Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Addressing Sources of Collateral Damage in Four Mentoring Programs


by Gary M. Kilburg & Thomas Emerson Hancock — 2006

This article examines the types of recurring problems that can inhibit K–12 mentoring team relationships and intervention strategies to remedy those problems. The study examines 149 mentoring teams in four school districts over a 2-year period. Data collection was coordinated by the researcher who was also the trainer for the four school districts' mentoring programs. Each year of the study, the survey and interview processes were repeated. From the analysis of data, the research team identified a common set of recurring problems during both years. Intervention strategies were then identified, introduced, and assessed. Results indicate the need for continual assessment of mentoring programs and mentoring team relationships, financial commitment from the school district, a rigorous mentor selection process, and providing in-service and workshop opportunities for problem solving.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Addressing Sources of Collateral Damage in Four Mentoring Programs
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 108 Number 7, 2006, p. 1321-1338
http://www.tcrecord.org ID Number: 12558, Date Accessed: 12/15/2017 10:58:57 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Gary Kilburg
    George Fox University
    E-mail Author
    GARY M. KILBURG is a professor of education and director of the Mentoring Institute for the School of Education, George Fox University. His scholarly interests include conflict resolution in K–12 mentoring programs, E-mentoring, mentoring in higher education, and classroom management practices in middle and secondary schools. Gary’s most recent publications include a book review in May 2004 for Teachers College Record and a chapter in the book Mentoring Works: A Sourcebook for School Leaders, Vol. II (forthcoming).
  • Thomas Hancock
    George Fox University
    THOMAS EMERSON HANCOCK is an associate professor of educational psychology at George Fox University. His most recent research interests are accessing spirituality and testing to support instruction. His previous publications were focused on instructional feedback, study skills, and student modeling in CBT. Tom has helped found two schools where he served as principal and teacher.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS