Robust theory on mentoring and coaching is backed by practical support: training workshop templates, learning partner handouts, and a questionnaire for selecting prospective mentors.

Facilitating Reflective Learning: Coaching, Mentoring and Supervision is written by two leading experts in the field. The text explains how coaching and mentoring works in different situations. The authors guide the reader through key learning theories; describe the different models available for coaching and mentoring; and demonstrate how they can be applied in practice. In this completely revised new edition, robust theory is backed up by practical advice and numerous case studies. The coaching and mentoring skills used in different situations are clearly described. Ready to use resources include templates for contracting, reviewing and evaluating, as well as guidance on group dynamics for team coaching and group supervision. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision.

What is the difference between a 'coach' and a 'mentor'? How can practitioner's and clients assess their benefits if there is little or no general understanding as to their meaning? This book offers answers by describing the different theoretical models available for coaching and mentoring and by looking at how these models are applied in practice. Robust theory is backed up by practical advice. Numerous practical exercises, case studies, templates - including a Training Workshop template - learning partner handouts and a questionnaire for selecting prospective mentors are included. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision and codes of practice.

Praise for the previous edition: “This is a passionate and practical book” Teaching in Higher Education “This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.” Studies in Higher Education This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.

The knowledge base about mentoring and coaching in education has grown considerably worldwide in the last decade. The very many definitions of mentoring and coaching demand an evidence base to assist with understanding the convergence and distinctions between these concepts, and with situating them in relation to learning. This Handbook is a leading source of ideas and information. 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, this handbook maps current knowledge and understanding, values and skills underpinning educational mentoring and coaching for learning. Contributors who are leading scholars and practitioners address issues of theory and practice in school, higher education, and other educational contexts, and they set out practical applications of coaching and mentoring for practitioners and researchers. Contributors 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. The SAGE Handbook of Mentoring and Coaching in Education is an essential reference for practitioners, researchers, educators, and policymakers. Dr Sarah J Fletcher is an international Educational Research Mentoring and Coaching Consultant and she convenes the Mentoring and Coaching SIG for the British Educational Research Association. Carol A Mullen is Professor and Chair, Educational Leadership and Cultural Foundations Department, at The University of North Carolina at Greensboro, North Carolina, USA.

Written by two leading scholars in the field, this book is an essential guide to the theory and practice of coaching and mentoring. The 4th Edition features: · New content on the definitional issues and the hybridization of coaching and mentoring · Revised analysis on the research terrain of coaching and mentoring · Careful consideration of the impacts of the Covid-19 pandemic on coaching and mentoring · New and updated case studies and examples from a wide range of countries, including the USA, Africa, Saudi Arabia, Hong Kong, Russia, Australia, South America, the Czech Republic and Sri Lanka · Updated activities, reflective questions and annotated further reading at the end of each chapter This book also comes with an Instructor’s Manual and PowerPoint slides for lecturers to use in their teaching. Suitable reading for students on coaching and mentoring modules. Bob Garvey is Managing Partner of the Lio Partnership, a coaching and mentoring consultancy. Paul Stokes is a Principal Lecturer at Sheffield Hallam University and leads its MSc Coaching and Mentoring programme.

The SAGE Handbook of Coaching presents a comprehensive, global view of the discipline, identifying the current issues and practices, as well as mapping out where the discipline is going. The Handbook is organized into six thematic sections: Part One: Positioning Coaching as a Discipline Part Two: Coaching as a Process Part Three: Common Issues in Coaching Part Four: Coaching in Contexts Part Five: Researching Coaching Part Six: Development of Coaches It provides the perfect reference point for graduate students, scholars, educators and researchers wishing to familiarize themselves with current research and debate in the academic and influential practitioners′ literature on coaching.

This book is not available as a print inspection copy. To download an e-version click here or for more information contact your local sales representative. Drawing on extensive research and the authors’ own experiences as coaches and mentors, the book offers a critical perspective on the theory and practice of coaching and mentoring. The Third Edition is split into four parts and has been updated to include the contemporary debates, issues and influences in the field. It features a collection of new international case-studies, drawn from the USA, Africa, Asia and South America, along with an increased emphasis on current topics such as internal coaching schemes, e-technologies and social media. In addition to these features, there are four new chapters: Perspectives on Coaching and Mentoring from around the Globe – Comparing case studies written by practitioners in locations around the world. The Skilled Coachee – An examination of the role of coachee in the coaching and mentoring process. Question of Ethics – A chapter devoted to the ethical issues inherent in coaching and mentoring. Towards a Meta-Theory – A chance for the reader to conceive new ways to engage with theory and practice. The book is complemented by a companion website featuring a range of tools and resources for instructors and students, including PowerPoint slides, flash-cards and access to full text SAGE Journal articles. Suitable reading for students on coaching and mentoring modules.

Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.