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It doesn’t have to be “sink or swim” : building positive professional relationships through mentoring

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dc.contributor.author Alderman, Chris
dc.contributor.author Blake, Karen
dc.contributor.author Cornell, Bruce
dc.contributor.author Higgs, Zoe
dc.contributor.author Klein, Rachel
dc.date.accessioned 2012-06-01T16:11:26Z
dc.date.available 2012-06-01T16:11:26Z
dc.date.issued 2012-04
dc.identifier.uri http://hdl.handle.net/2429/42443
dc.description.abstract This paper is a review and analysis of current mentoring practices in public school systems. More specifically, our research centres around comparing and contrasting existing mentorship models and then analyzing how these may or may not relate to the current practices of a school district in the Lower Mainland of British Columbia. The research involves a systematic literature review and interviews with educational experts who hold district leadership positions. These two components identified a number of overarching themes of mentoring programs: structure and format of programs, collaboration and reciprocity of relationships, support for teachers, mandated and voluntary enrolment, and resource allocation. en_US
dc.language.iso eng en_US
dc.relation.ispartofseries University of British Columbia. Educational Studies Capstone Projects, 2012 en_US
dc.title It doesn’t have to be “sink or swim” : building positive professional relationships through mentoring en_US
dc.title.alternative Positive relationships through mentoring en_US
dc.type text en_US
dc.description.affiliation Educational Studies (EDST), Dept of en_US
dc.description.reviewstatus Unreviewed en_US
dc.description.scholarlevel Graduate en_US


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