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Mentoring for the Educational Leadership Professoriate: Perspectives from Jay D. Scribner Mentoring Award Recipients and Mentees

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Title: Mentoring for the Educational Leadership Professoriate: Perspectives from Jay D. Scribner Mentoring Award Recipients and Mentees
Language: English
Authors: Hackmann, Donald G., Malin, Joel R.
Source: Journal of Research on Leadership Education. Sep 2019 14(3):236-260.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mentors, Awards, Professional Recognition, Instructional Leadership, College Faculty, Teacher Attitudes, Friendship, Letters (Correspondence), Career Development, Institutional Characteristics, Organizational Culture, Interpersonal Relationship, Groups, Research, Graduate Students, Teacher Student Relationship, Models, Professional Identity
DOI: 10.1177/1942775118763336
ISSN: 1942-7751
Abstract: This article presents findings from a study of Jay D. Scribner Award recipients. The purposes were to learn why professors engage in mentoring and to identify activities and supports provided to mentees. Interviews were held with the 12 recipients and 24 mentees who submitted letters in support of their nominations, with Mertz's conceptual model of mentoring guiding data analysis. Findings revealed mentoring activities were based upon mentees' career stages and institutional contexts, and aligned with Mertz's mentoring continuum. Relationships emerged informally, included individual and group mentoring, were characterized by relational equality, and resulted in long-term research partnerships and friendships.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1223935
Database: ERIC
FullText Text:
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  Data: Mentoring for the Educational Leadership Professoriate: Perspectives from Jay D. Scribner Mentoring Award Recipients and Mentees
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  Data: <searchLink fieldCode="AR" term="%22Hackmann%2C+Donald+G%2E%22">Hackmann, Donald G.</searchLink><br /><searchLink fieldCode="AR" term="%22Malin%2C+Joel+R%2E%22">Malin, Joel R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Leadership+Education%22"><i>Journal of Research on Leadership Education</i></searchLink>. Sep 2019 14(3):236-260.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Awards%22">Awards</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Recognition%22">Professional Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Letters+%28Correspondence%29%22">Letters (Correspondence)</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Culture%22">Organizational Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Groups%22">Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink>
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  Data: 10.1177/1942775118763336
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  Data: This article presents findings from a study of Jay D. Scribner Award recipients. The purposes were to learn why professors engage in mentoring and to identify activities and supports provided to mentees. Interviews were held with the 12 recipients and 24 mentees who submitted letters in support of their nominations, with Mertz's conceptual model of mentoring guiding data analysis. Findings revealed mentoring activities were based upon mentees' career stages and institutional contexts, and aligned with Mertz's mentoring continuum. Relationships emerged informally, included individual and group mentoring, were characterized by relational equality, and resulted in long-term research partnerships and friendships.
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  Data: EJ1223935
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        Value: 10.1177/1942775118763336
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      – Text: English
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        PageCount: 25
        StartPage: 236
    Subjects:
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Awards
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      – SubjectFull: Professional Recognition
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Career Development
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Organizational Culture
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Groups
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