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MENTORING IN THE SOCIAL STUDIES: WO...

DOUGAN, ALBERTA MACKE.

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MENTORING IN THE SOCIAL STUDIES: WORLD WAR II TO THE PRESENT TIME (HIGHER EDUCATION).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	MENTORING IN THE SOCIAL STUDIES: WORLD WAR II TO THE PRESENT TIME (HIGHER EDUCATION)./
作者:	DOUGAN, ALBERTA MACKE.
面頁冊數:	333 p.
附註:	Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2829.
Contained By:	Dissertation Abstracts International45-09A.
標題:	Social sciences education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8429385

MENTORING IN THE SOCIAL STUDIES: WORLD WAR II TO THE PRESENT TIME (HIGHER EDUCATION).
DOUGAN, ALBERTA MACKE.

MENTORING IN THE SOCIAL STUDIES: WORLD WAR II TO THE PRESENT TIME (HIGHER EDUCATION). - 333 p.

Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2829.

Thesis (Educat.D.)--Indiana University, 1984.

This study has examined the thesis adviser-doctoral candidate relationship in the field of social studies education. It has attempted to determine the nature of that relationship, the extent to which mentoring has occurred, and the intellectual/philosophical impact of that relationship on the perpetuation of multiple schools of thought within the social studies.Subjects--Topical Terms:

2144735
Social sciences education.

MENTORING IN THE SOCIAL STUDIES: WORLD WAR II TO THE PRESENT TIME (HIGHER EDUCATION).
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245 1 0 $a MENTORING IN THE SOCIAL STUDIES: WORLD WAR II TO THE PRESENT TIME (HIGHER EDUCATION).
300 $a 333 p.
500 $a Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2829.
502 $a Thesis (Educat.D.)--Indiana University, 1984.
520 $a This study has examined the thesis adviser-doctoral candidate relationship in the field of social studies education. It has attempted to determine the nature of that relationship, the extent to which mentoring has occurred, and the intellectual/philosophical impact of that relationship on the perpetuation of multiple schools of thought within the social studies.
520 $a After examining the literature of the social studies and entries in Dissertation Abstracts International, individuals were placed in a genealogical format. Questionnaires were mailed to selected thesis advisers and their former students based upon the apparent philosophical position of the adviser. Quantitative and qualitative data were gathered from 98 respondents (52.7% return rate) and from 14 individuals who submitted to an interview. Responses were analyzed according to the grounded theory procedures established by Glaser and Strauss (1967).
520 $a Multiple roles were found to exist both during the degree program and following completion of the degree. Roles that emerged for thesis advisers during the degree program included Academic Mentor, Career Mentor, Intellectual/Philosophical Mentor, and Nonmentor. Doctoral candidate roles were Protege and Nonprotege. Approximately two-thirds of the respondents viewed their thesis advisers as mentors. For many respondents the relationship continued beyond completion of the degree. The roles that emerged during this period were Mentor as Friend, as Colleague, as Lifelong Role Model, and as Intellectual/Philosophical Model. Each pairing appears to be unique, based upon timing, personal "fit," and mutuality of research interests and philosophy.
520 $a The relationship appears to have potential for explaining the continuation of multiple schools of thought within the social studies. When there is a strong philosophical commitment by the mentor, that position is likely to be adopted by the protege who, in turn, perpetuates it with his/her students. The strongest personal bonds seem to occur when there is commonality in philosophy and research interests.
590 $a School code: 0093.
650 4 $a Social sciences education. $3 2144735
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710 2 $a Indiana University. $3 960096
773 0 $t Dissertation Abstracts International $g 45-09A.
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792 $a 1984
793 $a English
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