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Although diversity and leadership are not new concepts, the
changing of populations, advances in technology, and development of
theoretical perspectives have led to the emergence of diversity
leadership as an important field of study. As technology continues
to bring people together, it aids in the organizational approach of
embracing uniqueness and finding innovative ways to reach higher
levels of performance. Technology as a Tool for Diversity
Leadership: Implementation and Future Implications focuses on the
technological connections between diversity leadership and the
focus on inclusivity, evolvement, and communication to meet the
needs of multicultural environments. This book highlights societal
implications in real-world problems and performance improvement in
organizations.
Although cultural issues have a powerful influence on the failure
and success of mentoring programs and relationships, there is scant
research on this area and little in the way of guidelines that
practitioners can use to help assure mentoring success. This book
seeks to expand our knowledge and understanding of this topic and
to foster the use of this information to enhance practice and
research. The book is unique in a number of ways and will be an
important resource for all those engaged in mentoring endeavors and
for those conducting research in this area. First, it presents
research findings on the cultural impact of mentoring at the
individual relational level, at the organizational level, and
within the structures of the society. Secondly, the chapters
describe mentoring from an international perspective including
programs from Africa, Australia, Canada, Finland, India, Ireland,
Korea, Scotland, Sweden and the United States. Third, the book is
research based and yet, can be easily applied to practice. Chapters
provide information on lessons learned and also include reflective
questions to enable the reader to delve more deeply into the
constructs and findings in order to apply them to their own
practice and research. This makes the book an ideal resource for
training mentors and mentees, for designing mentoring programs, for
teaching about mentoring, and for establishing and maintaining
mentoring relationships. It also will be of value to those who are
engaged in conducting research on how to create and maintain
successful mentoring relationships and programs.
Across the Domains presents research that points to what "really
matters" in what is such a complex field of practice. Across the
Domains consists of twelve chapters. Both formal and informal
mentoring programs are examined, from the perspective of both the
mentor and mentee. There are traditional mentor-mentee
relationships, e-mentoring, face-to- face mentoring, and blended
mentoring studies. Included are mentors from higher education,
school-based adminis- trators, teacher leaders, and classroom
teachers. Represented is both a national and international
perspective. Ques- tions for chapter reflection are included. This
book is written for university faculty teaching and interested in
furthering the research, development, and dis- semination of
mentoring programs in Teacher Education, Educational Leadership and
Higher Education Programs. In addition, this book would be
beneficial for leaders of mentoring initiatives at a State
Department of Education; P-12 Central Office Staff Program,
Professional Developers, and School-based leaders; and researchers
and practitioners who are members of organizations focused on
mentoring.
Across the Domains presents research that points to what "really
matters" in what is such a complex field of practice. Across the
Domains consists of twelve chapters. Both formal and informal
mentoring programs are examined, from the perspective of both the
mentor and mentee. There are traditional mentor-mentee
relationships, e-mentoring, face-to- face mentoring, and blended
mentoring studies. Included are mentors from higher education,
school-based adminis- trators, teacher leaders, and classroom
teachers. Represented is both a national and international
perspective. Ques- tions for chapter reflection are included. This
book is written for university faculty teaching and interested in
furthering the research, development, and dis- semination of
mentoring programs in Teacher Education, Educational Leadership and
Higher Education Programs. In addition, this book would be
beneficial for leaders of mentoring initiatives at a State
Department of Education; P-12 Central Office Staff Program,
Professional Developers, and School-based leaders; and researchers
and practitioners who are members of organizations focused on
mentoring.
Although cultural issues have a powerful influence on the failure
and success of mentoring programs and relationships, there is scant
research on this area and little in the way of guidelines that
practitioners can use to help assure mentoring success. This book
seeks to expand our knowledge and understanding of this topic and
to foster the use of this information to enhance practice and
research. The book is unique in a number of ways and will be an
important resource for all those engaged in mentoring endeavors and
for those conducting research in this area. First, it presents
research findings on the cultural impact of mentoring at the
individual relational level, at the organizational level, and
within the structures of the society. Secondly, the chapters
describe mentoring from an international perspective including
programs from Africa, Australia, Canada, Finland, India, Ireland,
Korea, Scotland, Sweden and the United States. Third, the book is
research based and yet, can be easily applied to practice. Chapters
provide information on lessons learned and also include reflective
questions to enable the reader to delve more deeply into the
constructs and findings in order to apply them to their own
practice and research. This makes the book an ideal resource for
training mentors and mentees, for designing mentoring programs, for
teaching about mentoring, and for establishing and maintaining
mentoring relationships. It also will be of value to those who are
engaged in conducting research on how to create and maintain
successful mentoring relationships and programs.
This volume comprises two parts. Part I provides background
material for the teacher and answers important questions and Part
II contains the five lessons. Each classroom-tested, inquiry-based
investigation follows the BSCS 5E Instructional Model.
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