The SAGE Handbook of Mentoring and Coaching in Education
Publication Year: 2012
This Handbook is a leading source of ideas and information on mentoring and coaching. It covers national and international research on schools, higher education, and disciplines within and beyond education. The editors draw together contributions and present evidence bases and alternative worldviews in which concepts are both untangled and substantiated. Unique in its coverage, it maps current knowledge and understanding, and values and skills underpinning educational mentoring and coaching for learning. Contributors set out practical applications of coaching and mentoring for practitioners and researchers and also address social justice issues, such as those involving traditional and technical forms of mentoring and coaching, democratic and accountability agendas, and institutional and historical patterns of learning.
- Front Matter
- Back Matter
- Subject Index
- Editors' Introduction
- Section 1: Overviews of Mentoring and Coaching
- Chapter 1: Mentoring: An Overview
- Chapter 2: Coaching: An Overview
- Section 2: Skills, Values and Understandings
- Chapter 3: Improving Coaching by and for School Teachers
- Chapter 4: Fostering Face-to-Face Mentoring and Coaching
- Chapter 5: Fostering the Use of Web-Based Technology in Mentoring and Coaching
- Chapter 6: Operationalizing Phases of Mentoring Relationships
- Section 3: Culturally Based Concepts
- Chapter 7: Educating the Critically Reflective Mentor
- Chapter 8: Politics and Systems of Coaching and Mentoring
- Chapter 9: Mentoring: Apprenticeship or Co-Inquiry?
- Chapter 10: Effects of Race and Racial Dynamics on Mentoring
- Chapter 11: Mentoring Innovation through Online Communications in a Digital Culture
- Chapter 12: Perspectives on Culture and Mentoring in the Global Age
- Section 4: School Contexts
- Chapter 13: Mentoring and Coaching for School Teachers' Initial Teacher Education and Induction
- Chapter 14: Mentoring and Coaching for Teachers' Continuing Professional Development
- Chapter 15: A Critical–Constructivist Perspective on Mentoring and Coaching for Leadership
- Chapter 16: Mentoring and Coaching for Leadership Development in Schools
- Chapter 17: Dialogical Mentoring and Coaching in Early Years Leadership
- Chapter 18: Coaching in the K-12 Context
- Chapter 19: Using Mentoring and Coaching for Professional Learning in UK Secondary Schools
- Chapter 20: Multidimensional Understandings of School-Based Mentoring
- Chapter 21: Mentoring Student Teachers in Professional Development Schools in Israel
- Section 5: Adult and Higher Education Contexts
- Chapter 22: Mentoring Doctoral Students in Educational Leadership Programs
- Chapter 23: Mentoring and Coaching in Further Education
- Chapter 24: Empowerment in the Faculty–Student Mentoring Relationship
- Chapter 25: Student Peer Mentors as a Navigational Resource in Higher Education
- Section 6: Inclusion
- Chapter 26: Using Best Practices for Teaching the Process of Coaching
- Chapter 27: Mentoring Graduate Students of Color
- Chapter 28: The Role of Mentoring in Adult Literacy and Numeracy in Northern Ireland
- Chapter 29: Peer Mentoring and Inclusion in Writing Groups
- Section 7: Research Issues
- Chapter 30: E-Mentoring and Educational Research Capacity Development: A Conceptual Perspective
- Chapter 31: Knowledge Base of Mentoring and Mentor Preparation
- Chapter 32: Mentoring Teacher Inquiry: Lessons in Lesson Study
- Chapter 33: Research Mentoring in Higher Education
Introduction and editorial arrangement © Sarah J. Fletcher and Carol A. Mullen 2012
Chapter 1 © Carol A. Mullen 2012
Chapter 2 © Sarah J. Fletcher 2012
Chapter 3 © David Leat, Rachel Lofthouse and Carl Towler 2012
Chapter 4 © Andrew J. Hobson 2012
Chapter 5 © Sarah J. Fletcher 2012
Chapter 6 © Carol A. Mullen and Dale H. Schunk 2012
Chapter 7 © Geraldine Mooney Simmie and Joanne Moles 2012
Chapter 8 © Andrew Hargreaves and Jane Skelton 2012
Chapter 9 © Tadashi Asada 2012
Chapter 10 © Juanita Johnson-Bailey 2012
Chapter 11 © Helga Dorner 2012
Chapter 12 © Frances Kochan and Joseph T. Pascarelli 2012
Chapter 13 © Pete Sorensen 2012
Chapter 14 © Philippa Cordingley and Natalia Buckler 2012
Chapter 15 © Gary M. Crow 2012
Chapter 16 © Christopher Rhodes 2012
Chapter 17 © Paul Watling and Mike Gasper 2012
Chapter 18 © Joellen Killion 2012
Chapter 19 © Cathy Pomphrey and Suzanne Burley 2012
Chapter 20 © Po-yuk Ko, Mun-ling Lo and John Chi-kin Lee 2012
Chapter 21 © Maureen Rajuan 2012
Chapter 22 © Ken Young and Sandra Harris 2012
Chapter 23 © Janet Oti 2012
Chapter 24 © Catherine A. Hansman 2012
Chapter 25 © Jenepher Lennox Terrion 2012
Chapter 26 © Hal Portner and Mary H. Portner 2012
Chapter 27 © Richard J. Reddick and Michelle D. Young 2012
Chapter 28 © Shelley Tracey 2012
Chapter 29 © Dannielle Joy Davis, Kara Provost and Sonya Clark 2012
Chapter 30 © Norbert Pachler and Ana Redondo 2012
Chapter 31 © Sylvia Yee Fan Tang 2012
Chapter 32 © Susan Groundwater-Smith 2012
Chapter 33 © Jean Rath 2012
First published 2012
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About the Editors[Page ix]
Sarah J. Fletcher is Editor in Chief for the International Journal for Mentoring and Coaching in Education. She founded a Special Interest Group for Mentoring and Coaching for the British Educational Research Association and she runs on-line outreach lists promoting discussion about Mentoring and Coaching and Teacher Research. Her website at http://www.TeacherResearch.net chronicles her work as an international research mentor for teachers in diverse educational contexts.
Combining her passion for web-based technology use to enable teachers to elicit, represent and to disseminate their learning, Sarah has presented and published her research at leading international educational research conferences for many years. This has earned her a feature in the Gallery for the Carnegie Foundation for the Advancement of Teaching and Learning as well as the highest level of recognition for Teacher Learning by the Teacher Learning Academy in the UK.
Enabling research between colleagues in universities and teachers in schools, in Japan and in the UK, represents enactment of her belief in integrating mentoring, coaching and action research. Now running her own consultancy company, Sarah was previously a senior lecturer for mentoring and coaching and prior to that she was trained as one of the first school-based mentors for initial teacher training.
Carol A. Mullen (PhD, The Ontario Institute for Studies in Education of the University of Toronto, 1994) is Professor and Chair, Educational Leadership and Cultural Foundations Department, at The University of North Carolina at Greensboro, North Carolina, USA. Since 2007, she has been serving in this administrative scholarly leadership capacity. She specializes in mentoring, diversity, and innovations in learning and professional development within the leadership field across higher education and K-12 settings, and she mentors new professionals and collaborates with [Page x]scholars and practitioners. She teaches doctoral courses of her own design in scholarly writing and discourse, as well as dissertation proposal preparation and professional development. She was editor of the Mentoring & Tutoring: Partnership in Learning journal (Routledge/Taylor & Francis) from 2003–2011 [includes volume/issue 19(1)]. Her authorships encompass more than 200 refereed journal articles and book chapters, 14 special issues of journals, and 14 previous books. Edited books include The Handbook of Leadership and Professional Learning Communities (2009) and The Handbook of Formal Mentoring in Higher Education (2008). Authored books include Curriculum Leadership Development: A Guide for Aspiring School Leaders (2007) and Write to the Top! How to Become a Prolific Academic (with W. B. Johnson, 2007). Among her numerous awards for research, teaching, and service, she received the American Educational Research (AERA) Award for her co-edited book Breaking the Circle of One from Division K's “Teaching and Teacher Education;” the President's Award for Faculty Excellence and the Women's Leadership Award, both from the University of South Florida (USF), Tampa, Florida; and the Florida Association for Supervision and Curriculum Development's Excellence in Teaching and Research Award. In 1997, she founded AERA's Special Interest Group Mentoring Mentorship and Mentoring Practices, serving as its first chair. In 1999, she established the Mentoring for Academic Writing program for AERA's Division C, “Learning and Instruction” and coordinated this initiative, which also thrives. She then founded USF's New Faculty Mentoring Program for which she was the Faculty Mentoring Director. Dr. Mullen serves as President of the National Council of Professors of Educational Administration (NCPEA) (http://www.emich.edu/ncpeaprofessors/) in 2012–2013. Her department and school are institutional members of both the NCPEA and the University Council for Educational Administration (UCEA).
Notes on Contributors[Page xi]
Tadashi Asada is Professor of Human Sciences at Waseda University, Tokyo, Japan. His academic field spans Educational Technology, Educational Psychology and Pedagogy (Teacher Education, Self-Concept, Lesson Study, Action Research and Mentoring). He regularly presents his research at international research conferences including BERA and ECER. His research largely focuses on mentoring for teachers' ITE and CPD, particularly with regard to the practice of ‘kounai ken’, the main form of on-going teachers' professional development in Japan. He has been collaboratively researching mentoring in schools in Japan and in the UK with Sarah J. Fletcher since 1999.
Natalia Buckler, PhD, is Principal Research Manager for the Centre for the Use of Research & Evidence in Education, UK. She has worked on projects sponsored by the National College, the Training and Development Agency, the Paul Hamlyn Foundation, and the Qualifications and Curriculum Development Agency. She is a former language teacher whose work was with children and adults and her professional experience includes teacher training and programme design. Her doctorate is from the Hertzen Pedagogical University in Russia.
Suzanne Burley is the Academic Leader for Teacher Education and Professional Learning at London Metropolitan University and has oversight and strategic leadership for all initial teacher training and teacher professional learning and development. Suzanne has worked extensively in the area of initial teacher training running the PGCE English with media/drama course and managing the secondary initial teacher-training programme at the University. She was also Academic Leader for Continuing Professional Development within Education for 3 years. She taught English, media and drama in London secondary schools for 18 years and has first-hand experience of the ways in which education in London has developed and changed over the last thirty years.
Sonya Clark, MA, is a training coordinator for the Department of Communications at Alabama State University (ASU) in the US and co-coordinator of the Department's internship programme. Clark has a master's degree in management and human resources management. She is currently a doctoral student in the Educational Leadership, Policy and Law programme at ASU.[Page xii]
Philippa Cordingley, MA, is founder and Chief Executive of the Centre for the Use of Research & Evidence in Education (CUREE), UK. As adviser to the Department for Education and national government agencies, she developed national support programmes to promote research and evidence-informed practice. She led CUREE team projects that fostered development of the evidence-based National Framework for Mentoring and Coaching. Other projects include generating innovative practical resources for engaging practitioners in research. She is founder of and professional adviser to the National Teacher Research Panel, and she serves on national steering groups for research projects.
Gary M. Crow, PhD, is Professor and Department Chair of Educational Leadership and Policy Studies at Indiana University, Bloomington, Indiana, USA. His research interests include school leadership and school reform, leadership development, and professional identities. His most recent book is The Principalship: New Roles in a Professional Learning Community (with L. Joseph Matthews) (2009). He co-edited the International Handbook on the Preparation and Development of School Leaders (2008) and Handbook of Research on the Education of School Leaders (2009). He is former president of the University Council for Educational Administration.
Dannielle Joy Davis, PhD, Associate Professor of Educational Leadership, Policy, and Law at Alabama State University, USA, earned a doctorate at The University of Illinois at Urbana–Champaign in educational policy. Her interdisciplinary, K-20 research examines organizational policy and practice, including marginalization in education. She has done research in Ghana, South Africa, and other countries. She has published over 20 journal articles and book chapters. In addition to holding writing workshops for faculty, she leads a Write on Site group.
Helga Dorner, PhD, holds a doctorate in educational science and is currently Instructor at the Center for Teaching and Learning at the Central European University, Budapest, Hungary. She joined validation teams of the European Union-funded research and development projects eTwinning, Calibrating eLearning in Schools project, and Knowledge Practices Laboratory project. She researches issues of mentoring and social learning in online environments and professional development. She consults with educational organizations, publishes articles, and presents at conferences.
Michael Gasper was a teacher for 27 years, 17 as a Head, in a range of schools covering children aged 4–13 before moving into Early Years and Multi-Agency research. Joining the Centre for Research in Early Childhood (CREC) in 1998, he co-ordinating the team led by Prof Chris Pascal and Prof Tony Bertram [Page xiii]evaluating the the DfES Early Excellence Centre programme between 1999 and 2004, where his interest in mentoring for leaders crystallised. An Early Years consultant since 2006 he has also worked in teams delivering the National Professional Qualification in Integrated Centre Leadership (NPQICL) as a mentor, facilitator and assessor for CREC and SERCO provider teams with the Universities of Warwick, Worcester, Wolverhampton and Birmingham City University. Gasper believes passionately in the value and importance of mentoring and coaching for leaders in early years, particularly of multi-agency settings.
Susan Groundwater-Smith is an Honorary Professor in the Faculty of Education and Social Work at the University of Sydney where she convenes the Practitioner Research Special Interest Group. A significant part of the group's work is the establishment and ongoing maintenance of the Coalition of Knowledge Building Schools <http://ckbschools.org/Coalition_Home.html> a hybrid network of schools including both privileged independent schools and those facing the most challenging circumstances. The Coalition has been operational for over a decade, with practitioners making an important contribution to both the professional and academic literature. Over a number of years she has been involved in similar communities with a commitment to teacher agency, professional learning and engagement with action research. She is also Adjunct Professor of Education at the Utrecht University of Applied Sciences where she works with likeminded academics with a particular emphasis upon investigating student learning outside the classroom; specifically in Museums.
Catherine Hansman, EdD, is Professor and Director of graduate programmes in Adult Learning and Development at Cleveland State University, Ohio, USA. She is a Cyril O. Houle Emerging Scholar in Adult and Continuing Education Scholarship recipient and, in 2005, was awarded a Distinguished Faculty Award for Research by her University. She is former chair of the Commission of Professors of Adult Education and President of the American Association for Adult and Continuing Education. Her research encompasses learning in adulthood, mentoring, communities of practice, low-income adult learners and diversity issues. Her research interests are reflected in the two books she has edited, Understanding and Negotiating the Political Landscape of Adult Education (with Peggy Sissel), and Critical Perspectives on Mentoring: Trends and Issues, in book chapters published in numerous books, and in her articles published in various journals, such as Adult Education Quarterly, Adult Learning, Journal of Adult Basic Education, Community College Review, and the Journal of Excellence on College Teaching.
Andrew Hargreaves, PhD, is the Thomas More Brennan Chair in Education at Boston College, Massachusetts, USA. He founded and was co-director of the [Page xiv]International Centre for Educational Change at The Ontario Institute for Studies in Education of the University of Toronto, Canada. Previously, he taught primary school and lectured in English universities, including Oxford. His Changing Teachers, Changing Times (1994) and Teaching in the Knowledge Society (2003) received outstanding book awards from the American Educational Research Association, the American Libraries Association, and the American Association of Colleges for Teacher Education. His research interests include the emotions of teaching and leading, educational change, and the sustainability of change and leadership in education.
Sandra Harris, PhD, is Professor and Director of the Center for Doctoral Studies in Educational Leadership at Lamar University, Texas, USA, where she teaches about social justice and qualitative research. Formerly, she served as a teacher, principal., and superintendent in public and private schools. She has authored or co-authored 15 books, including Examining What We Do to Improve Our Schools: Eight Steps from Analysis to Action (2009), and over 100 academic articles. She researches issues of doctoral study, administrator preparation, and school environments. She is one of two recipients of the 2011 National Council of Professors of Educational Administration's Living Legends award.
Andrew J. Hobson, PhD, is Research Professor in Education at Sheffield Hallam University, UK. His main research interests relate to the experiences of and support for beginning teachers. He has led several research studies in these and other areas, including the large-scale ‘Becoming a Teacher’ project (2003–2009) and the ‘Modes of Mentoring and Coaching’ study (2010–2012). Recent publications include: Hobson et al. (2009) Navigating Initial Teacher Training: Becoming a Teacher (Routledge); Hobson (2009) ‘On being bottom of the pecking order: beginner teachers' perceptions and experiences of support’ (Teacher Development); Hobson et al. (2009) ‘Who withdraws from initial teacher preparation and why?’ (Educational Research).
Juanita Johnson-Bailey, EdD, holds the Josiah Meigs Distinguished Teaching Professorship. She is Director of the Institute for Women's Studies and a professor in the Department of Lifelong Education, Administration, and Policy at The University of Georgia, USA. Her book Sistahs in College: Making a Way out of No Way (2001) received the Phillip E. Frandson Award for Literature in Continuing Higher Education and the Sadie T. Mossell Alexander Award for Outstanding Scholarship in Black Women's Studies. She is co-editor of Flat-Footed Truths: Telling Black Women's Lives (1998) and The Handbook of Race in Adult Education (2010).
Joellen Killion, MA, is the Deputy Executive Director of Learning Forward, formerly the National Staff Development Council. Joellen's work focuses on [Page xv]improving professional learning for all educators. She is a frequent contributor to the JSD and Teachers Teaching Teachers, Learning Forward's premier magazine and newsletter for teacher leaders and coaches. Joellen has extensive experience in professional development. At Learning Forward, she has led a number of initiatives related to examining the link between professional development and student learning. She has extensive experience in planning, design, implementation and evaluation of professional development both at the school and system level. She is the author of a number of books related to coaching and professional development.
Po-yuk Ko, PhD, is Director of the Centre for Learning Study and Assistant Professor in the School Partnership and Field Experience Office, Hong Kong Institute of Education, Hong Kong. She has authored or co-authored 7 books and over 20 journal articles. Her research interests encompass learning study, teacher professional development, mentoring, and Chinese language education. She has led large-scale projects involving over 200 local schools that support teachers in developing mentoring skills, improving student learning, and using action research.
Frances Kochan, PhD, is Wayne T. Smith Distinguished Professor at Auburn University, Alabama, USA, where she was education Dean. Her research interests are collaboration across individual., organizational., and cross-system levels, with focus on mentoring, leadership, and culture. She has published over 60 articles and book chapters, edited 10 special issues, and co-edited a book series on mentoring. She has been on the executive boards of the Holmes Partnership, the International Mentoring Association, and the University Council for Educational Administration where she served as President.
David Leat is the Executive Director of the Research Centre for Learning and Teaching (CfLaT) at Newcastle University and Professor of Curriculum Innovation. His research interests include teaching thinking, enquiry based curriculum, coaching and professional learning. He is the series editor for the ‘Thinking Through …’ books, which include editions for many secondary subjects and the award winning ‘Thinking Through School’.
John Chi-kin Lee, PhD, is Vice President (Academic) and Professor of Curriculum and Instruction at the Hong Kong Institute of Education, Hong Kong. Formerly, he served as education Dean and a professor at the Chinese University of Hong Kong. He has co-authored and co-edited over 20 books and chapters and over 150 journal articles. In editorial support capacities, he has done work for such premier journals as Mentoring & Tutoring: Partnership in Learning, Teachers and Teaching, and Educational Research and Evaluation.[Page xvi]
Mun-ling Lo, PhD, is Adjunct Professor at the Hong Kong Institute of Education where she was Director of Field Experience and Head of the Department of Curriculum and Instruction. Her pioneering work has contributed to teachers' professional development in over 200 primary and secondary schools in Hong Kong. A founding member of the World Association of Lesson Studies, she was elected its first president. Her research interests cover mentoring, school–university partnership, professional development, and curriculum evaluation.
Rachel Lofthouse is Head of Teacher Learning and Development (Education) in the School of Education, Communication and Language Sciences (ECLS) at Newcastle University. She is the degree programmes director for both the M.Ed in Practitioner Enquiry and the Masters in Teaching and Learning, and course leader for PGCE Geography. Her research interests include professional learning, practitioner enquiry and innovative pedagogies.
Joanne Moles is Co-Director of a Master's programme in mentoring and has considerable experience lecturing in Physical Education, Teacher Education and Mentoring with the University of Limerick. She acts as an external referral examiner for teaching practice. Her reasons for involvement in mentoring reflect commitment to education and a concern to position it in a way which is concerned for all individuals. She recognises the challenge of heightening awareness in mentor teachers as a powerful influence on young lives. She values the development of teachers as genuine professionals who can defend their practice both philosophically and empirically.” to “Her research interests focus on teachers' perceptions allied to a commitment to professionalism.
Janet Oti PhD, is the MA PCET Pathway Leader and Module Leader for the MA Mentoring module at the University of Wales Newport. She has over 24 years of teaching experience and lectures across the school of education spectrum from undergraduate to post graduate programmes, including ITT (PCET) and supervision of MPhil and PhD students. She gained her PhD in Education from Cardiff University which examined a specific policy and practice and the conflicts of power and control, including the effects of change management etc. Mentoring and its importance in the FE/PCET sector is a main research interest.
Norbert Pachler is Professor of Education at the Institute of Education, University of London. His areas of academic interest and expertise include foreign language education, new technologies in teaching and learning (with a particular emphasis on mobile learning, e-learning and technology-assisted language learning) as well as teacher education and development. He has led on, and contributed to various research projects, teaches on Masters programmes and supervises a number of research students. He has published widely and [Page xvii]has extensive expertise as journal editor. Since 2007 he is the convenor of the London Mobile Learning Group (http://www.londonmobilelearning.net), an international., interdisciplinary group of researchers from the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design. He is also an experienced external examiner across teacher education, Masters and doctoral level provision.
Joseph T. Pascarelli, EdD, is Professor Emeritus at the University of Portland, Oregon, USA. He is former President of the International Mentoring Association and former co-chair of the American Education Research Association's Special Interest Group Mentoring Mentorship and Mentoring Practices. His specializations embrace leadership, mentoring and organizational development in K-12, higher education and human service sectors. He has consulted in the USA and different countries. Presently, he is establishing a global research agenda on mentoring and co-editing a series titled Global Perspectives on Mentoring.
Cathy Pomphrey was a languages teacher for twenty years in London secondary schools before transferring to London Metropolitan University. She has extensive experience of providing teacher education at all levels, including the design and delivery of programmes for mentors and coaches.
Cathy has researched and published in the fields of languages and language awareness as well as teacher education and has presented papers at national and international conferences in these areas. She now works as an education consultant specialising in teacher education and languages education.
Hal Portner, MEd, received a Masters in Education from The University of Michigan, Ann Arbor, USA and a CAGS from The University of Connecticut. He is a former public school teacher, administrator, and member of the Connecticut State Department of Education. He helped develop the Connecticut State Department of Education's teacher mentoring initiative and coordinated the State's Institute for Teaching and Learning and partnered with school districts to deliver programmes for teachers. He developed and facilitates “Mentoring and Professional Development,” one of the core online interactive education courses offered by Western New England University leading to a MEd degree in Curriculum and Instruction. He has authored over 50 articles and books including Mentoring New Teachers (3rd edition, 2008), Being Mentored: A Guide for Protégés (2002), Teacher Induction and Mentoring: The State of the Art and Beyond (2005), and Workshops that Really Work (2006).
Mary H. Portner earned a BA from Smith College, Massachusetts, USA. After 25 years as a graphic designer, she enrolled in the Springfield (MA) College Graduate School, and is currently pursuing a Masters in Education. She works as [Page xviii]an education consultant and presents workshops. She has taught for Americorps and Springfield's inner-city public schools, coordinated classes for the Massachusetts Comprehensive Assessment System, and taught and administered in an early college high school programmes for low-income students. She has also taught high school English.
Kara Provost, PhD, is Professor of Academic Enrichment and Coordinator of the First Year Honors Program at Curry College, USA. She earned a master's degree and doctorate in English from The University of Minnesota, specializing in American poetry, Native American and African American literature, and composition studies. At Curry, she teaches composition and interdisciplinary Honors seminars. She has published widely in literary magazines. Nests, her first book of poetry, was followed by a collection published in 2011.
Maureen Rajuan, PhD, is a teacher trainer in the English Department of Achva Academic College of Education in Israel and English as a Foreign Language teacher at Hebrew University, Jerusalem. Her doctorate is from Eindhoven Technical University, The Netherlands. She published a book titled Student teachers' Perceptions of Learning to Teach as a Basis for Supervision of the Mentoring Relationship (2008). Previously, she was a high school English teacher and counselor. She translates manuscripts in Hebrew and researches teacher and peace education.
Jean Rath, PhD, has worked in a variety of post-compulsory education settings including community education and universities in the UK, New Zealand and Australia. She is the Manager Researcher Development at the University of New South Wales, an Honorary Research Associate at the University of Oxford's Learning Institute and Deputy Editor for the International Journal of Mentoring and Coaching in Education. Her research interests include evaluation of academic development programmes, use of creative texts to investigate culture and the self-in-process, participatory research practices, and reflective practice as a professional development process. She is involved with several research projects focussing on academic identity, academic practice and the experiences of doctoral students, research staff and new academics.
Ana Redondo is Senior Lecturer in Education and Subject Leader of a Secondary PGCE in Modern Languages at the University of Bedfordshire with significant experience in Teacher Education and CPD across Primary and Secondary education and in working with secondary languages teachers in partnership schools. Before that she taught at the Institute of Education, University of London.
Prior to moving into HE, she led the learning of languages from a senior position in the secondary phase and headed several Modern Languages departments.[Page xix]
She has co-edited Teaching foreign languages in the Secondary School: a practical guide (London: Routledge, 2007) as well as a Special Issue of Support for Learning, the British Journal of Learning Support on ‘Inclusive approaches to teaching foreign languages’ (NASEN, 2005). Her scholarly interests are in the fields of the global dimension in education, international citizenship and developing appropriate pedagogies in technology-enhanced contexts.
Christopher Rhodes, PhD, worked in schools and colleges for 14 years prior to taking up a post in higher education. He was previously the Director of Postgraduate Studies in the School of Education at the University of Wolverhampton and currently holds the post of Senior Lecturer in Educational Leadership in the School of Education at the University of Birmingham, UK. He has a long standing interest in the professional learning of staff and in the development of leaders in particular. His research and writing have included a strong focus on mentoring and coaching as mechanisms to promote this learning. His recent work has been associated with exploring staff succession management in schools.
Richard J. Reddick, EdD, is Assistant Professor in Educational Administration at The University of Texas at Austin, Texas, USA. His research focuses on the mentoring and community engagement of Black faculty members. He was a K-12 teacher and student affairs administrator at several colleges. A former editor of the Harvard Educational Review and current editorial board member of the Journal of Student Affairs Research and Practice, Dr. Reddick's co-authored and co-edited books include Legacies of Brown: Multiracial Equity in American Education (Harvard Education Press, 2005) and A New Look at Black Families (6th ed., 2010).
Dale H. Schunk, PhD, is Professor in the School of Education at The University of North Carolina at Greensboro, North Carolina, USA. He was the School's Dean from 2001 to 2010 and was a long-standing department chair at Purdue University. He is an educational psychologist who researches the effects of social and instructional variables on cognition, learning, self-regulation and motivation. Among other books, he has authored Learning Theories: An Educational Perspective and co-authored Motivation in Education: Theory Research and Applications. He co-edited, with Barry Zimmerman, the Handbook of Self-regulation of Learning and Performance (2011).
Geraldine Mooney Simmie lectures in education at the University of Limerick. She is Course Director of a Master's programme on mentoring in education and She has an academic leadership role in developing the school placement experience for student teachers and is Co-Director of a structured PhD programme in education. Her recent research commitment has been to number of European [Page xx]Comenius projects over the last few years including CROSSNET and GIMMS http://www.gimms.eu/. Geraldine's research interests lie in the fields of comparative education, curriculum as cultural and political text and the continuing education of teachers. Her doctoral study is a comparative study of upper secondary science and mathematics education between the Kingdom of Norway and the Republic of Ireland.
Jane Skelton, received her doctor in Curriculum and Instruction from Boston College, Chestnut Hill, Massachusetts. Her research integrated critical discourse analysis in the examination of micropolitics and literacy coaching as a school reform strategy. She is currently working as a district curriculum director in Malden, Massachusetts.
Pete Sorensen is a Lecturer in the School of Education, University of Nottingham. Pete taught at secondary level in England for many years, working as a mentor from early on in his career and moving on to senior management roles with an emphasis on teacher education and professional development. He has also lectured in science education at the University of Cape Coast, Ghana and Canterbury Christ Church University, England. At Nottingham he has taken on leadership roles on the flexible PGCE course and in partnership and mentor development. His research and publications have involved national and international collaborations in the field of teacher education, with an emphasis on collaborative practices, paired and multiple school practical placements and alternative routes into teaching.
Jenepher Lennox Terrion, PhD, is Associate Professor in the Department of Communication at the University of Ottawa in Ottawa, Canada. She studies the impact of peer mentoring, leadership development, family support, and training programs, and social capital. She has published in Mentoring & Tutoring: Partnership in Learning, Studies in Higher Education, Journal of College Student Retention, and Journal of Management Development. She serves on the editorial board of the International Journal of Evidence Based Coaching and Mentoring.
Sylvia Yee Fan Tang, PhD, is Assistant Professor in the Department of Education Policy and Leadership, Hong Kong Institute of Education, Hong Kong. She researches teacher education and development, and mentoring and the internationalization of higher education. She has published over 20 journal articles and book chapters, and contributed to the International Handbook on Teacher Education Worldwide: Issues and Challenges for Teacher Profession (2010).
Carl Towler has worked as a research associate and a teaching fellow within the Research Centre for Learning and Teaching at Newcastle University since 2008. [Page xxi]He completed a Master's degree in Education Research at Newcastle University in 2008 and has specialised in the analysis of video and sound recordings of learning related talk. Prior to joining the university he taught for 8 years and was Primary Strategy consultant for 3 years.
Shelley Tracey coordinates a teacher education programme for adult literacy and numeracy practitioners at Queen's University Belfast. Shelley has a special interest in engaging literacy and numeracy tutors in practitioner research to develop their professional identities and contribute to knowledge in an under-researched area. Her practice also focuses on developing the role of poetry in adult literacy learning.
Paul Watling has worked in the field of Community Development and Children's Services for over 25 years initially as a youth and community development worker in local government and also in the voluntary sector. He has managed multi-disciplinary teams in Birmingham and the West Midlands and led wave2 Sure Start Local Programme from delivery plan to designation as a children's centre. After completing the NPQICL pilot programme in 2005 and an MA in Leadership in 2007 at Pen Green he took the opportunity to become a freelance trainer and facilitator in children's services nationally working mainly with Children's Centre Teams.
Ken Young, PhD, received his doctorate in educational psychology from Baylor University, Texas. Currently, he is an Assistant Professor in the Center for Doctoral Studies in Educational Leadership at Lamar University, Texas, USA, where he teaches courses in adult educational theory, qualitative research, and quantitative research. Dr. Young's research and interests incorporate adult learning theory, ethics, cognitive epidemiology, and research methodology.
Michelle D. Young, PhD, is Executive Director of the University Council for Educational Administration and Associate Professor of Educational Leadership at The University of Texas at Austin, Texas, USA. Her scholarship focuses on how school leaders and policies can ensure equitable and quality experiences for all students and professionals. She received the William J. Davis award for the most outstanding article published in Educational Administration Quarterly. Her work has also appeared in journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal., Journal of School Leadership, and Journal of Educational Administration. She co-edited the Handbook of Research on the Education of School Leaders (2009).[Page xxii]
Editorial Advisors[Page xxiii]
Dr Elaine Cox
Doctor of Coaching and Mentoring Programme
Business School, Oxford Brookes University, UK
Editor: International Journal of Evidence Based Coaching and Mentoring
Sandra Harris, PhD
Director, Center for Doctoral Studies in Educational Leadership
Dr Rosemary Papa
The Del and Jewell Lewis Chair, Learning Centered Leadership
President, Higher Education Div., Arizona School Administrators
Editor, eJournal of Education Policy
Professor, Educational Leadership
Northern Arizona University
Dr Caroline R. Pryor
Southern Illinois University Edwardsville Curriculum and Instruction
Secondary Education Edwardsville, IL
Director & Assistant Professor
Educational Administration Program
College of Education
Emeritus Professor of Pedagogy & Professional Learning
School of Education
University of Leeds
Dr Sue Attard
Lark Rise Academy