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You searched for subject:(Mentoring knowledge ). Showing records 1 – 30 of 43 total matches.

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1. Connolly, Marie. A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes.

Degree: Thesis (D.B.A.), 2018, University of Bath

 As a powerful form of knowledge creation, mentoring can deliver new ideas to organisations. Theorists and practitioners alike advocate that engaging in effective mentoring relationships… (more)

Subjects/Keywords: 658; Mentoring; Knowledge

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

APA (6th Edition):

Connolly, M. (2018). A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/a-knowledgebased-perspective-of-formal-staff-mentoring-in-higher-education-context-process-and-outcomes(9e3e575c-2a52-40aa-85c8-7b1260196032).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761007

Chicago Manual of Style (16th Edition):

Connolly, Marie. “A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes.” 2018. Doctoral Dissertation, University of Bath. Accessed September 22, 2020. https://researchportal.bath.ac.uk/en/studentthesis/a-knowledgebased-perspective-of-formal-staff-mentoring-in-higher-education-context-process-and-outcomes(9e3e575c-2a52-40aa-85c8-7b1260196032).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761007.

MLA Handbook (7th Edition):

Connolly, Marie. “A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes.” 2018. Web. 22 Sep 2020.

Vancouver:

Connolly M. A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes. [Internet] [Doctoral dissertation]. University of Bath; 2018. [cited 2020 Sep 22]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/a-knowledgebased-perspective-of-formal-staff-mentoring-in-higher-education-context-process-and-outcomes(9e3e575c-2a52-40aa-85c8-7b1260196032).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761007.

Council of Science Editors:

Connolly M. A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes. [Doctoral Dissertation]. University of Bath; 2018. Available from: https://researchportal.bath.ac.uk/en/studentthesis/a-knowledgebased-perspective-of-formal-staff-mentoring-in-higher-education-context-process-and-outcomes(9e3e575c-2a52-40aa-85c8-7b1260196032).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761007


University of KwaZulu-Natal

2. Naicker, Therusha. An exploration of the mentoring experiences of Business Studies teachers in the Umgungundlovu District of Pietermaritzburg.

Degree: 2017, University of KwaZulu-Natal

 The aim of this study was to explore the mentoring experiences of Business Studies teachers in the Umgungundlovu district. The study sought to identify the… (more)

Subjects/Keywords: Mentoring.; Radical humanistic approach.; Mentoring knowledge.; Business Studies teachers.

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APA (6th Edition):

Naicker, T. (2017). An exploration of the mentoring experiences of Business Studies teachers in the Umgungundlovu District of Pietermaritzburg. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16936

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):

Naicker, Therusha. “An exploration of the mentoring experiences of Business Studies teachers in the Umgungundlovu District of Pietermaritzburg.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 22, 2020. https://researchspace.ukzn.ac.za/handle/10413/16936.

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

MLA Handbook (7th Edition):

Naicker, Therusha. “An exploration of the mentoring experiences of Business Studies teachers in the Umgungundlovu District of Pietermaritzburg.” 2017. Web. 22 Sep 2020.

Vancouver:

Naicker T. An exploration of the mentoring experiences of Business Studies teachers in the Umgungundlovu District of Pietermaritzburg. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Sep 22]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16936.

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

Council of Science Editors:

Naicker T. An exploration of the mentoring experiences of Business Studies teachers in the Umgungundlovu District of Pietermaritzburg. [Thesis]. University of KwaZulu-Natal; 2017. Available from: https://researchspace.ukzn.ac.za/handle/10413/16936

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

3. Salas, Giovanni Carlos. Reclaiming Craftsmanship.

Degree: PhD, Communication & Culture, Joint Program with Ryerson University, 2019, York University

 In upcoming years, many institutions in the private and public sectors will lose valuable organizational knowledge due to organizational restructuring, departmental consolidation, retirements and attrition.… (more)

Subjects/Keywords: Education; Personal Knowledge; Tacit Knowledge; Explicit Knowledge; Intellectual Craftsmanship; Learning; Communication; Mentoring; Knowledge Sharing

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APA (6th Edition):

Salas, G. C. (2019). Reclaiming Craftsmanship. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/36286

Chicago Manual of Style (16th Edition):

Salas, Giovanni Carlos. “Reclaiming Craftsmanship.” 2019. Doctoral Dissertation, York University. Accessed September 22, 2020. http://hdl.handle.net/10315/36286.

MLA Handbook (7th Edition):

Salas, Giovanni Carlos. “Reclaiming Craftsmanship.” 2019. Web. 22 Sep 2020.

Vancouver:

Salas GC. Reclaiming Craftsmanship. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10315/36286.

Council of Science Editors:

Salas GC. Reclaiming Craftsmanship. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/36286


University of New Mexico

4. Faustino, Grace. THE ROLE OF THE E-MENTOR IN THE SOCIAL CONSTRUCTION OF KNOWLEDGE IN A CROSS CULTURAL LEARNING ENVIRONMENT.

Degree: Organization, Information & Learning Sciences, 2014, University of New Mexico

 The purpose of this study is to understand the importance of e-mentoring and the role it plays in social construction of knowledge in online learning… (more)

Subjects/Keywords: E-mentoring; mentoring; roles; social construction of knowledge; cross-cultural; online learning

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APA (6th Edition):

Faustino, G. (2014). THE ROLE OF THE E-MENTOR IN THE SOCIAL CONSTRUCTION OF KNOWLEDGE IN A CROSS CULTURAL LEARNING ENVIRONMENT. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24246

Chicago Manual of Style (16th Edition):

Faustino, Grace. “THE ROLE OF THE E-MENTOR IN THE SOCIAL CONSTRUCTION OF KNOWLEDGE IN A CROSS CULTURAL LEARNING ENVIRONMENT.” 2014. Masters Thesis, University of New Mexico. Accessed September 22, 2020. http://hdl.handle.net/1928/24246.

MLA Handbook (7th Edition):

Faustino, Grace. “THE ROLE OF THE E-MENTOR IN THE SOCIAL CONSTRUCTION OF KNOWLEDGE IN A CROSS CULTURAL LEARNING ENVIRONMENT.” 2014. Web. 22 Sep 2020.

Vancouver:

Faustino G. THE ROLE OF THE E-MENTOR IN THE SOCIAL CONSTRUCTION OF KNOWLEDGE IN A CROSS CULTURAL LEARNING ENVIRONMENT. [Internet] [Masters thesis]. University of New Mexico; 2014. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1928/24246.

Council of Science Editors:

Faustino G. THE ROLE OF THE E-MENTOR IN THE SOCIAL CONSTRUCTION OF KNOWLEDGE IN A CROSS CULTURAL LEARNING ENVIRONMENT. [Masters Thesis]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24246


Stellenbosch University

5. Zola, Nazo. Organisational learning through scarce skills transfer : a case study in the Eastern Cape Province.

Degree: MPhil, Information Science, 2014, Stellenbosch University

ENGLISH ABSTRACT: Knowledge Transfer is one of the key knowledge management practices that organisations employ to ensure cross-pollination of knowledge across their various divisions. It… (more)

Subjects/Keywords: Organisational learning; Knowledge transfer; Employees  – Training of; Mentoring in business

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APA (6th Edition):

Zola, N. (2014). Organisational learning through scarce skills transfer : a case study in the Eastern Cape Province. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/86560

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):

Zola, Nazo. “Organisational learning through scarce skills transfer : a case study in the Eastern Cape Province.” 2014. Thesis, Stellenbosch University. Accessed September 22, 2020. http://hdl.handle.net/10019.1/86560.

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

MLA Handbook (7th Edition):

Zola, Nazo. “Organisational learning through scarce skills transfer : a case study in the Eastern Cape Province.” 2014. Web. 22 Sep 2020.

Vancouver:

Zola N. Organisational learning through scarce skills transfer : a case study in the Eastern Cape Province. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10019.1/86560.

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

Council of Science Editors:

Zola N. Organisational learning through scarce skills transfer : a case study in the Eastern Cape Province. [Thesis]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/86560

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


University of Pretoria

6. Mahlangu, Zanele. Tacit knowledge transfer and mentorship : the role of social media.

Degree: MBA, Gordon Institute of Business Science (GIBS), 2014, University of Pretoria

Mentoring facilitates the transfer of tacit knowledge from one individual to another within organisations. The effective transfer of tacit knowledge, through the mentorship process, provides… (more)

Subjects/Keywords: UCTD; Mentoring in business; Social media; Tacit knowledge; Qualitative research

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APA (6th Edition):

Mahlangu, Z. (2014). Tacit knowledge transfer and mentorship : the role of social media. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43970

Chicago Manual of Style (16th Edition):

Mahlangu, Zanele. “Tacit knowledge transfer and mentorship : the role of social media.” 2014. Masters Thesis, University of Pretoria. Accessed September 22, 2020. http://hdl.handle.net/2263/43970.

MLA Handbook (7th Edition):

Mahlangu, Zanele. “Tacit knowledge transfer and mentorship : the role of social media.” 2014. Web. 22 Sep 2020.

Vancouver:

Mahlangu Z. Tacit knowledge transfer and mentorship : the role of social media. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/2263/43970.

Council of Science Editors:

Mahlangu Z. Tacit knowledge transfer and mentorship : the role of social media. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43970


University of Toronto

7. Nanavati, Mary Susan Birta. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.

Degree: 2011, University of Toronto

This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these… (more)

Subjects/Keywords: Mentoring; Coaching; Principal; MentoringCoaching; Knowledge; Learning Strategies; Educational Leadership; Relationships; 0514

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APA (6th Edition):

Nanavati, M. S. B. (2011). Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29482

Chicago Manual of Style (16th Edition):

Nanavati, Mary Susan Birta. “Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.” 2011. Masters Thesis, University of Toronto. Accessed September 22, 2020. http://hdl.handle.net/1807/29482.

MLA Handbook (7th Edition):

Nanavati, Mary Susan Birta. “Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.” 2011. Web. 22 Sep 2020.

Vancouver:

Nanavati MSB. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1807/29482.

Council of Science Editors:

Nanavati MSB. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29482


NSYSU

8. Lu, Hsueh-Te. A Study on the training process for mass new employerâs -A case of Utilities Department of company C.

Degree: Master, EMBA, 2017, NSYSU

 The enterpriseâs Lessons Learned is an important job, especially for an enterprise in retirement peak. The effectiveness of training and experience transmission will be significant… (more)

Subjects/Keywords: knowledge management; competence; mentoring system; emergency response; utilities; enterprise lessons learned

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APA (6th Edition):

Lu, H. (2017). A Study on the training process for mass new employerâs -A case of Utilities Department of company C. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0520117-121536

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):

Lu, Hsueh-Te. “A Study on the training process for mass new employerâs -A case of Utilities Department of company C.” 2017. Thesis, NSYSU. Accessed September 22, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0520117-121536.

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

MLA Handbook (7th Edition):

Lu, Hsueh-Te. “A Study on the training process for mass new employerâs -A case of Utilities Department of company C.” 2017. Web. 22 Sep 2020.

Vancouver:

Lu H. A Study on the training process for mass new employerâs -A case of Utilities Department of company C. [Internet] [Thesis]. NSYSU; 2017. [cited 2020 Sep 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0520117-121536.

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

Council of Science Editors:

Lu H. A Study on the training process for mass new employerâs -A case of Utilities Department of company C. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0520117-121536

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


Liberty University

9. Elliott, Gayle Fauber. Mentoring Relationships among Women Leaders.

Degree: 2020, Liberty University

 This qualitative research collective case study explored the mentoring relationships among veteran women leaders and novice women leaders in the nuclear vendor industry in Central… (more)

Subjects/Keywords: Mentor; Novice; Relationships; Veteran; Mentoring; Knowledge Sharing; Business; Leadership Studies

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

APA (6th Edition):

Elliott, G. F. (2020). Mentoring Relationships among Women Leaders. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2421

Chicago Manual of Style (16th Edition):

Elliott, Gayle Fauber. “Mentoring Relationships among Women Leaders.” 2020. Doctoral Dissertation, Liberty University. Accessed September 22, 2020. https://digitalcommons.liberty.edu/doctoral/2421.

MLA Handbook (7th Edition):

Elliott, Gayle Fauber. “Mentoring Relationships among Women Leaders.” 2020. Web. 22 Sep 2020.

Vancouver:

Elliott GF. Mentoring Relationships among Women Leaders. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Sep 22]. Available from: https://digitalcommons.liberty.edu/doctoral/2421.

Council of Science Editors:

Elliott GF. Mentoring Relationships among Women Leaders. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2421

10. Daniella Lopes Marinho de Araújo. Mentoring e construção da memória organizacional : um caminho possível?.

Degree: 2010, Universidade Católica de Brasilia

Em função das transformações organizacionais, as práticas em gestão de pessoas têm sido alteradas, visando um melhor entendimento sobre os talentos organizacionais bem como seu… (more)

Subjects/Keywords: mentoring; memória organizacional; compartilhamento do conhecimento; aprendizagem organizacional; ADMINISTRACAO DE EMPRESAS; mentoring; organizational memory; organizational learning; knowledge management; ADMINISTRACAO DE EMPRESAS

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APA (6th Edition):

Araújo, D. L. M. d. (2010). Mentoring e construção da memória organizacional : um caminho possível?. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1234

Chicago Manual of Style (16th Edition):

Araújo, Daniella Lopes Marinho de. “Mentoring e construção da memória organizacional : um caminho possível?.” 2010. Masters Thesis, Universidade Católica de Brasilia. Accessed September 22, 2020. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1234.

MLA Handbook (7th Edition):

Araújo, Daniella Lopes Marinho de. “Mentoring e construção da memória organizacional : um caminho possível?.” 2010. Web. 22 Sep 2020.

Vancouver:

Araújo DLMd. Mentoring e construção da memória organizacional : um caminho possível?. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2010. [cited 2020 Sep 22]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1234.

Council of Science Editors:

Araújo DLMd. Mentoring e construção da memória organizacional : um caminho possível?. [Masters Thesis]. Universidade Católica de Brasilia; 2010. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1234


Boston College

11. Markey, Camille Fitzpatrick. Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors.

Degree: PhD, Education, 2009, Boston College

 This qualitative study examines the value of content mentoring for pairs of arts and sciences faculty members and teacher candidates in the same discipline. The… (more)

Subjects/Keywords: Content Mentoring; Pedagogical Content Knowledge; Student Teacher Mentoring; Subject Mentoring; Teacher Preparation

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APA (6th Edition):

Markey, C. F. (2009). Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101382

Chicago Manual of Style (16th Edition):

Markey, Camille Fitzpatrick. “Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors.” 2009. Doctoral Dissertation, Boston College. Accessed September 22, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101382.

MLA Handbook (7th Edition):

Markey, Camille Fitzpatrick. “Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors.” 2009. Web. 22 Sep 2020.

Vancouver:

Markey CF. Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2020 Sep 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101382.

Council of Science Editors:

Markey CF. Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101382


Virginia Tech

12. Toppin, Claudette V. A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women.

Degree: PhD, Human Development, 2006, Virginia Tech

 This qualitative study explored a number of paradoxes embedded in the mentoring phenomenon. Designed as cross-dimensional case study, the questions sought to better understand: (a)… (more)

Subjects/Keywords: Multicultural Knowledge; Peer Mentoring. Multicultural Mentoring; Cross-Racial Mentoring; Cross-Cultural; Professional Growth

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APA (6th Edition):

Toppin, C. V. (2006). A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27173

Chicago Manual of Style (16th Edition):

Toppin, Claudette V. “A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women.” 2006. Doctoral Dissertation, Virginia Tech. Accessed September 22, 2020. http://hdl.handle.net/10919/27173.

MLA Handbook (7th Edition):

Toppin, Claudette V. “A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women.” 2006. Web. 22 Sep 2020.

Vancouver:

Toppin CV. A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10919/27173.

Council of Science Editors:

Toppin CV. A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27173


University of the Western Cape

13. Ismail, Malika. Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) .

Degree: 2019, University of the Western Cape

 When a first-time teacher graduate and start working in a school, the first-time teacher is expected to adapt and adjust to the demands of a… (more)

Subjects/Keywords: Teaching and Learning; Mentorship Programme; Mentoring; Mentor; Knowledge; First-time teacher; Challenges

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APA (6th Edition):

Ismail, M. (2019). Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/7314

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):

Ismail, Malika. “Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) .” 2019. Thesis, University of the Western Cape. Accessed September 22, 2020. http://hdl.handle.net/11394/7314.

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

MLA Handbook (7th Edition):

Ismail, Malika. “Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) .” 2019. Web. 22 Sep 2020.

Vancouver:

Ismail M. Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/11394/7314.

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

Council of Science Editors:

Ismail M. Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/7314

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


Texas Tech University

14. Wong, Silky Sze Ki. Knowledge Collaboration: Enablers and Impact on Practicing Engineers.

Degree: PhD, Systems and Engineering Management, 2018, Texas Tech University

 Transferring knowledge from experts to apprentices is critical for sustaining a company’s competitive advantage. Existing literature indicates that many local and global companies in the… (more)

Subjects/Keywords: knowledge collaboration; knowledge management; practicing engineers; expertise development; expert; mentoring; engineering; mentor; mentee; protégé; subject matter expert

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APA (6th Edition):

Wong, S. S. K. (2018). Knowledge Collaboration: Enablers and Impact on Practicing Engineers. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82114

Chicago Manual of Style (16th Edition):

Wong, Silky Sze Ki. “Knowledge Collaboration: Enablers and Impact on Practicing Engineers.” 2018. Doctoral Dissertation, Texas Tech University. Accessed September 22, 2020. http://hdl.handle.net/2346/82114.

MLA Handbook (7th Edition):

Wong, Silky Sze Ki. “Knowledge Collaboration: Enablers and Impact on Practicing Engineers.” 2018. Web. 22 Sep 2020.

Vancouver:

Wong SSK. Knowledge Collaboration: Enablers and Impact on Practicing Engineers. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/2346/82114.

Council of Science Editors:

Wong SSK. Knowledge Collaboration: Enablers and Impact on Practicing Engineers. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82114


University of the Western Cape

15. Ngwaru, Cathrine. Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe.

Degree: 2017, University of the Western Cape

 Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years… (more)

Subjects/Keywords: Curriculum; Dichotomy; Framework; Instruction; Knowledge base; Knowledge domain; Mentoring; Multidimensional; Multifaceted; Pedagogic decision; Pedagogic practice; Practicum; Professional support; Supervision

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APA (6th Edition):

Ngwaru, C. (2017). Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6373

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):

Ngwaru, Cathrine. “Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. ” 2017. Thesis, University of the Western Cape. Accessed September 22, 2020. http://hdl.handle.net/11394/6373.

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

MLA Handbook (7th Edition):

Ngwaru, Cathrine. “Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. ” 2017. Web. 22 Sep 2020.

Vancouver:

Ngwaru C. Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/11394/6373.

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

Council of Science Editors:

Ngwaru C. Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/6373

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


Uppsala University

16. Stenling, Nicole. Kunskapsdelning inom mentorskap riktat mot nyanställda: En fallstudie på ett globalt IT-bolag.

Degree: Business Studies, 2016, Uppsala University

Knowledge  sharing  has  earned  a  more  central  role  in  organizations  strive  to      achievecompetitive advantage. Still, many organizations fail to make full potential of knowledge(more)

Subjects/Keywords: Knowledge; knowledge sharing; individual level; formal mentoring; structure; mentor and protégé; Kunskap; kunskapsdelning; individnivå; formella mentorskap; utformning; mentor och adept

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APA (6th Edition):

Stenling, N. (2016). Kunskapsdelning inom mentorskap riktat mot nyanställda: En fallstudie på ett globalt IT-bolag. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300818

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):

Stenling, Nicole. “Kunskapsdelning inom mentorskap riktat mot nyanställda: En fallstudie på ett globalt IT-bolag.” 2016. Thesis, Uppsala University. Accessed September 22, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300818.

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

MLA Handbook (7th Edition):

Stenling, Nicole. “Kunskapsdelning inom mentorskap riktat mot nyanställda: En fallstudie på ett globalt IT-bolag.” 2016. Web. 22 Sep 2020.

Vancouver:

Stenling N. Kunskapsdelning inom mentorskap riktat mot nyanställda: En fallstudie på ett globalt IT-bolag. [Internet] [Thesis]. Uppsala University; 2016. [cited 2020 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300818.

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

Council of Science Editors:

Stenling N. Kunskapsdelning inom mentorskap riktat mot nyanställda: En fallstudie på ett globalt IT-bolag. [Thesis]. Uppsala University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300818

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


University of Toledo

17. Krise, Kelsy Marie. Exploring Learning Progressions of New Science Teachers.

Degree: PhD, Curriculum and Instruction, 2015, University of Toledo

 First-, second- and third-year teachers can be considered novice teachers with a solid foundation. The beginning years of teaching are intense times for learning, in… (more)

Subjects/Keywords: Teacher Education; science teacher education; science pedagogical content knowledge; learning progressions; educative mentoring; science teacher induction; university-based mentoring program; teacher learning

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APA (6th Edition):

Krise, K. M. (2015). Exploring Learning Progressions of New Science Teachers. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705

Chicago Manual of Style (16th Edition):

Krise, Kelsy Marie. “Exploring Learning Progressions of New Science Teachers.” 2015. Doctoral Dissertation, University of Toledo. Accessed September 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705.

MLA Handbook (7th Edition):

Krise, Kelsy Marie. “Exploring Learning Progressions of New Science Teachers.” 2015. Web. 22 Sep 2020.

Vancouver:

Krise KM. Exploring Learning Progressions of New Science Teachers. [Internet] [Doctoral dissertation]. University of Toledo; 2015. [cited 2020 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705.

Council of Science Editors:

Krise KM. Exploring Learning Progressions of New Science Teachers. [Doctoral Dissertation]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705


University of Vienna

18. Sebök, Kata. Professionswissen von Mathematik-LehrerInnen in Mentoring-Gesprächen - eine empirische Untersuchung.

Degree: 2019, University of Vienna

In den letzten Jahrzehnten wurde viel zu der Profession des Lehrberufs und zu den Wissensarten von (Mathematik-)Lehrenden geforscht. Die Vermittlung des notwendigen Wissens geschieht in… (more)

Subjects/Keywords: 31.99 Mathematik: Sonstiges; 81.77 Sekundarstufe II; 81.31 Lehrpersonal, Erziehungspersonal; 81.61 Didaktik, Hochschuldidaktik; LehrerInnenbildung / Professionswissen / Mathematikdidaktik / Mentoring; teacher education / professional knowledge / mathematics didactics / mentoring

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APA (6th Edition):

Sebök, K. (2019). Professionswissen von Mathematik-LehrerInnen in Mentoring-Gesprächen - eine empirische Untersuchung. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/59134/

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):

Sebök, Kata. “Professionswissen von Mathematik-LehrerInnen in Mentoring-Gesprächen - eine empirische Untersuchung.” 2019. Thesis, University of Vienna. Accessed September 22, 2020. http://othes.univie.ac.at/59134/.

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

MLA Handbook (7th Edition):

Sebök, Kata. “Professionswissen von Mathematik-LehrerInnen in Mentoring-Gesprächen - eine empirische Untersuchung.” 2019. Web. 22 Sep 2020.

Vancouver:

Sebök K. Professionswissen von Mathematik-LehrerInnen in Mentoring-Gesprächen - eine empirische Untersuchung. [Internet] [Thesis]. University of Vienna; 2019. [cited 2020 Sep 22]. Available from: http://othes.univie.ac.at/59134/.

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

Council of Science Editors:

Sebök K. Professionswissen von Mathematik-LehrerInnen in Mentoring-Gesprächen - eine empirische Untersuchung. [Thesis]. University of Vienna; 2019. Available from: http://othes.univie.ac.at/59134/

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

19. Elizabete da Silva Monteiro Stockhausen. Mentoring na unidade de TI de uma instituição bancária.

Degree: 2013, Universidade Católica de Brasilia

Em função das transformações organizacionais, as práticas em gestão de pessoas têm sido alteradas, visando um melhor entendimento sobre os talentos organizacionais bem como seu… (more)

Subjects/Keywords: gestão do conhecimento; tecnologia da informação; bancos; aprendizagem organizacional; CIENCIA DA INFORMACAO; mentoring; knowledge management; bank; CIENCIA DA INFORMACAO

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APA (6th Edition):

Stockhausen, E. d. S. M. (2013). Mentoring na unidade de TI de uma instituição bancária. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=2090

Chicago Manual of Style (16th Edition):

Stockhausen, Elizabete da Silva Monteiro. “Mentoring na unidade de TI de uma instituição bancária.” 2013. Masters Thesis, Universidade Católica de Brasilia. Accessed September 22, 2020. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=2090.

MLA Handbook (7th Edition):

Stockhausen, Elizabete da Silva Monteiro. “Mentoring na unidade de TI de uma instituição bancária.” 2013. Web. 22 Sep 2020.

Vancouver:

Stockhausen EdSM. Mentoring na unidade de TI de uma instituição bancária. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2013. [cited 2020 Sep 22]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=2090.

Council of Science Editors:

Stockhausen EdSM. Mentoring na unidade de TI de uma instituição bancária. [Masters Thesis]. Universidade Católica de Brasilia; 2013. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=2090

20. Gerretzen, Femke. Effects of mentoring on student teacher's perceived learning outcomes.

Degree: 2012, Leiden University

 This study focuses on the influence of the mentor’s approach and the student teacher’s relationship with his mentor on the student teacher’s perceived learning outcomes,… (more)

Subjects/Keywords: knowledge productivity; mentoring; student teacher; mentor

…measure if the mentoring has contributed to more knowledge is to measure the perceived knowledge… …a focus on desired outcomes in mentoring conversations, since the efforts put in knowledge… …also be useful for measuring if the student teacher appraises the mentoring as knowledge… …mentoring the dependent variable perceived knowledge productivity is used. The student teacher’s… …accepted the knowledge expressed in the discussions as relevant and related to 18 Mentoring and… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Gerretzen, F. (2012). Effects of mentoring on student teacher's perceived learning outcomes. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/19878

Chicago Manual of Style (16th Edition):

Gerretzen, Femke. “Effects of mentoring on student teacher's perceived learning outcomes.” 2012. Masters Thesis, Leiden University. Accessed September 22, 2020. http://hdl.handle.net/1887/19878.

MLA Handbook (7th Edition):

Gerretzen, Femke. “Effects of mentoring on student teacher's perceived learning outcomes.” 2012. Web. 22 Sep 2020.

Vancouver:

Gerretzen F. Effects of mentoring on student teacher's perceived learning outcomes. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1887/19878.

Council of Science Editors:

Gerretzen F. Effects of mentoring on student teacher's perceived learning outcomes. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/19878


University of Toledo

21. Kahle-Piasecki, Lisa M. Mentoring: What Organizations Need to Know to Improve Performance in the 21st Century Workplace.

Degree: PhD, Curriculum and Instruction: Educational Media, 2011, University of Toledo

Mentoring programs are frequently used in companies as a systemic solution to increase the performance of employees. Although the concept of mentoring dates back to… (more)

Subjects/Keywords: Management; Organizational Behavior; Mentoring; Performance Gap Analysis; Fortune 1000; human performance technology; systems viewpoint; program evaluation; knowledge transfer

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APA (6th Edition):

Kahle-Piasecki, L. M. (2011). Mentoring: What Organizations Need to Know to Improve Performance in the 21st Century Workplace. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309168391

Chicago Manual of Style (16th Edition):

Kahle-Piasecki, Lisa M. “Mentoring: What Organizations Need to Know to Improve Performance in the 21st Century Workplace.” 2011. Doctoral Dissertation, University of Toledo. Accessed September 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309168391.

MLA Handbook (7th Edition):

Kahle-Piasecki, Lisa M. “Mentoring: What Organizations Need to Know to Improve Performance in the 21st Century Workplace.” 2011. Web. 22 Sep 2020.

Vancouver:

Kahle-Piasecki LM. Mentoring: What Organizations Need to Know to Improve Performance in the 21st Century Workplace. [Internet] [Doctoral dissertation]. University of Toledo; 2011. [cited 2020 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309168391.

Council of Science Editors:

Kahle-Piasecki LM. Mentoring: What Organizations Need to Know to Improve Performance in the 21st Century Workplace. [Doctoral Dissertation]. University of Toledo; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309168391


Vrije Universiteit Amsterdam

22. Velzen, C.P. van. Guiding learning teaching: Towards a pedagogy of work-based teacher education .

Degree: 2013, Vrije Universiteit Amsterdam

Subjects/Keywords: teacher education; work-based education; mentoring; practical knowledge

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APA (6th Edition):

Velzen, C. P. v. (2013). Guiding learning teaching: Towards a pedagogy of work-based teacher education . (Doctoral Dissertation). Vrije Universiteit Amsterdam. Retrieved from http://hdl.handle.net/1871/47569

Chicago Manual of Style (16th Edition):

Velzen, C P van. “Guiding learning teaching: Towards a pedagogy of work-based teacher education .” 2013. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed September 22, 2020. http://hdl.handle.net/1871/47569.

MLA Handbook (7th Edition):

Velzen, C P van. “Guiding learning teaching: Towards a pedagogy of work-based teacher education .” 2013. Web. 22 Sep 2020.

Vancouver:

Velzen CPv. Guiding learning teaching: Towards a pedagogy of work-based teacher education . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2013. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1871/47569.

Council of Science Editors:

Velzen CPv. Guiding learning teaching: Towards a pedagogy of work-based teacher education . [Doctoral Dissertation]. Vrije Universiteit Amsterdam; 2013. Available from: http://hdl.handle.net/1871/47569


East Tennessee State University

23. Perkins, Arland Early. School Principals’ Sources of Knowledge.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district.… (more)

Subjects/Keywords: school principals; knowledge sources; mentoring; school leadership; Educational Administration and Supervision; Educational Leadership; Other Education; Other Educational Administration and Supervision

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APA (6th Edition):

Perkins, A. E. (2014). School Principals’ Sources of Knowledge. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2353

Chicago Manual of Style (16th Edition):

Perkins, Arland Early. “School Principals’ Sources of Knowledge.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed September 22, 2020. https://dc.etsu.edu/etd/2353.

MLA Handbook (7th Edition):

Perkins, Arland Early. “School Principals’ Sources of Knowledge.” 2014. Web. 22 Sep 2020.

Vancouver:

Perkins AE. School Principals’ Sources of Knowledge. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2020 Sep 22]. Available from: https://dc.etsu.edu/etd/2353.

Council of Science Editors:

Perkins AE. School Principals’ Sources of Knowledge. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2353


University of Toronto

24. Radhakrishnan, Arun. The Use of Information and Communication Technologies for Knowledge Translation in a Mentoring Network of Physicians to Optimize Roles in the Management of Chronic Pain.

Degree: 2013, University of Toronto

This study seeks to understand how collaborative information communication technologies (cICT) are used to support knowledge translation and optimize physician’s roles in chronic pain management.… (more)

Subjects/Keywords: knowledge translation; chronic pain; information and communication technologies; role optimization; mentoring; communities of practice; physicians; 0769

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APA (6th Edition):

Radhakrishnan, A. (2013). The Use of Information and Communication Technologies for Knowledge Translation in a Mentoring Network of Physicians to Optimize Roles in the Management of Chronic Pain. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35678

Chicago Manual of Style (16th Edition):

Radhakrishnan, Arun. “The Use of Information and Communication Technologies for Knowledge Translation in a Mentoring Network of Physicians to Optimize Roles in the Management of Chronic Pain.” 2013. Masters Thesis, University of Toronto. Accessed September 22, 2020. http://hdl.handle.net/1807/35678.

MLA Handbook (7th Edition):

Radhakrishnan, Arun. “The Use of Information and Communication Technologies for Knowledge Translation in a Mentoring Network of Physicians to Optimize Roles in the Management of Chronic Pain.” 2013. Web. 22 Sep 2020.

Vancouver:

Radhakrishnan A. The Use of Information and Communication Technologies for Knowledge Translation in a Mentoring Network of Physicians to Optimize Roles in the Management of Chronic Pain. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1807/35678.

Council of Science Editors:

Radhakrishnan A. The Use of Information and Communication Technologies for Knowledge Translation in a Mentoring Network of Physicians to Optimize Roles in the Management of Chronic Pain. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35678


Northeastern University

25. Bettencourt, Elizabeth Ann. Redefining mentoring: an evaluation of a second-year teacher mentoring program.

Degree: EdD, School of Education, 2012, Northeastern University

Mentoring programs for beginning teachers have garnered much attention in the field of education in the past decade. There is an increasing call for the… (more)

Subjects/Keywords: action research; beginning teachers; collaboration; instructional knowledge; mentoring; reflective practice; Education; Teacher Education and Professional Development

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APA (6th Edition):

Bettencourt, E. A. (2012). Redefining mentoring: an evaluation of a second-year teacher mentoring program. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002824

Chicago Manual of Style (16th Edition):

Bettencourt, Elizabeth Ann. “Redefining mentoring: an evaluation of a second-year teacher mentoring program.” 2012. Doctoral Dissertation, Northeastern University. Accessed September 22, 2020. http://hdl.handle.net/2047/d20002824.

MLA Handbook (7th Edition):

Bettencourt, Elizabeth Ann. “Redefining mentoring: an evaluation of a second-year teacher mentoring program.” 2012. Web. 22 Sep 2020.

Vancouver:

Bettencourt EA. Redefining mentoring: an evaluation of a second-year teacher mentoring program. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/2047/d20002824.

Council of Science Editors:

Bettencourt EA. Redefining mentoring: an evaluation of a second-year teacher mentoring program. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002824


University of Canterbury

26. Dunham, Annette Heather. Knowledge Management in the Context of an Ageing Workforce: Organizational Memory and Mentoring.

Degree: PhD, Psychology, 2010, University of Canterbury

 Organizational memory has significant potential for companies’ competitive advantage, with mentoring considered a particularly effective method of transferring this knowledge. Older workers are often considered… (more)

Subjects/Keywords: Organizational Memory; Mentoring; Ageing Workforce; Knowledge Sharing; Scale Development

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APA (6th Edition):

Dunham, A. H. (2010). Knowledge Management in the Context of an Ageing Workforce: Organizational Memory and Mentoring. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/8855

Chicago Manual of Style (16th Edition):

Dunham, Annette Heather. “Knowledge Management in the Context of an Ageing Workforce: Organizational Memory and Mentoring.” 2010. Doctoral Dissertation, University of Canterbury. Accessed September 22, 2020. http://dx.doi.org/10.26021/8855.

MLA Handbook (7th Edition):

Dunham, Annette Heather. “Knowledge Management in the Context of an Ageing Workforce: Organizational Memory and Mentoring.” 2010. Web. 22 Sep 2020.

Vancouver:

Dunham AH. Knowledge Management in the Context of an Ageing Workforce: Organizational Memory and Mentoring. [Internet] [Doctoral dissertation]. University of Canterbury; 2010. [cited 2020 Sep 22]. Available from: http://dx.doi.org/10.26021/8855.

Council of Science Editors:

Dunham AH. Knowledge Management in the Context of an Ageing Workforce: Organizational Memory and Mentoring. [Doctoral Dissertation]. University of Canterbury; 2010. Available from: http://dx.doi.org/10.26021/8855


Linnaeus University

27. Metz, Joep. Can leadership be taught : a study about leadership development in education.

Degree: Organisation and Entrepreneurship, 2015, Linnaeus University

  Historically there has been an ongoing debate whether leadership is innate behaviour, a trait or a skill. I believe leadership is both a skill… (more)

Subjects/Keywords: Caretaking; emotional intelligence; empathy; ethical leadership; explicit knowledge; feedback; innateness; integrity; leadership; leadership development; learning; mentoring; morality; reflection; self-awareness; tacit knowledge; willingness; Business Administration; Företagsekonomi

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APA (6th Edition):

Metz, J. (2015). Can leadership be taught : a study about leadership development in education. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43967

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):

Metz, Joep. “Can leadership be taught : a study about leadership development in education.” 2015. Thesis, Linnaeus University. Accessed September 22, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43967.

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

MLA Handbook (7th Edition):

Metz, Joep. “Can leadership be taught : a study about leadership development in education.” 2015. Web. 22 Sep 2020.

Vancouver:

Metz J. Can leadership be taught : a study about leadership development in education. [Internet] [Thesis]. Linnaeus University; 2015. [cited 2020 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43967.

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

Council of Science Editors:

Metz J. Can leadership be taught : a study about leadership development in education. [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43967

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


Universidade Federal da Bahia

28. José Mário de Araújo Júnior. A aprendizagem organizacional em organizações de comunicação intensivas em conhecimento: o caso da agência de comunicação engenho novo.

Degree: 2008, Universidade Federal da Bahia

Organizations pertaining to the society of knowledge are characterized by, among other factors, the utilization of knowledge in their processes. Thus, for this valuable ingredient… (more)

Subjects/Keywords: mentoria; perspectiva sócio prática; aprendizagem organizacional; organizações intensivas em conhecimento; ADMINISTRACAO DE RECURSOS HUMANOS; knowledge intensive firms; learning organization; socio practice perspective; mentoring

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APA (6th Edition):

Júnior, J. M. d. A. (2008). A aprendizagem organizacional em organizações de comunicação intensivas em conhecimento: o caso da agência de comunicação engenho novo. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1590

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):

Júnior, José Mário de Araújo. “A aprendizagem organizacional em organizações de comunicação intensivas em conhecimento: o caso da agência de comunicação engenho novo.” 2008. Thesis, Universidade Federal da Bahia. Accessed September 22, 2020. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1590.

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

MLA Handbook (7th Edition):

Júnior, José Mário de Araújo. “A aprendizagem organizacional em organizações de comunicação intensivas em conhecimento: o caso da agência de comunicação engenho novo.” 2008. Web. 22 Sep 2020.

Vancouver:

Júnior JMdA. A aprendizagem organizacional em organizações de comunicação intensivas em conhecimento: o caso da agência de comunicação engenho novo. [Internet] [Thesis]. Universidade Federal da Bahia; 2008. [cited 2020 Sep 22]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1590.

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

Council of Science Editors:

Júnior JMdA. A aprendizagem organizacional em organizações de comunicação intensivas em conhecimento: o caso da agência de comunicação engenho novo. [Thesis]. Universidade Federal da Bahia; 2008. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1590

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


University of Plymouth

29. Sani, Naomi Jane. The successes and limitations of retraining non-specialist teachers to teach mathematics.

Degree: PhD, 2019, University of Plymouth

 Acknowledging that there are simply too few mathematics teachers, the UK government is investing significantly in retraining programmes to equip non-specialist teachers to teach mathematics.… (more)

Subjects/Keywords: Shortage of subject specialist mathematics teachers; Effective mathematics teaching; Retraining non-specialist teachers; Subject knowledge; Mentoring and coaching; Collaborative practice; Limitations and constraints

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

APA (6th Edition):

Sani, N. J. (2019). The successes and limitations of retraining non-specialist teachers to teach mathematics. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/14241

Chicago Manual of Style (16th Edition):

Sani, Naomi Jane. “The successes and limitations of retraining non-specialist teachers to teach mathematics.” 2019. Doctoral Dissertation, University of Plymouth. Accessed September 22, 2020. http://hdl.handle.net/10026.1/14241.

MLA Handbook (7th Edition):

Sani, Naomi Jane. “The successes and limitations of retraining non-specialist teachers to teach mathematics.” 2019. Web. 22 Sep 2020.

Vancouver:

Sani NJ. The successes and limitations of retraining non-specialist teachers to teach mathematics. [Internet] [Doctoral dissertation]. University of Plymouth; 2019. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10026.1/14241.

Council of Science Editors:

Sani NJ. The successes and limitations of retraining non-specialist teachers to teach mathematics. [Doctoral Dissertation]. University of Plymouth; 2019. Available from: http://hdl.handle.net/10026.1/14241


University of Georgia

30. Brewton, Jadonna. Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers.

Degree: 2017, University of Georgia

 Having experienced colleagues observe new mathematics instructors’ teaching and provide feedback is an integral part of professional development for new teachers. This descriptive multiple-case study… (more)

Subjects/Keywords: college calculus teaching; feedback; mathematical knowledge for teaching (MKT); mathematical understanding for secondary teaching (MUST); mathematics teaching; mentoring; peer or colleague observation of teaching; professional development; reflective practice

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

APA (6th Edition):

Brewton, J. (2017). Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36630

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):

Brewton, Jadonna. “Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers.” 2017. Thesis, University of Georgia. Accessed September 22, 2020. http://hdl.handle.net/10724/36630.

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

MLA Handbook (7th Edition):

Brewton, Jadonna. “Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers.” 2017. Web. 22 Sep 2020.

Vancouver:

Brewton J. Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers. [Internet] [Thesis]. University of Georgia; 2017. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10724/36630.

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

Council of Science Editors:

Brewton J. Experienced colleagues’ observation feedback on mathematics instructional practices of first-time calculus teachers. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36630

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

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