Sentence examples for instructional mentoring from inspiring English sources

Stes and colleagues (2010), reviewing the handful of studies empirically examining the effects of instructional mentoring or coaching in higher education, noted an increase in teacher attitudes (Finkelstein, 1995; Gallos et al., 2005; McShannon and Hynes, 2005) and knowledge (Harnish and Wild, 1993) after peer mentoring and coaching.

According to the NCTQ's standards, an effective mentor must have 3 qualities: experience, instructional effectiveness and mentoring ability.

The final emerging themes were mentoring support covering both instructional and personal social support.

Teacher educators should pay attention to the influences of instructional contexts on mentoring and the kinds of learning opportunities that mentoring creates for novice teachers in different contexts.

We also reference the few empirical studies analyzing the effectiveness of feedback, mentoring, and coaching given as part of university faculty instructional development (Stes et al. 2010).

The instructional rating scale was a modified version of a longer one validated at Stanford University including items about counseling and mentoring not relevant to this study [ 27].

Intelligent tutoring and mentoring systems.

It provided funding for research reported by the first books in this area (Crowder 1959; Coulson 1962) and, soon thereafter, design and development of the MENTOR programming language and the MENTOR instructional program (Feurzeig 1969), which evidently was the first ITS (a term that emerged later).

Given that GTAs may be future faculty members at academic institutions, there is also a need to carefully mentor GTAs and provide them with advanced instructional assignments as they progress in their teaching experience (Braxton et al., 1995); however, GTA assignments are typically made to cover departmental needs and not the professional development needs of future faculty members (Austin, 2002).

Likewise, GTAs could take courses on effective teaching practices, be mentored, have their teaching evaluated by peers and faculty, and apply their teaching skills in increasingly independent instructional roles.

"What do they mentor?