlette. THE ROLE OF MENTORING AND ETHNICITY ON CAREER ADVANCEMENT AND LEADERSHIP ASPIRATIONS: LOOKING AT HISPANIC WOMEN.

Degree: MSin Psychology, Psychology, 2018, California State University – San Bernardino

  Hispanic women in leadership are vastly understudied and little is known as to what factors influence their leadership aspirations and ultimately their career advancement.… (more)

Subjects/Keywords: Leadership; Mentoring; Hispanic Women; Leadership aspirations; social support; Industrial and Organizational Psychology

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APA (6th Edition):

Osorno, A. (2018). THE ROLE OF MENTORING AND ETHNICITY ON CAREER ADVANCEMENT AND LEADERSHIP ASPIRATIONS: LOOKING AT HISPANIC WOMEN. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/800

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Osorno, Arlette. “THE ROLE OF MENTORING AND ETHNICITY ON CAREER ADVANCEMENT AND LEADERSHIP ASPIRATIONS: LOOKING AT HISPANIC WOMEN.” 2018. Thesis, California State University – San Bernardino. Accessed June 25, 2019. https://scholarworks.lib.csusb.edu/etd/800.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Osorno, Arlette. “THE ROLE OF MENTORING AND ETHNICITY ON CAREER ADVANCEMENT AND LEADERSHIP ASPIRATIONS: LOOKING AT HISPANIC WOMEN.” 2018. Web. 25 Jun 2019.

Vancouver:

Osorno A. THE ROLE OF MENTORING AND ETHNICITY ON CAREER ADVANCEMENT AND LEADERSHIP ASPIRATIONS: LOOKING AT HISPANIC WOMEN. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Jun 25]. Available from: https://scholarworks.lib.csusb.edu/etd/800.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Osorno A. THE ROLE OF MENTORING AND ETHNICITY ON CAREER ADVANCEMENT AND LEADERSHIP ASPIRATIONS: LOOKING AT HISPANIC WOMEN. [Thesis]. California State University – San Bernardino; 2018. Available from: https://scholarworks.lib.csusb.edu/etd/800

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

25. Atkins, Stephen Gregory. Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence.

Degree: 2012, University of Waikato

 The Specialist Classroom Teacher (SCT) position involves a mentoring function that is an integral part of mentoring and induction programmes for teacher-mentees in secondary and… (more)

Subjects/Keywords: Mentoring; generativity; trust; support; risk-taking; challenge; confidence; conscious competence learning model

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Atkins, S. G. (2012). Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6365

Chicago Manual of Style (16th Edition):

Atkins, Stephen Gregory. “Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence. ” 2012. Masters Thesis, University of Waikato. Accessed June 25, 2019. http://hdl.handle.net/10289/6365.

MLA Handbook (7th Edition):

Atkins, Stephen Gregory. “Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence. ” 2012. Web. 25 Jun 2019.

Vancouver:

Atkins SG. Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence. [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10289/6365.

Council of Science Editors:

Atkins SG. Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence. [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6365


University of Central Florida

26. Wade, Wanda. Increasing Novice Teacher Support In 21st Century Classrooms: Induction And Mentoring For Beginning Teachers Through Bug-in-ear.

Degree: 2010, University of Central Florida

 Novice teachers in today's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with… (more)

Subjects/Keywords: Bug-In-Ear; Technology; Novice Teachers; Support; Mentoring; Immediate Feedback; Coaching; Education

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APA (6th Edition):

Wade, W. (2010). Increasing Novice Teacher Support In 21st Century Classrooms: Induction And Mentoring For Beginning Teachers Through Bug-in-ear. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4239

Chicago Manual of Style (16th Edition):

Wade, Wanda. “Increasing Novice Teacher Support In 21st Century Classrooms: Induction And Mentoring For Beginning Teachers Through Bug-in-ear.” 2010. Doctoral Dissertation, University of Central Florida. Accessed June 25, 2019. https://stars.library.ucf.edu/etd/4239.

MLA Handbook (7th Edition):

Wade, Wanda. “Increasing Novice Teacher Support In 21st Century Classrooms: Induction And Mentoring For Beginning Teachers Through Bug-in-ear.” 2010. Web. 25 Jun 2019.

Vancouver:

Wade W. Increasing Novice Teacher Support In 21st Century Classrooms: Induction And Mentoring For Beginning Teachers Through Bug-in-ear. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Jun 25]. Available from: https://stars.library.ucf.edu/etd/4239.

Council of Science Editors:

Wade W. Increasing Novice Teacher Support In 21st Century Classrooms: Induction And Mentoring For Beginning Teachers Through Bug-in-ear. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4239


Indiana University

27. Dawson, Shay. Psychosocial Effect of a Year Round Mentoring & Online Support Program for Adolescents With Physical Disabilities Attending a Residential Medical Camp .

Degree: 2018, Indiana University

 Medical specialty camps are known to provide short-term psychosocial improvements for pediatric clients yet extinguishing effects are common after returning to home communities. Despite the… (more)

Subjects/Keywords: Medical Speciality Camp; Mattering; Self-esteem; Mentoring; Online Support; Year-round Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dawson, S. (2018). Psychosocial Effect of a Year Round Mentoring & Online Support Program for Adolescents With Physical Disabilities Attending a Residential Medical Camp . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/23179

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dawson, Shay. “Psychosocial Effect of a Year Round Mentoring & Online Support Program for Adolescents With Physical Disabilities Attending a Residential Medical Camp .” 2018. Thesis, Indiana University. Accessed June 25, 2019. http://hdl.handle.net/2022/23179.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dawson, Shay. “Psychosocial Effect of a Year Round Mentoring & Online Support Program for Adolescents With Physical Disabilities Attending a Residential Medical Camp .” 2018. Web. 25 Jun 2019.

Vancouver:

Dawson S. Psychosocial Effect of a Year Round Mentoring & Online Support Program for Adolescents With Physical Disabilities Attending a Residential Medical Camp . [Internet] [Thesis]. Indiana University; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2022/23179.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dawson S. Psychosocial Effect of a Year Round Mentoring & Online Support Program for Adolescents With Physical Disabilities Attending a Residential Medical Camp . [Thesis]. Indiana University; 2018. Available from: http://hdl.handle.net/2022/23179

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cincinnati

28. STEWART, STEPHANIE M. IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES.

Degree: EdD, Education : Curriculum and Instruction, 2004, University of Cincinnati

 Although there are numerous types of teacher mentoring programs in existence, there is little empirical research that tells us how teachers should mentor and what… (more)

Subjects/Keywords: Education, Teacher Training; teacher mentoring; mentoring support; novice teachers; teacher preparation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

STEWART, S. M. (2004). IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751

Chicago Manual of Style (16th Edition):

STEWART, STEPHANIE M. “IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES.” 2004. Doctoral Dissertation, University of Cincinnati. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751.

MLA Handbook (7th Edition):

STEWART, STEPHANIE M. “IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES.” 2004. Web. 25 Jun 2019.

Vancouver:

STEWART SM. IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES. [Internet] [Doctoral dissertation]. University of Cincinnati; 2004. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751.

Council of Science Editors:

STEWART SM. IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES. [Doctoral Dissertation]. University of Cincinnati; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751


University of North Texas

29. Kirkley, Debra Lynn. Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects.

Degree: 1999, University of North Texas

 This study described the mentoring relationship between doctoral nursing students and their committee chairs. Twenty-two public university doctoral programs responded to a request for names… (more)

Subjects/Keywords: Nursing  – Study and teaching (Graduate); Mentoring in education.; mentoring; nursing education; psychosocial support

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kirkley, D. L. (1999). Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2190/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kirkley, Debra Lynn. “Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects.” 1999. Thesis, University of North Texas. Accessed June 25, 2019. https://digital.library.unt.edu/ark:/67531/metadc2190/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kirkley, Debra Lynn. “Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects.” 1999. Web. 25 Jun 2019.

Vancouver:

Kirkley DL. Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects. [Internet] [Thesis]. University of North Texas; 1999. [cited 2019 Jun 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2190/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kirkley DL. Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc2190/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Purdue University

30. Mondisa, Joi-Lynn. Designing Sustainable Mentoring Programs: Examining The Role Of Social Community In The Stem College Student Experience.

Degree: MS, Industrial Engineering, 2014, Purdue University

  In order to begin to understand how to design programs that promote community development and produce beneficial outcomes for community members, we must first… (more)

Subjects/Keywords: Social sciences; Applied sciences; Education; Engineering populations; Mentoring programs; Social community; Social support; Higher Education; Industrial Engineering

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mondisa, J. (2014). Designing Sustainable Mentoring Programs: Examining The Role Of Social Community In The Stem College Student Experience. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mondisa, Joi-Lynn. “Designing Sustainable Mentoring Programs: Examining The Role Of Social Community In The Stem College Student Experience.” 2014. Thesis, Purdue University. Accessed June 25, 2019. http://docs.lib.purdue.edu/open_access_theses/354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mondisa, Joi-Lynn. “Designing Sustainable Mentoring Programs: Examining The Role Of Social Community In The Stem College Student Experience.” 2014. Web. 25 Jun 2019.

Vancouver:

Mondisa J. Designing Sustainable Mentoring Programs: Examining The Role Of Social Community In The Stem College Student Experience. [Internet] [Thesis]. Purdue University; 2014. [cited 2019 Jun 25]. Available from: http://docs.lib.purdue.edu/open_access_theses/354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mondisa J. Designing Sustainable Mentoring Programs: Examining The Role Of Social Community In The Stem College Student Experience. [Thesis]. Purdue University; 2014. Available from: http://docs.lib.purdue.edu/open_access_theses/354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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