Literature Template

Bib. Information (APA

Formatting):

Jipson, J., & Paley, N. (2000). Because no one gets there alone: Collaboration as comentoring. Theory into Practice, 39(1), 36-42.

Author(s) Affiliation:

Janice Jipson is a professor at the National College of Education, National Louis

University; Nicholas Paley is professor of education at George Washington University.

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Trade

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

Janice Jipson and Nicholas Paley have been collaborating for over twenty-five years in
the field of education. They began as friends in college and closely worked with one
another throughout their graduate study at Madison University. Later, they
collaborated on research projects while earning their PhDs at Oregon and Smith.
Their time together over the past twenty five years has evolved into a collaborative/comentoring partnership. They help one another generate questions and insights that one
could not have been able to imagine by themselves. Co-mentoring for Janice and
Nicholas is centered around caring for one another. They believe in the importance of
compromise and mutual respect. They use their strengths and weaknesses to bring
about the most effective collaboration.
This article focuses on the co-mentoring relationship and gives a lot of insight on how
to communicate effectively with another professional. It presents suggestions for
increasing collaboration among professionals.

I believe this article is useful because it gives a number of suggestions on how to

collaborate with another professional even when times arent ideal. It gives
suggestions on how to get over the hurdles when discrepancies occur which are
inevitable.

Bib. Information (APA

Formatting):

Beam, P., Cochran, D., Gut, D., Henning, J. & Knight, R. (2014). Teachers perceptions
of their mentoring role in three different clinical settings: Student teaching,
early field experiences, and entry year teaching. Mentoring & Tutoring:
Partnership in Learning, 22(3), 240-263.

Author(s) Affiliation:

Diane M. Gut, Pamela C. Beam, John E. Henning, and Deborah C. Cochran are
professors of education at Ohio University. Rhonda is a professor of education at
Muskingum University.
Scholarly

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

The purpose of this study was to determine the differences in mentoring across three
different clinical settings: student teaching, early field experiences, and entry year
teachers. The mentors expectations for teacher development, mentoring relationships,
and mentoring strategies differed across all three clinical settings. Mentors do not
share a classroom with the entry year teacher, so the entry year teacher must take
initiative for holding meetings. Mentors reported that entry year teachers needed help
managing all the responsibilities in a classroom teachers role. Mentors also saw part
of their role as heling entry year teachers to establish relationships with other
professionals in the school and to learn about the school more broadly.
This article focuses on the different roles of a mentor in three settings: student
teaching, early field experiences, and entry year teaching. I will mainly focus on the
entry year teaching aspect, but it is good to see how different a mentors role is in
different situations.

I believe this article is useful because it shows the different roles of a mentor when it
comes to entry year teachers. Working with Kim, an entry year teacher, I want to make
sure I am doing as much for her as I can, and this article provides a lot of insight for a
mentor in that situation.

Bib. Information (APA

Formatting):

Larkin, D. (2013). 10 things to know about mentoring student teachers. Phi Delta
Kappan, 94(7), 38-43.

Author(s) Affiliation:

Douglas B. Larkin is an assistant professor at Montclair State University, Montclair,

NJ.

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Trade

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

This article focuses on tips to follow as a mentor/cooperating teacher with a student

teacher. These tips are very useful for a mentor/mentee partnership as well. The tips
focus on communication, collaboration, reflection, and the dos and do nots.

Douglas B. Larkin puts together a very helpful list to make student teaching a
successful experience for both the student teacher and the mentor. He claims that the
mentoring role of a cooperating teacher cannot be understated. Some of these tips
include: Turn on your commentary track, Share specific-topic knowledge, Model how
to learn new content as a teacher, Plan together, Make time to talk, and Treat student
teaching as a learning opportunity, not as a performance. Mentoring a student teacher
is a challenge, but is also a reward. You can learn from one another through reflection.

I believe this article is useful because even though it focuses on a student

teacher/cooperating teacher relationship, I can put a lot of these suggestions into
practice as a mentor working with a mentee.

Bib. Information (APA

Formatting):

Goodyear, M. (2006). Mentoring: A learning collaboration. EDUCAUSE

QUARTERLY, 26(2), 51-53.

Author(s) Affiliation:

Marilu Goodyear is an Associate Professor of Public Administration at the University

of Kansas, Overland Park. During the past year she served as a consultant to
EDUCAUSE in the professional development area.
Trade

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

A review of current thinking on mentoring reveals benefits to both parties, mentor and
mentee, and a shift in responsibility to mentees to determine their developmental
needs. First, Marilu Goodyear defines mentoring as, the process whereby two or
more individuals work together to develop the career and abilities of a single
individual. This article focuses on the aspects that affect career development and
success. Goodyear then covers a few ways in which mentoring can be done. She cites
benefits of mentoring and then follows up with what organizations can do to promote
mentoring.
This article focuses on background information regarding mentoring. It also focuses
on the mentor/mentee relationship and how it works.

I believe this article is useful because it allows me to build my foundation on the topic
of mentoring by providing definitions and different approaches to mentoring.

Bib. Information (APA

Formatting):
Author(s) Affiliation:

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

Sweeny, B. (1994). A new teacher mentoring knowledge base. The Mentoring

Leadership & Resource Network, 3(2). Retrieved from
http://www.mentors.net/library/knowl_base.php
Barry W. Sweeny is the president of Best Practice Resources, Inc. an independent
educational consulting firm in Wheaton, Illinois. He has been a consultant, facilitator,
trainer, and author, as well as a presenter and keynoter at educational conferences. Mr.
Sweenys specialty is the development of teacher mentoring and induction programs
and practices that result in high quality instruction and increased student learning.
Trade

Sweeny describes purposes of the mentoring process. These vary from orientation, to
induction, to instructional improvement, to an intent to make the culture of the school
more collaborative. He then goes on to discuss the mentors roles and tasks and how
to choose a mentor. He gives suggestions on how to match up mentors and protgs.
Next, he writes about the expectations for mentors and protgs and then ends this
article with an overview on training. Sweeny believes training should provide
numerous opportunities for mentors to interact with and develop supportive
relationships with each other.
This article focuses provides a great overview of the mentoring process from the very
beginning: how to choose a mentor and then the steps to match the mentors up with
their protgs. He gives great suggestions for training opportunities for mentors as
well.

I believe this article is useful because it goes back to the basics of mentoring. This was
the first article that I read and it gave me a good sense of what to look for in other
mentoring articles.

Bib. Information (APA

Formatting):

Humbard, C., Lipton, L. & Wellman, B. (2001). Mentoring matters: A practical guide
for learning-focused relationships. Sherman, CT: MiraVia, LLC.

Author(s) Affiliation:

Laura Lipton, Ed.D is Co-Director of MiraVia, LLC. Laura is an international

consultant whose writing, research and seminars focus on effective and innovative
instructional practices and on building professional and organizational capacities for
enhanced learning. Laura engages with schools and school districts, designing and
conducting workshops on learning-focused instruction, literacy development and
strategies to support beginning teachers. Bruce Wellman, M.Ed. is co-director of
MiraVia, LLC. He consults and presents for school systems, professional groups and
publishers throughout the United States and Canada, presenting workshops and courses
for teachers and administrators on interactive/ collaborative instruction, thinking skills
development, learning-focused conversations for supervisors and mentors, presentation
skills and facilitating collaborative groups.
Other: Book

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)

This book is a priceless reference for mentors of beginning teachers. The sections
include specific information about the mentor's role, the needs of beginning teachers
and the characteristics of successful mentor-protg relationships. It also provides tips
for maximizing time and attention for the mentee. Lastly, it has an extensive resource
section and blackline masters to support developmental interactions.

This book offers structures, strategies, and tools for developing expertise in teaching.
What better way to do that than by mentoring? Mentors act as the experts in schools
and this book gives great advice on how to be the best mentor possible.

Potential relevance to
your research topic and
study:

I believe this book is relevant to my topic because it provides a great overview of the
mentoring process and how to be an effective mentor to a novice teacher.

Bib. Information (APA

Formatting):

Barrera, A., Braley, R. & Slate, J. (2010). Beginning teacher success: An investigation
into the feedback from mentors of formal mentoring programs. Mentoring &
Tutoring: Partnership in Learning, 18(1), 61-74.

Author(s) Affiliation:

Dr. Arnold Barrera completed his doctoral degree at Texas A&M University in
Kingsville, TX, USA and now works in the school district in South Texas. Dr. Richard
T. Braley, formerly the associate dean at Texas A&M University, Kingsvlle, is now a
private educational consultant. Dr. John R. Slate is a professor in the Department of
Educational Leadership and Counseling at Sam Houston State University where he
teaches research design and statistical analysis.
Scholarly

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)

The purpose of this study was to examine in the South Texas region of the US the
views of first-year teacher mentors regarding the quality of the teacher mentoring
programs in their school districts. Four questions guided this study: (1) What teacher
involvement/support factors are perceived as necessary for mentors to be successful in
preparing first-year teachers? (2) What staff development training factors are perceived
as necessary for the instruction of mentors? (3) What administrative support factors are
perceived as necessary for mentors to prepare first-year teachers successfully? (4)
What resource material factors are perceived as necessary for the success of mentors in
preparing first-year teachers? Findings concluded that school districts may need to
improve their current preparation of mentor teachers for their role in teacher
mentoring.
This study focuses on the support factors, training factors, administrative support
factors, and resource material factors that a mentor needs to truly support a mentee
during their first year of teaching.

Potential relevance to
your research topic and
study:

I believe this study is useful because it investigates the views of mentor teachers
concerning essential components of teacher mentoring programs.

Bib. Information (APA

Formatting):

Boreen, J., Johnson, M., Niday, D. & Potts, J. (2009). Mentoring beginning teachers:
Guiding, reflecting, coaching. Portland, ME: Stenhouse Publishers.

Author(s) Affiliation:

Jean Boreen is an associate professor of English education at Northern Arizona

University in Flagstaff, Arizona, where she regularly teaches secondary methods
courses on young adult literature and teaching literature in secondary schools. Mary K.
Johnson, a veteran secondary and university educator, has taught English and ESL
courses in the U.S., Hong Kong, and Papua New Guinea. After twenty years of
teaching in public schools, Donna Niday now serves as an associate professor of
English at Iowa State University where she directs the first-year writing program,
supervises student teachers, and teaches young adult literature. Joe Potts (Ph.D.
University of Iowa) teaches in the English department at California State University at
Long Beach.
Other: Book

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

This book provides mentors with a road map for helping new teachers become
confident, reflective educators. The collaborative model outlined in the book is
enlightening and rewarding for the mentor and the novice alike. The authors have
incorporated the latest findings on all aspects of mentoring from preparing to be a
mentoring guide or coach to school culture and parent outreach. Teachers will find five
new chapters on working with ELL students, working with parents, curriculum
mapping, school culture, and the role of administrators within an effective mentoring
system. Organized around a series of questions, the book allows mentors to quickly
locate practical advice to match any mentoring situation. The range of resources
includes: recommendations for pairing mentors and teachers, questions to jump-start
conversations, ideas for teacher reflection, and answers to the most commonly asked

mentor questions.

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

This book has so much to offer. From why you should take part in the mentoring
experience to encouraging professional development for mentees, this book has it all.
It gives researched information and latest findings on mentoring, advice on the
mentor/mentee relationship, and plenty of resources for todays teachers.

Bib. Information (APA

Formatting):

Ghosh, R. (2012). Mentors providing challenge and support: Integrating concepts from
teacher mentoring in education and organizational mentoring in business.
Human Resource Development Review, 12(2), 144-176.

Author(s) Affiliation:

Rajashi Ghosh is a professor in the School of Education at Drexel University,

Philadelphia, PA.

Type of Resource:
(Scholarly
/Trade/Other)

Scholarly

I believe this book is relevant to my topic because it has an entire chapter on

encouraging reflection and that is one of the themes I plan on incorporating in my
research. It also covers a variety of subjects that relate to the mentoring experience.

Summary of essential
information:

This article reviews and critiques the literature on mentoring functions and roles in
education and business to inform the use of mentoring as a developmental tool in both
fields. Specifically, in an effort to expand the current notions of the different mentor
roles, this review synthesizes studies exploring teacher mentoring in schools and
organizational mentoring in business settings to identify the varied ways in which
mentors provide challenge and support to protgs. Mentoring in education and
mentoring in business are defined in multiple ways. Mentors are assessed on the
numerous roles they play (ex. Coach, counselor, role model, assessor, mediator, friend,
teacher, etc.).

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

This study compares and contrasts mentoring in the education field and the business
field. Looking at the mentoring aspect in education allows me to see mentoring from a
different lens.

Bib. Information (APA

Formatting):

Davis, B., Gilles, C., McGlamery, S. & Shillingstad, S. (2015). Navigating the roles of
leadership: Mentors perspectives on teacher leadership. Delta Kappa Gamma,
12(2), 12-20.

Author(s) Affiliation:

Dr. Saundra Shillingstad is a Professor of Teacher Education at the University of

Nebraska at Omaha. Dr. Sheryl McGlamery is a Professor of Science Education and
Co-Director-Office of STEM Education at the University of Nebraska at Omaha. Dr.
Barbara Davis is a Professor at the Texas State University-San Marcos. Dr. Carol
Gilles is an Associate Professor of Reading/Language Arts at the University of

I believe this study is useful because there is a large section on reflection and how it
plays a key role in mentoring.

Missouri.
Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

Trade

The qualitative study described in this article began as a collaborative project between
three Universities offering comprehensive induction programs to first year teachers.
Fourteen teacher mentors were selected to participate in this case study of teacher
leaders and leadership. Three of the fourteen teacher leaders were selected to
participate in a special case study of their leadership development. The researchers
found their leadership qualities to be exemplary and wanted to explore in more depth
the three teacher leaders and how they developed and shared their skills as leaders with
their mentees and colleagues. The three participants represent perspectives from three
states: Missouri, Nebraska, and Texas. All three participants discuss their perspectives
on leadership, the challenges they faced in their role as mentors, how they learned to
navigate school culture in the role of mentor teacher leader, and their influence on their
mentees.
This article interviews three veteran teachers/mentors, who have served in the field of
education for over twenty years. Questions focus on perspectives on leadership,
challenges while mentoring, how to navigate school culture, and influencing mentees.

I believe this article is useful because it gives a lot of insight from actual mentors who
have served in mentoring programs and their perspectives of teacher leadership.

Bib. Information (APA

Formatting):

Robinson, S. & St. George, C. (2011). Making mentoring matter: Perspectives from
veteran teacher mentors. Delta Kappa Gamma, 78(1), 24-28.

Author(s) Affiliation:

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

Carol A. St. George, EdD, is a visiting assistant professor at the Warner Graduate
School of Education in the Teaching and Curriculum Department at the University of
Rochester and the acting director of the Reading and Literacies Program. A veteran
classroom and mentor teacher, she is a member of Alpha Alpha Chapter in New York
and serves on the scholarship committee. In addition, she is a member of International
Reading Association (IRA), the New York State Reading Association, and Rochester
Area Literacy Council. She is the Greece Central School District Tide 1 Family
Involvement Coordinator, an adjunct literacy professor at The College at Brockport,
and board member on the Professional Education Unit. Sheila B. Robinson, EdD, is a
veteran classroom and current mentor teacher for the Greece Central School District in
New York State. She is an adjunct professor at the Warner Graduate School of
Education at the University of Rochester. In addition, she is amember of the American
Evaluation Association and a program cochair of the PK-12 Educational Evaluation
Topical Interest Group. She also serves as the Policy Board Chair of the Greece
Central School District Professional Learning Center.
Trade

In this article, two veteran mentor teachers discuss the importance of high-quality
mentoring for novice teachers and share reflections of what they learned from their
mentoring experiences as brief case studies. The need for quality mentoring is
apparent; however, the reality is that budget constraints hinder efforts in many districts
to provide adequate support for new teachers. Other conditions serve as obstacles to
effective mentoring programs as well. Finally, this article also illuminates the fact that
even as mentoring expands the knowledge, skills, and confidence levels of novice
teachers, the mentor, too, benefits from the professional growth opportunity as she
learns a great deal from the experience.
Again, this article defines mentoring in its most basic form and gives insight on how to
deal with specific struggles as a mentee. There are many suggestions in different
situations that a mentee might face and how the mentor can help him/her deal with it.

I believe this article is useful because it provides many suggestions for making the
mentoring process matter. It also provides recommendations on how to best support a
mentee in certain situations.

Bib. Information (APA

Formatting):

Davis, E., Lo-Casale-Crouch, J., Pianta, R. & Wiens, P. (2012). The role of the mentor
in supporting new teachers: Associations with self-efficacy, reflection, and
quality. Mentoring & Tutoring: Partnership in Learning, 20(3), 303-323.

Author(s) Affiliation:

Jennifer LoCasale-Crouch is a Research Assistant Professor at the University of

Virginias Center for Advanced Study of Teaching and Learning. Emily Davis, PhD is
a clinical researcher and director of the Partner School Induction Program in the Center
to Support Excellence in Teaching, School of Education, Stanford University. Peter
Wiens is a doctoral student in curriculum and instruction at the University of Virginias
Curry School of Education. Robert Pianta is Dean of the Curry School of Education at
the University of Virginia.
Scholarly

Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

The purpose of this study was to examine variation in mentoring aspects of an

induction program for 77 novice teachers and associations with self-efficacy,
reflection, and quality of student-teacher interactions. Time spent with a mentor,
participation in mentor-facilitated professional development activities and the quality
of mentors' interactions with novice teachers were related to novice teachers'
perceptions of mentoring success, self-reflection, and efficacy.

This study focuses on time spent with the mentee and how the mentee perceives the
time. Naturally, the more time spent with a mentor, more collaborative relationships
occurred. The mentor and mentee also took time out to reflect on previous lessons,
meetings, and observations.

I believe this study is useful because reflection will be one of my themes that I
observed through my data collection and other articles.