Author : Rebecca L. Farrell
Publisher :
Page : 243 pages
File Size : 33,3 MB
Release : 2007
Category : Doctoral students
ISBN : 9781109966312
It is important to note that these results, which provide a small glimpse to mentoring, cannot be generalized. Implications, however, can be drawn. Mentorship could potentially impact retention and graduation rates and promote professional continuity and identity. Obtaining a richer comprehension of mentorship is required and will most likely enable the profession to maximize practices in an effective and ethical manner, address acclimation, and ensure its longevity.
Author : Glinda Jeanette Rawls
Publisher :
Page : 416 pages
File Size : 17,87 MB
Release : 2008
Category : Counseling
ISBN :
The demands of research and pressure to publish have been identified as reasons doctoral graduates in counselor education infrequently choose faculty careers (Maples, Altekruse, & Testa, 1993; Swickert, 1997). Despite this finding, the counselor education literature provides very little information on doctoral students' research self-efficacy or perceived ability to complete research-related tasks (Bieschke, Bishop, & Herbert, 1995). In addition, research mentoring can enhance research self-efficacy (Hollingsworth & Fassinger, 2002), yet it too remains understudied. Research mentoring involves someone more experienced promoting research skill, awareness, and productivity to someone less experienced (Dohm & Cummings, 2002). Few studies have explored research self-efficacy, research mentoring, and occupational commitment (motivation to work as a counselor educator) in counselor education doctoral students. This study investigated the relationship between research self-efficacy and research mentoring experiences and the degree to which these two variables predict occupational commitment. Doctoral students (n[equals]525) who were members of the Association for Counselor Education and Supervision (ACES) were surveyed using questions from the Self-Efficacy in Research Measure (Kahn & Scott 1997), Research Mentoring Experiences Scale (Hollingsworth & Fassinger, 2002) and Occupational Commitment Scale (Blau, 2003). Nearly half of the students (47%) completed the online survey. Counselor education doctoral students reported high levels of research self-efficacy and occupational commitment, but low satisfaction with their research mentoring experiences. Male doctoral students, in particular, reported significantly lower satisfaction with their research mentoring experiences than females. Results from Pearson correlation showed an inverse relationship between research self-efficacy and research mentoring experiences, as well as occupational commitment and research mentoring experiences. This finding suggests that students with high perceived research self-efficacy and low satisfaction with their research mentoring experiences had high occupational commitment towards faculty careers. Conversely, students with low perceived research self-efficacy and high satisfaction with their research mentoring experiences had low occupational commitment. Additionally, linear regression analysis established research mentoring experiences as the stronger predictor of occupational commitment. Implications for doctoral training in counselor education are discussed.
Author : Phillip L. Waalkes
Publisher :
Page : 242 pages
File Size : 50,1 MB
Release : 2016
Category : College teachers
ISBN :
"Teaching is often an area of great challenge for counselor educators in their first two years of full-time employment, as many report feeling overwhelmed in adapting to the myriad of responsibilities of a counselor educator (Buller, 2013; Carter et al., 1994; Magnuson, 2002; Magnuson et al., 2004). Beginning counselor educators often struggle through an often frustrating, trial and error process of developing their teaching during the first few years of full-time employment (Buller, 2013; Castellano, 2002; Magnuson, 2002). They also find teaching to be a time and energy consuming process (Magnuson, 2002; Magnuson et al., 2004; Magnuson et al., 2009). Yet, beginning counselor educators report that they did not feel adequately trained in teaching by their counselor education programs (Buller, 2013; Hall & Hulse, 2009; Protivnak & Foss, 2009). Counselor educators also report wishing they had more mentoring in the development of their teaching, both in their doctoral programs and as a new faculty member (Hall & Hulse, 2009; Magnuson, 2002; Magnuson et al., 2004; Protivnak & Foss, 2009). Numerous researchers have argued for more extensive doctoral teaching preparation (Buller, 2013; Carter et al., 1994; Hall & Hulse, 2009; Heppner, 1994; Hunt & Gilmore, 2011; Lanning, 1990; Tollerud, 1990). Doctoral teaching preparation can help future counselor educators feel better prepared to teach (Hall & Hulse, 2009), increase their self-efficacy in teaching (Baltrinic, et al., 2016; Heppner, 1994; Tollerud, 1990), and increase their autonomy in teaching (Baltrinic, et al., 2016). However, few studies have examined teaching preparation practices of doctoral counselor education programs and the experiences of their students. Therefore, investigating beginning counselor educators' experiences of their doctoral teaching preparation and teaching mentorship in this study using Consensual Qualitative Research (CQR) methodology could be an important first step towards improving methods of training and mentoring for the development of teaching. Nine individual interviews were conducted with beginning counselor educators to better understand their experiences of doctoral teaching preparation and teaching mentorship. The CQR data analysis procedure helped the researchers identify eleven domains relating to participants' experiences: (a) pre-doctoral experiences, (b) doctoral experiences, (c) shortcomings in training, (d) components of teaching, (e) feedback, (f) support, (g) emotions, (h) professional identity, (i) systemic factors, (j) reactions to the research, and (k) other. Research findings and implications of these findings for doctoral counselor education programs and teaching mentors are discussed."--Abstract from author supplied metadata.
Author : John T. Petko
Publisher :
Page : 232 pages
File Size : 25,52 MB
Release : 2012
Category :
ISBN :
Doctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop & Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth & Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.
Author : Jane E. Atieno Okech
Publisher : John Wiley & Sons
Page : 221 pages
File Size : 36,41 MB
Release : 2018-09-10
Category : Education
ISBN : 1119535190
This distinctive text provides master’s- and doctoral-level students, as well as new professionals, with a thorough exploration of the range of responsibilities, working conditions, roles, evaluation criteria, benefits, and challenges experienced by counselor educators. Each chapter focuses on a key aspect of the field, including teaching; supervision; mentoring; gatekeeping; research and grant writing; tenure; adjunct, part-time, and nontenured positions; program administration; leadership; and collegiality and wellness. Case vignettes and personal narratives from counselor educators are engaging and informative, and literature reviews are useful for introducing students to the material covered. *Requests for digital versions from ACA can be found on www.wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to [email protected]
Author : Beverly J. Irby
Publisher : John Wiley & Sons
Page : 640 pages
File Size : 21,83 MB
Release : 2020-03-10
Category : Education
ISBN : 1119142881
The first collection in the area of mentoring that applies theory to real-world practice, research, programs, and recommendations from an international perspective In today’s networked world society, mentoring is a crucial area for study that requires a deep international understanding for effective implementation. Despite the immense benefits of mentoring, current literature on this subject is surprisingly sparse. The Wiley International Handbook of Mentoring fills the need for a comprehensive volume of in-depth information on the different types of mentoring programs, effective mentoring practices, and emerging practical and applicable theories. Based on sound research methodologies, this unique text presents original essays by experts from over ten different countries, demonstrating the ways mentoring can make a difference in the workplace and in the classroom; these experts have an understanding of mentoring worldwide having worked in mentoring in over forty countries. Each of the Handbook’s four sections—mentoring paradigms, practices, programs, and possibilities—include a final synthesis chapter authored by the section editors that captures the essence of the lessons learned, applies a global context, and recommends research avenues for further exploration. This innovative volume demonstrates how mentoring in any culture can help employees to complete tasks and advance in their positions, aid in socialization and assimilation in various settings, provide diverse groups access to resources and information, navigate through personalities, politics, policies, and procedures, and much more. Offers an inclusive, international perspective that supports moving mentoring into a discipline of its own and lays a theoretical foundation for further research Shows how emerging practical theories can be implemented in actual programs and various scenarios Examines a wide range of contemporary paradigms, practices, and programs in the field of mentoring, including a panorama of introspections on mentoring from international scholars and practitioners Includes historical and epistemological content, background information and definitions, and overviews of fundamental aspects of mentoring The Wiley International Handbook of Mentoring is an essential volume for a global readership, particularly teachers of mentoring courses, trainers, and researchers and practitioners in a variety of fields such as business, education, government, politics, sciences, industry, or sports.
Author : Steven Odipo Siaji
Publisher :
Page : 128 pages
File Size : 17,23 MB
Release : 2020
Category : African American graduate students
ISBN :
This phenomenological qualitative inquiry explored the lived experiences of African American/Black (AA/Black) doctoral counselor education and supervision students in relation to faculty-student mentoring relationships. The literature review provides a theoretical framework based on Miller’s (1976) theory of relational-cultural theory. Data were collected through a demographic survey and in-depth telephone interviews. Data analysis included identifying participants’ significant themes, utilizing themes to create structural and textural descriptions, and ultimately describing the essence of participants’ experiences. The five themes that emerged, related to participants’ lived experiences, were these: belonging within the African American/Black community, coping, racism, and multiculturalism. The study results suggest that there was a dearth of faculty-student mentoring relationships, and some participants reported poor relationships with some White faculty and peers, negative student experiences, lack of confidence, and negative team interactions.
Author : Raymond L. Calabrese
Publisher : R&L Education
Page : 163 pages
File Size : 38,48 MB
Release : 2010-08-16
Category : Education
ISBN : 1607094517
This book focuses on using faculty mentoring to empower doctoral students to successfully complete their doctoral studies. The book is a collection of mentoring chapters showcasing professors and dissertation advisors from the most prestigious universities in the United States. They provide an extraordinary range of mentoring advice that speaks directly to the doctoral student. Each chapter addresses a professional or personal component of the doctoral process that represents how these exceptional faculty best mentor their doctoral students. Faculty contributions exemplify diverse perspectives of mentoring: (a) Some faculty are direct and forthright, pointing the mentee toward his/her destination; (b) some faculty share personal experiences-offering mentoring advice from the perspective of someone who traveled a similar path; and (c) some faculty structure a dialogue between the faculty as mentor and you as the doctoral student. In all cases, they open possibilities for achieving success in doctoral studies. Students discover clues to follow during their doctoral journey. Whether the student is just beginning to think about entering a doctoral program, presently taking course studies, under stress, and doesn't know what the future offers, this is an ideal book because it maps the entire doctoral process.
Author : LaSonda Wells
Publisher :
Page : 144 pages
File Size : 19,54 MB
Release : 2016
Category : Counseling
ISBN :
High attrition rates among doctoral students are of great concern. Based on national statistics in the United States, at least 50% of students who start a doctoral program do not complete their degree (Council of Graduate Schools, 2008; Lovitts, 2000). Although factors leading to attrition can vary given the individual student and the discipline, the faculty-student relationship is the most commonly noted problematic factor across disciplines (Fedynich & Bain, 2011; Lovitts, 2001). However, the research on doctoral advisor-advisee relationships remains sparse, particularly in counselor education (Protivnak & Foss, 2009). The purpose of this study was to explore the demographic profile of counselor educators during the dissertation phase of their doctoral programs by examining counselor educators' expectations of an ideal mentor, perceptions of their advisory working alliance and perceptions of their advisors' willingness to mentor, as experienced during the dissertation phase of their doctoral programs. Additionally, this study explored the relationship of these perceptions and cross-cultural advising based on differing gender, race, or both with time-to-degree. This study was motivated by five research questions: (1) What were the ideal mentor expectations of counselor educators during the dissertation phase of their doctoral programs? (2) What were the perceived advisory working alliance experiences of counselor educators during the dissertation phase of their doctoral programs? (3) What is the relationship between perceived advisory working alliance as measured by the AWAI-S and time-to-degree? (4) What is the relationship between perceived willingness to mentor and time-to-degree? (5) What is the relationship between cross-cultural advising based on differing gender, race, or both and time-to-degree? The research design chosen for this study was retrospective cross-sectional survey design. The data were collected through three online self-administered instruments (a) the Ideal Mentor Scale (IMS; Rose 2003, 2005); (b) the Advisory Working Alliance Inventory-Student Version (AWAI-S; Schlosser & Gelso, 2001); and (c) a demographic questionnaire. The researcher utilized a purposive sampling method to solicit full-time and adjunct counselor educators working in CACREP-accredited master's and doctoral counseling programs across the United States. Participants were encouraged to reflect on their experience during the dissertation phase of their doctoral program. The findings support that the phenomenon of mentoring in doctoral education is as valued and expected in Counselor Education as it is in other disciplines. However, there was neither a statistically significant relationship between time-to-degree and perception of dissertation advisory working alliance, nor did advisory working alliance, perception of advisor's willingness to mentor, or cross-cultural advising relationships predict time-to-degree. However, expectations of an ideal mentor and the perceptions of the advisory working alliance provided insight into the dissertation advising experiences of counselor educators. Limitations of this study, implications for Counselor Education and doctoral training and recommendations for future research are identified.
Author : Mark James Hager
Publisher :
Page : 404 pages
File Size : 39,55 MB
Release : 2003
Category : Mentoring in education
ISBN :
