Peer Mentor Relationships

• 6000 Baugher, S. L., & Kellett, C. E. (1983). Developing leaders for the future of home economics. Journal of Home Economics, 75(2), 13-17.

  Analyzes the role of mentorship in the career development of home economics professionals. Established professionals who willingly serve as sponsors will enable home economists to demonstrate leadership skills and set direction for the professional. (JOW).

• 6001 Booth, L. (1980). Motivating gifted students through a shared- governance apprentice/mentor program. Roeper Review, 3(1), 11-13.

  A teacher of middle school gifted students describes the development of an apprentice program in which students learned from community mentors. Students set personal goals and kept journals on their thoughts and feelings. Several journal excerpts are included. (CL).

• 6002 Cellerino, M. B. (1983). A mentor-volunteer program for the gifted and talented. Roeper Review, 6, 45-46.

  A resource teacher of gifted students describes the role and benefits of community mentors. Examples are given of mentors' contributions to research skills, problem solving and self-directed learning. Volunteers help in the classroom and provide support during the budget hearings. (CL).

• 6003 Bellflower, D. K. (1982). Developing a mentor relationship. Roeper Review, 5, 45-46.

  A survey of students and individual's involved in mentor-ship programs indicated characteristics of an ideal mentor (competence, patience, respect, and understanding). The importance of genuine respect for each other was emphasized. (CL).

• 6004 Fagan, M. M., & Walter, G. (1982). Mentoring among teachers. Journal of Educational Research, 76, 113-118.

  A study compared mentoring among teachers, nurses, and police officers. Results are compared to studies conducted in other professions, and suggestions for educators and administrators are offered. (FG).

• 6005 Gillespie, P. P. (1982). What every woman needs. Association for Communication Administration Bulletin, (42), 44-46.

  Discusses the particular problems female faculty members encounter in a mentor relationship. Concludes that having a female mentor is not necessarily in the best interests of female graduate students. Suggests that these students seek out good, nonexploitive male faculty members. (PD).

• 6006 Mattson, B. D. (1983). Mentors for the gifted and talented: Whom to seek and where to look. G.C.T., (27), 10-11.

  Considerations in seeking mentors for gifted students are outlined and such desirable characteristics as genuine interest in sharing expertise, enthusiasm, and optimism are cited. School staff and fellow students are suggested as possible mentors. (CL).

• 6007 Lynch, S. M. (1980). The mentor link: Bridging education and employment. Journal of College Placement, 49(1), 44-47.

  At Wheaton College, juniors were matched with professional women who served as mentors of career advisors for the academic year. Most students received information about specific occupational fields or graduate schools and support from their mentors. Some benefited from personal information about the mentor's family, background, and life-style. (Author/BEF).

• 6008 May, K. M., & others (1982). Mentorship for scholarliness: Opportunities and dilemmas. Nursing Outlook, 30, 22-28.

  This paper examines the place that mentorship has, and might potentially have, in the development of scholarliness in nursing. It argues that mentorship and sponsorship are essential for the scholarly development of nurses and for the integration of the scholarly role in the self. (CT).

• 6009 Purdy, P. (1981). The great mentor hunt: Suggestions for the search. G.C.T., (16), 18-20.

  Findings and pairing appropriate mentors with gifted students can be facilitated if the school staff clarify the amount of involvement intended, keep a resource list of possible mentors, use a task force of school and community persons to find mentors, and make presentations to local community organizations. (DB).

• 6010 Runions, T. (1980). The mentor academy program: Educating the gifted/talented for the 80's. Gifted Child Quarterly, 24(4), 152-157.

  The article describes the Mentor Academy Program (MAP), a model for involving mentors as an integral part in the education of the gifted/talented and for training the gifted/talented to be mentors. (SBH).

• 6011 Stockton, R., & Hulse, D. (1983). The use of research teams to enhance competence in counseling research. Counselor Education and Supervision, 22(4), 303-310.

  Notes the problems involved in traditional efforts to induct graduate students into the research process. A collaborative apprenticeship method that can be incorporated into programmatic research with benefits for both students and mentors is presented. (Author).

• 6012 Singer, E. (1983). Training mentors as educational counselors of adult learners. [A quick and handy guide to educational mentoring. A product of a 310 special demonstration training project 1982-83]. ERIC Document Reproduction Service No. ED 228 465.

  This handbook is intended to help persons who are responsible for guiding adults through educational or career changes. Topics include: definition of educational mentoring; motivating learning and growth of adults; barriers to change that managers create or reinforce; dimensions of educational brokering in the mentor role; etc.

• 6013 Sweet, H. D. (1980). A mentor program--Possibilities unlimited. G.C.T., (15), 40-43.

  A mentor program designed to coordinate community experiences for gifted and talented students in 43 schools (grades K through 12) in the Springfield (MA) is described and examples of program activities based on J. Renzulli's Enrichment Triad Model are cited. (CL).

• 6014 Atkinson, C., & others (1980). Management development roles: Coach, sponsor, and mentor. Personnel Journal, 59(11), 918-921.

  In a dynamic management development program, effective managers can be trained by other employees enacting the roles of coaches, sponsors, and mentors. By encouraging these relationships, the organization can produce better managers in a less random way. (SK).

• 6015 Bolton, E. B. (1980). A conceptual analysis of the mentor relationship in the career development of women. Adult Education, 30(4), 195-207.

  The author describes the socializing process of role modeling and the different experiences of males and females. She defines and analyzes the mentor relationship and its impact on career development, presenting a model of career stages. The lack of mentor relationships for women and possible solutions are also discussed. (Author/SK).

• 6016 Campbell, V. (1982). Making it despite double discrimination. Educational Leadership, 39(5), 337-338.

  Black women need to seek the assistance of a mentor to get a desired job, know exactly what her goals are, and work twice as hard. (Author).

• 6017 Hennecke, M. J. (1983). Mentors and proteges: How to build relationships that work. Training, 20(7), 36-41.

  Discusses potential problems and solutions related to mentor/ protege relationships and indicate that the advantages of such relationships far outweigh the pitfalls. Includes 10 steps to aid in beginning a mentorship program. (JOW).

• 6018 Klopf, G. J., & Harrison, J. (1981). Moving up the career ladder: The case for mentors. Principal, 61, 41-43.

  Discusses the multiple role of a mentor, the advantages and problems of mentorships, and how such relationships have positively affected the careers of teachers and administrators. (WD).

• 6019 Merriam, S. (1983). Mentors and proteges: A critical review of the literature. Adult Education Quarterly, 33, 161-173.

  This review divides the literature on mentoring into three sections: mentoring in adult growth and development, in the business world, and in academic settings. Although the literature is biased in favor of the phenomenon, the concept needs clarification and more rigorous research and evaluation. (SK).

• 6020 Taibbi, R. (1983). Supervisors as mentors. Social Work, 28(3), 237-238.

  Points out the need for mentors for beginning social workers and students, and suggests mentoring opportunities may lie in supervisory relationships. Mentorship is an expansion in commitment of the supervisory role beyond administrative and teaching functions to an agreement that the relationship will address the developmental needs of both. (JAC).

• 6021 Borman, C., & Colson, S. (1984). Mentoring: An effective career guidance technique. The Vocational Guidance Quarterly, 32, 192-197.

  Describes and evaluates mentoring in general, then discusses the concept in terms of a career guidance technique. Provides four examples of successful mentoring programs, and offers suggestions for planning mentoring experiences.

• 6022 Burke, R. J. (1982). The role of mentors and sponsors in management development. Part One. CTM: The Human Element, 15(2), 10-13.

  Differentiating between mentors and sponsors, Burke describes the roles of mentors and apprentices. He explains the implications for organizations of career achievements that are motivated by identification with a role model rather than compensation for felt inadequacies. (SK).

• 6023 George, P., & Kummerow, J. (1981). Mentoring for career women. Training, 18(2), 44, 46-49.

  Discusses the advantages and hazards of mentoring. Describes the qualities of a good mentor and of a good protege. Also gives strategies for selecting a good mentor. (JOW).

• 6024 Natale, S. M. (1982). Women in the "Old Boy Network". The Journal of Employment and Training Professionals, 4, 25-33.

  The author finds that women will reshape the corporate organization, if only because there will be more women working. He discusses how the basic structure of professions affects and limits women's participation, how the mentor-protege system works, and how style and attitudes toward roles differ between male and female executives. (CT).

• 6025 Taylor, I. C., & McLaughlin, M. B. (1982). Mentoring freshman women. Journal of the NAWDAC, 45(2), 10-15.

  Describes the mentoring component of a federally funded project, Women's Academic and Career Choices. The objective of the project was to open and broaden young college women's thinking about academic career choices through a two-credit strategy course, intensive mentoring/advisor activity, and role modeling. (Author).

• 6026 Wright, S., & Cowen, E. L. (1985). The effects of peer teaching on student perceptions of class environment, adjustment and academic performance. American Journal of Community Psychology, 13(4), 417-433.

  This study explored the effects of a social studies peer-teaching intervention on student perceptions of class environment, adjustment, and academic performance. There were 45 students in the experimental group (E) and 46 controls (C) from four fifth-grade classes in a suburban, predominantly white, middle-class school. The Classroom Environment Scale (CES) and a School Opinion Survey were used to assess student views of the classroom. Students completed self-esteem and peer sociometric rating measures and teachers submitted adjustment ratings for all pupils. Report card and average monthly grades were recorded in social studies. After the intervention, Es compared to Cs came to see their classes as more Involved, Orderly and Organized, and Competitive, and reported being happier in class and enjoying aspects of their school work more. The groups did not differ in change in self-esteem. Both groups improved directionally in peer liking, though Cs did so more than Es. Teachers rated Es as having increased competence and decreased in problems after the program. Es did significantly better than Cs both on report cards and monthly social studies grades due primarily to the substantial improvement of Es with initially low academic status. (Authors).

• 6027 Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self- efficacy and achievement. Journal of Educational Psychology, 77(3), 313-323.

  This experiment investigated how children's self-efficacy and achievement were influenced by their observing peer models learn a cognitive skill. The subjects were children who had experienced difficulties learning subtraction with regrouping operations in their classes. Children observed a same-sex peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Children then judged self-efficacy for learning to subtract and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement than did observing the teacher model or not observing a model. Children who observed the teacher model scored higher than no-model subjects on these measures. No significant differences due to type of peer modeled behavior (mastery/coping) were obtained on any measure.

• 6028 Rubin, K. H., & Ross, H. S. (1985). Peer relationships and social skills in childhood. New York: Springer-Verlag.

  This book is intended for researchers and workers in the field of developmental and social psychology and education. It is a collection of 16 chapters written by researchers active in the field and includes reviews of existing literature, theory, methodology and reports of new research. In each of the three sections--Social Skills, Peer Relationships, and Individual Differences in Peer Relationships and Social Skills--chapters cover research on children at different developmental stages on various social behaviours, including cooperative play, problem-solving, pro-social behaviour and friendship- making. Preschool and early school age groups are considered more fully than older children.The book's concern is primarily with behaviour with peers, but sibling and parent-child relationships are also considered. The orientation is the consideration of attainment of social goals as the essential feature of the social skill concept. Applied aspects of research on children's social behaviour are reported in the third part on individual differences, which describes work with specific groups--blind children and those with behaviour problems. Several authors have commented recently on the assumptions made in social skills training programs about children's normal social behaviour. This book provides a comprehensive review of research, application of which may enable more effective intervention strategies to be devised. It is potentially useful for the workers in both basic and applied fields. (CV).

• 6029 Eison, J. A., Pollio, H. R., & Milton, O. (1986). Educational and personal characteristics of four different types of learning- and grade-oriented students. Contemporary Educational Psychology, 11(1), 54-67.

  To discover personal and educational characteristics of learning- (LO) and grade- oriented (GO) students, over 200 subjects were divided into four groups: high LO-high GO; high LO-low GO; low LO-high GO; and low LO-low GO. All students completed the 16 PF, Myers-Briggs (M-B), Levenson Locus of Control (LOC), Achievement Anxiety (AAT), and Survey of Study Habits and Attitudes (SSHA) tests. Results indicated that H-L students produced highest scores on factors B, I, M, and Q1 of the 16 PF; scale N of M-B; scale I of LOC; the facilitative scale of AAT; and all scales of SSHA. They scored lowest on Q4 of the 16 PF, on scale S of M-B, on the debilitating scale of AAT, and on scale C of LOC. Students in the L-H groups scored lowest on scales I, M, and Q1 of the 16 PF, on scale N of M-B, on scale I of LOC, on the facilitating scale of AAT, as well as on all scales of SSHA. They scored highest on scale S of M-B and tied for highest on scale Q4 of the 16 PF. Students in the H-H group scored lowest on scales B, I, and Q4 of the 16 PF as well as on scale I of M-B and highest on scale E of M-B, on AAT (debilitating), and on scale C of LOC. Finally, students in the L-L group tied for highest on the 16 PF scale Q4 and on scale I of M-B and lowest on scale E of M-B and scale I of LOC. Results are discussed in terms of the personal and educational resources each student brings to the college environment and the ways in which these resources are used in coming to terms with the specifics of that situation. (Authors).

• 6030 Galvez-Hjornevik, C. (1985). Mentoring: A review of the literature with a focus on teaching. Austin, TX: University of Texas, Research and Development Center for Teacher Education.

  Many local educational agencies, as well as independent school districts, are currently designing induction programs for beginning teachers. One feature of these induction programs is the appointment of a mentor or sponsor teacher. This review is designed to summarize existing literature from the teaching profession on the mentor relationship in order to assist educators in enhancing induction programs. A review of pertinent research concerning the mentoring phenomenon provides education professionals interested in initiating a "mentor teacher" program with an important resource. This paper focuses on three major areas: the concept of mentoring and its theoretical foundations, mentorial activities as they relate to teachers and induction programs, and the nature of the mentor- protege relationship in professions other than education. Overviews are provided of studies in mentoring in schools and inductions programs that incorporate the mentoring relationship. Information is included on (1) the characteristics and functions of a mentor; (2) selection and attraction of a mentor; (3) the interpersonal relationship; (4) the character of the mentor-protege relationship; (5) precautions in engaging in the mentor- protege relationship; (6) what and how proteges learn from mentors; (7) guidelines for formal and informal mentor programs. (RIE).

• 6031 Galvez-Hjornevik, C. (1986). Mentoring among teachers: A review of the literature. Journal of Teacher Education, 37(1), 6-11.

  The mentoring literature is beginning to expand because of increased interest in teacher induction programs. In this article, the author reviews some of the most significant studies of the past decade, and she identifies the salient characteristics of successful mentor-protege relationships. Based on data drawn from the available literature, the author suggests that the mentoring relationship be voluntary and that age and gender factors be considered before mentor-protege pairs are established. Further, she argues that educators, and particularly teacher educators, make use of knowledge derived from other disciplines and fields in their efforts to design induction programs for new teachers.(JTE).

• Sperry, L. (1993). Working with executives - consulting, counseling, and coaching. Individual Psychology - The Journal of Adlerian Theory Research and Practice, 49, 2, 257-266. Not available for annotation.

• Brady, L. (1993). Intervisitation and mentoring: Professional development for principals. Journal of Curriculum Studies, 25, 4, 371-375. School principals reported several benefits from being matched in a peer relationship with other principals. (RAC)

• Twomey, J.L. (1991). Academic performance and retention in a peer mentor program at a two-year campus of a four-year institution. Research report. Alamagordo, NM: New Mexico State University. Students who received mentoring from peers in either a group or an individual manner improved their grade point averages and were more likely to remain in the college than comparable students who did not receive mentoring. (RAC)

• Slicker, E.K.,& Palmer, D.J. (1993). Mentoring at-risk high school students: Evaluation of a school-based program. The School Counselor, 40 (5), 327-334. Continuous monitoring of the quality of the relationship between at-risk student and mentor is essential for effectiveness. (RAC)

• Scandura, T.A., &Ragins, B.R. (1993). The effects of sex and gender role orientations on mentorship in male-dominated occupations. Journal of Vocational Behavior, 43, 3, 251-265. Results of a study of certified public accountants showed that biological sex was not related to mentoring. Individuals with androgynous sex role orientations reported more mentorship functions than individuals with feminine or masculine orientations.
• Martin, J. (1993). Training administrators to serve as student mentors - An untapped resource. College and University, 69,1, 14-21. Not available for annotation.

• Pettitt, D. (1993). Mentoring: Perspective on school-based teacher education. British Journal of Educational Studies, 41,3, 319-320. Not available for annotation.

• Bainer, D.L., &Didham, C. (1994). Mentoring and other support behaviors in the elementary school setting. Journal of Educational Research, 87, 4, 240-247. An examination of naturally occuring mentoring behaviors of adults in an elementary school revealed six separate factors: mentoring, supporting, collaborating, career strategizing, supervising, and grounding. Formal programs should include all of these. (RAC)

• Whitely, W., Dougherty, T.W., &Dreher, G.F. (1991). Relationship of career mentoring and socioeconomic origin to managers' and professionals' early career progress. Academy of Management Journal, 34, 2, 331-351. Career mentoring was related to both promotion rate and total compensation. Explanations are provided. (RAC)

• Wright, C.A., &Wright, S.D. (1987). The role of mentors in the career development of young professionals. Family Relations: Journal of Applied Family and Child Studies, 36, 2, 204-208. Reviews the literature on mentoring, emphasizes the need for a peer mentoring relationship for younger professionals. (RAC)

• Freedman, M. (1993). The kindness of strangers: Adult mentors, urban youth, and the new volunteerism. San Francisco, CA: Jossey-Bass. Based on interviews with over 300 mentors, young people, scholars, and youth workers, this book describes what mentoring can accomplish, what it takes to be a successful mentor, and the differences between effective and ineffective mentor programs. (RAC)

• Mentoring &Tutoring for Partnership in Learning. A journal published by Trentham Books trehtham-books.co.uk. The focus is on mentoring and tutoring in education and industry for adults and young people of all ages. A subscription is $45(US). (RAC)

• Johnson, J. (1993). New careers model revisited: The importance of mentoring. Journal of Employment Counseling, 30, 2, 55-66. (Not available for annotation).

• Tyler, J.L. (1994). The death of mentoring. Hospitals &Health Networks, 68, 19, 84. (Not available for annotation).

• Orpen, C. (1995). The effects of mentoring on employees' career success. Journal of Social Psychology, 135, 5, 667-668. (Not available for annotation).

• Thile, E.L. (1995). The ethnic mentor undergraduate program: A brief description and [Missing Data]. Journal of Multicultural Counseling and Development, 23, 2, 116-126. (Not available for annotation).

• Hoke, F. (1994). Sex discrimination case hinges on concept of mentoring. Scientist, 8, 10, 3. (Not available for annotation).

• Duin, A.H. (1994). Responding to 9th grade students via telecommunications: College mentor [Missing Data]. Research in the Teaching of English, 28, 2, 117-153. (Not available for annotation).

• Scandura, T.A. (1994). Leader-member exchange and supervisor career mentoring as [Missing Data]. Academy of Management Journal, 37, 6, 1588-1602. (Not available for annotation).

• Kaye, B. (1995). Mentoring: A group guide. Training and Development, 49, 4, 22-27. (Not available for annotation).

• Geigerdumond, A.H. (1995). Mentoring: A practitioner's guide. Training and Development, 49, 3, 51-54. (Not available for annotation).

• Angelini, D.J. (1995). Mentoring in the career development of hospital staff nurses: Models and practices. Journal of Professional Nursing, 11, 2, 89-97. (Not available for annotation).

• Roberts, A. (1994). Notes on assessing a mentor program. Psychological Reports, 75, 3, 1369-1370. (Not available for annotation).

• Mullen, E.J. (1994). Framing the mentoring relationship as an information exchange. Human Resource Management Review, 4, 3, 257-281. (Not available for annotation).

• Powers, L.E. (1995). An exploratory, randomized study of the impact of mentoring on the [Missing Data]. Journal of Rehabilitation, 61, 1, 33-41. (Not available for annotation).

• Biggs, M. (1995). Aspirations and mentoring in the academic environment: Women faculty. Library Quarterly, 65, 2, 239-240. (Not available for annotation).

• Booth, W.C. (1994). Beyond knowledge and inquiry to love: Or who mentors the mentors. Academe - Bulletin of the AAUP, 80, 6, 29-36. (Not available for annotation).

• Brill, J.E. (1993). The debt that cannot be repaid: Mentoring helps others while bringing satisfaction to the mentor. ABA Journal, 79, 100. (Not available for annotation).

• Mosenkis, S.L. (1994). The real mentoring trap. Library Journal, 119, 2, 8. (Not available for annotation).

• Lankard, B.A. (1996). Trends and issues alerts: The role of mentoring in career education. Columbus, OH: ERIC. A brief description of mentoring with a list of a few print resources and resource organizations.(RAC)

• Bizzari, J.C. (1995). Women, role models, mentors, and career. Educational Horizons, 73, 3, 145-152. Evidence suggests potential cna be denied or lost for women in certain male-dominated careers for lack of women mentors of role models in the field. Seeing other women in challenging roles becomes necessary to many young women who need a light on the horizon to see how something can be done. (BAL)

• Didion, C.J. (1995). Mentoring women in science. Educational Horizons, 73, 3, 141-144. College students perceived barriers for women entering and staying in the sciences. An organization-based mentoring program reduced the impact of these barriers. (RAC)

• Finley, A., & Scott, D. (1995). Work-based learning resource guide. Tallahassee, FL: Florida State University (ED 388-849). Mentoring is included as one of several components to help students with work-based learning programs. (RAC)

• Flaxman, E. (1993). Standards for mentoring in career development. IEE Brief No. 10. New York: Institute on Education and the Economy (ED 366 820). Program planners developing mentor programs must consider the place of mentoring in career identification/choice and must establish performance standards for mentoring services in career development. Mentoring can occur in formal classroom instruction, work experiences, special programs, and/or special services. (BAL)

• Floyd, N. (Ed.). (1993). Mentoring: Education research consumer guide, number 7. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education (ED 363 678). Provides examples of mentoring plus some definitions. (RAC)

• Freedman, M., & Baker, R. (1995). Workplace mentoring for youth: Context, issues, strategies. Washington, DC: National Institute for Work and Learning (ED 381 670). Mentoring includes involving non-college bound youth, tutoring, emotional support. Two of the biggest issues facing formal mentoring programs are social distance and time constraints. Best practices include acknowledging mentoring as an art, training mentors continuously, orienting students to the concept, allowing enough time, and supporting mentors and partners once a match as been formed. (BAL/RAC)

• Greer, R. (1993). Mentor's guide to improved equity in decision making: Roles, methods, and influences. Columbus, OH: Career, Education, and Training Associates, Inc. (ED 358 383). Guide to establishing a program in which adults from the community serve as mentors for high school students to accomplish goals such as career understanding and literacy, show students real relationships between learning and earning a living, acquaint students with career opportunities in a wider context, and help students make informed career and curricular choices. (BAL)

• Locklear, E.L. (1991). CareerSmarts. 4-H mentoring program. Raleigh, NC: Cooperative Education Service, North Carolina State University (ED 358 334). Contains three handbooks (for extension agents, proteges, and mentors) that explain the program and outline practical ways to conduct it. (BAL)

• Maddy-Bernstein, C. (1995). A school-to-work resource guide: Focusing on diversity. Berkeley, CA: National Center for Research in Vocational Education, University of California (ED 389 901). Includes an annotated list of publications on mentoring and dropout prevention. (BAL)

• McAuliffe, A. (Ed.) (1993). Mentoring in educational settings. WEEA Digest, Newton, MA: Women's Educational Equity Act Dissemination Center (ED 359 434). Describes unresolved issues, unanswered questions and learning from the field-based mentoring projects. (BAL)

• Gerstein, M. (1985). Mentoring: An age old practice in a knowledge-based society. Journal of Counseling and Development, 64, 2, 156-157. Reviews the literature on mentoring in organizations and discusses six guidelines for establishing such relationships. Implications for career counsellors are given. (BL)

• Anderson, L.W. (1996). If you don't know who wrote it, you won't understand it: Lessons learned from Benjamin S. Bloom. Peabody Journal of Education, 71, 1, 77-87. A mentor remembered.

• Bona, M.J., Rinehart, J., & Volbrecht, R.M. (1995). Show me how to do like you: co-mentoring as feminist pedagogy. Feminist Teacher, 9, 116-24. (Article not available for annotation.)

• Burnette, A.P. (1995). Mentoring: one solution to teen violence. The Negro Educational Review, 46, 87-94. (Article not available for annotation.)

• Cain, M.. (1994). Mentoring as identity exchange: conflicts and connections. Feminist Teacher, 8, 3, 112-18. (Article not available for annotation.)

• Calabrese, R.L. (1996). Friends along the journey. Peabody Journal of Education, 71, 1, 44-56. (Article not available for annotation.)

• Coles, A.D. (March 27, 1996). Kindergarten cops. Education Week, 15, 37-8. Los Angeles schools use police as mentors.

• Carger, C.L. (1996). The two Bills: reflecting on the gift of mentorship. Peabody Journal of Education, 71, 1, 22-9. A mentor remembered.

• Crawford, I., Figert, A., & Suarez-Balcazar, Y. (1996).The use of research participation for mentoring prospective minority graduate students. Teaching Sociology, 24, 256-63. (Article not available for annotation.)

• Didion, C.J. (1996). Motivating women students. Journal of College Science Teaching, 25, 439. Mentor and mentoring. (Article not available for annotation.)

• Egan, G., Arkfeld, T., & Vanderwerken, V. (1996). PALS (Partners in active learning support). The Agricultural Education Magazine, 68, 14-17. Mentor and mentoring. (Article not available for annotation.)

• English, L. (1996). The tradition of Teresa of Avila and its implications for mentoring of religious educators. Religious Education, 91, 86-103. Mentor and mentoring. (Article not available for annotation.)

• Ferris, L.E., Mackinnon, S.E., Mizgala, C.L., & McNiell, I. (1996). Do Canadian female surgeons feel discriminated against as women? Canadian Medical Association Journal, 154 (1), 21-27. All 459 female members in good standing of the Royal College of Physicians and Surgeons of Canada or the Corporation professionnelle des medecins du Quebec, or both, practising in Canada as of March 1990 completed a survey between March 1990 and May 1992 to report levels of discrimination during selection and training and in career development and advancement, institutional policies on maternity leave and job sharing, and the existence of Female role models or mentors. Although 82% (338/413) agreed that female medical students need female role models, 80% (330/415) reported they did not have a female mentor.

• Fields, C.D. (1996). Black peer mentors, cooperative advocacy beneficial to morale. Black Issues in Higher Education, 13, 24. Mentor and mentoring. (Article not available for annotation.)

• Franke, A., & Dahlgren, L.O. (1996). Conceptions of mentoring: an empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12, 627-41. Mentor and mentoring. (Article not available for annotation.)

• Ganser, T. (1996). What do mentors say about mentoring? Journal of Staff Development, 17, 36-9. Mentor and mentoring. (Article not available for annotation.)

• Glasgow, N.A. (1996). Taking the classroom into the community: a guidebook. NY: Corwin Press. Mentor and mentoring. (Book not available for annotation.)

• Glover, D., & Mardle, G. (Eds.). (1995). The Management of mentoring: policy issues. London, (United Kingdom): Kogan Page. Mentor and mentoring. (Book not available for annotation.)

• Goodlad, S. (Ed.) (1995). Students as tutors and mentors. London (United Kingdom): Kogan Page. Mentor and mentoring. (Book not available for annotation.)

• Haberman, M. (1996). Florence B. Stratemeyer: teacher educator for a free people. Peabody Journal of Education, 71, 1, 12-21. A mentor remembered.

• Hagger, H., Burn, K., & McIntyre, D. (1995). The school mentor handbook: essential skills and strategies for working with student teachers. London (United Kingdom): Kogan Page. Mentor and mentoring. (Book not available for annotation.)

• Harris, J. (1996). It's a simple idea, but it's not easy to do! Learning and Leading with Technology, 24, 53-7. Mentor and mentoring. (Article not available for annotation.)

• Janas, M. (1996). Mentoring the mentor: a challenge for staff development. Journal of Staff Development, 17, Fall '96, 2-5. Teacher education in-service involves the theories and principles of mentors and mentor programs.

• Jacobs. M; King, P. (1996). The PSSP Program: Peformance based training at Potacan Mining Company: A pilot project in the drill and blast operation. CIM-BULLETIN, 89, 996, 60-64. This paper describes a comprehensive performance based training program developed and implemented in consultation with bargaining unit employees. Features of the program include supervisor trainer mentor consultations and benchmarking.

• Jarvis, M.G. (1996). Personalizing high school. The Education Digest, 62, 19-22. Mentors and mentor programs for at risk students.

• Kartje, J.V. (1996). O mentor! My mentor! Peabody Journal of Education, 71, 1, 114-25. A mentor remembered.

• Kridel, C.A., Bullough, R.V., & Shaker, P. (Eds.) (1996). Teachers and mentors: profiles of distinguished twentieth-century professors of education. NY: Garland. (Book not available for annotation.)

• Lasley, T. J., II (1996). Mentors: they simply believe. Peabody Journal of Education, 71, 1, 64-70. Mentor and mentoring. (Article not available for annotation.)

• Luna, G., & Cullen, D.L. (1995). Empowering the faculty: mentoring redirected and renewed. ASHE-ERIC Higher Education Reports, no 3, 1-87. Mentor and mentoring. (Article not available for annotation.)

• Madison, J., & Huston, C.L. (1996). Faculty-faculty mentoring relationships: an American and Australian perspective. NASPA Journal, 33, 316-30. Mentor and mentoring. (Article not available for annotation.)

• Marcus, S. (1996). I remember Harry. Peabody Journal of Education, 71, 1, 88-94. A mentor remembered.

• McGavin, H. (1996). Adult shoulders a pupil can rely on. The Times Educational Supplement, no 4196, N 29. Mentor and mentoring. (Article not available for annotation.)

• Mohamed, E. (1996). It takes a whole village to raise a child. Peabody Journal of Education, 71, 1, 57-63. Mentor and mentoring. (Article not available for annotation.)

• Morgenthaler, S.K. (1996). My mentor: motivation toward excellence. Peabody Journal of Education, 71, 1, 71-6. A mentor remembered.

• Nissen, K.R., Ross, B. (1996). A mentor/research model to teach library skills: an introduction to database searching. T.H.E. Journal, 24, 96-8. Mentor and mentoring. (Article not available for annotation.)

• O'Neill, D.K., Wagner, R., & Gomez, L.M. (1996). Online mentors: experimenting in science class. Educational Leadership, 54, 3, 39-42. Scientists volunteer to mentor high school students via telementoring with successful results.
• Ornstein, A.C. (1996). On Virgil Clift. Peabody Journal of Education, 71, 1, 39-43. A mentor remembered.

• Perna, F.M., Lerner, B.S., & Yura, M.T. (1995). Mentoring and career development among university faculty. Journal of Education, 177, 2, 31-45. Mentor and mentoring. (Article not available for annotation.)

• Rodriguez, S. (1996). Thoreauvian knight. Peabody Journal of Education, 71, 1, 30-8. A mentor remembered.

• Sanchez, B., & Harris, J.B. (1996). Mentoring: a success story. Learning and Leading with Technology, 23, 57-60. Mentor and mentoring. (Article not available for annotation.)

• Schaller, J. (1996). Mentoring of women: transformation in adult religious education. Religious Education, 91, 160-71. Mentor and mentoring. (Article not available for annotation.)

• Shadiow, L.K. (1996). Remembering a mentor. The Clearing House, 69, 277-9. Mentor and mentoring. (Article not available for annotation.)

• Sommerfeld, M. (February 7, 1996). Ancient advice. Education Week, 15, 33-5. Mentor and mentoring. (Article not available for annotation.)

• Struthers, N.J. (1995). Differences in mentoring: A function of gender or organizational rank. Journal of Social Behavior and Personality, 10 (6), 265-272. One hundred sixty five female professors who had been mentored at some point during their academic careers responded to a questionnaire about their experiences. Of interest was the extent to which their mentors had provided them with psychosocial support, and also the extent to which their mentors had utilized their power within the organization for the benefit of the protege. Previous research indicated that power was much more likely to be used by male mentors and psychosocial support was much more likely to be provided by female mentors. Results of this study indicated that perceptions of utilization of power by the mentor increased with rank of the mentor, regardless of gender. In other words, full professors were perceived as utilizing significantly more power in the enhancement of their proteges' academic careers than were assistant professors. Perceptions of psychosocial support provided by the mentor tended to diminish with the rank of the mentor, although not significantly so.

• Tepper, K., Shaffer, B.C., & Tepper, B.J. (1996). Latent structure of mentoring function scales. Educational and Psychological Measurement, 56, 848-57. Mentor and mentoring. (Article not available for annotation.)

• Theoret, M. (1996). Evaluation de la mise en oeuvre d'une intervention de mentorat pour prevenir l'abandon scolaire: le programme "Promethee". McGill Journal of Education, 31, 143-58. Mentor and mentoring. (Article not available for annotation.)

• Trotter, A. (1996). Teacher mentors sought to make technology links. Education Week, 16, 5. Mentor and mentoring. (Article not available for annotation.)

• Tuckman, B.W. (1996). My mentor: Robert M. Gagne. Peabody Journal of Education, 71, 1, 3-11. A mentor remembered.

• Twale, D.J., & Jelinek, S.M. (1996). Proteges and mentors: mentoring experiences of women student affairs professionals. NASPA Journal, 33, 203-17. Mentor and mentoring. (Article not available for annotation.)

• Ward, L. (April 5, 1996). Ancient art of pairing. The Times Educational Supplement, 4162, 21. Mentors and mentor programs for Blacks in Great Britain.

• Weiner, D.J., & Weiner, E.J. (1996). Research mentor: a tool to aid in the training of scientific investigators. British Journal of Educational Technology, 27, 5-14. Mentor and mentoring. (Article not available for annotation.)

• Whitebook, M. (January, 1996). Merits of mentoring. Scholastic Early Childhood Today, 10, 56. Mentor and mentoring. (Article not available for annotation.)

• Whitebook, M., & Bellm, D. (1996). Mentoring for early childhood teachers and providers: Building upon and extending tradition. Young Children, 52, 59-64. Mentor and mentoring. (Article not available for annotation.)

• (Author Data Missing) (1996). Preparing school improvement teams, mentors, and staff developers. Journal of Staff Development, 17, 2-5+. Mentor and mentoring. (Article not available for annotation.)

• Wyant, M. (1996). Peer mentoring teams for teachers. Principal (Reston, Va.), 75, 30. Mentor and mentoring. (Article not available for annotation.)

• Young, J.R. (March 5, 1996). Pamela Leigh Mack: from mentee to mentor. ASEE Prism, 37-8. Mentor and mentoring. (Article not available for annotation.)