Resources Available Online

Reflective Teaching in the Early Years: A Case for Mentoring Diverse Educators

This case study describes a shared mentoring approach used by a Latina teacher and two university professors. Findings revealed that the teacher's interest combined with the more experienced university professors benefited the teacher, the students, other teachers in the school, and the participating professors. Implications of this case study indicate the need to mentor diverse educators in the beginning years. (2007)
Early Childhood Education Journal, 34(6)
Download

Additional Resources

Borders to cross: Identifying sources of tension in mentor-intern relationships

In this article, border crossing is used as a theoretical framework to investigate the emotional strain that develops between two mentor–intern pairs during the course of a yearlong internship. Interviews with mentors and interns, and observations of planning sessions, teaching episodes, and follow-up conferences show diverse conceptions of mentoring, and teacher beliefs. The study suggests that teacher preparation programs must take a greater role in designing and supporting mentors engaged in teacher education. (2008)
Teaching and Teacher Education: An International Journal of Research and Studies, 24(8), 2132–2145

Coming Home—Mentoring New Teachers: A School-University Partnership to Support the Development of Teachers from Diverse Ethnic Backgrounds

This article describes the development of the Coming Home Project. The authors discuss vital program components for supporting diverse students who are interested in becoming teachers. Among financial assistance, and special support services, the article discusses a mentoring program that enables diverse students to graduate from predominantly white colleges and become teachers in their own communities are described. The article also provides lessons learned from the project. (1999)
Peabody Journal of Education, 74(2), 75–89

The PIPEline Project

This article describes a minority teacher recruitment program created by a local teacher's union and school district. It further outlines the beginning elements necessary in creating such programs, describes how partnership goals are reached, and provides information on why the program is successful. The article also provides a list of recommendations for those interested in developing a quality minority teacher preparation program. (2001)
Teaching and Change, 8(4), 362–369