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2020WI_ED*6002*FRE1B Guide Ask Us

Guide Sections

Course Readings

Bearwald, R. (20111). It’s about the questions: Effective coaching thrives not on quick fixes and ready answers, but on questioning and listening. Educational Leadership, 69(2),74-77.
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Carr, M., Holmes, W., & Flynn, K. Using mentoring, coaching, and self-mentoring to support public school educators. The Clearing House, 90(4), 116-124.
https://login.proxy.hil.unb.ca/login?url=https://www.tandfonline.com/doi/pdf/10.1080/00098655.2017.1316624?needAccess=true

Chirichello, M. (2004). Collective leadership: Reinventing the principalship. Kappa Delta Pi Record, 40(3), 119-123.
https://login.proxy.hil.unb.ca/login? url=http://www.tandfonline.com/doi/abs/10.1080/00228958.2004.10516420

Daresh, J. (2016), “Leaders helping leaders: Mentoring after mentoring ends”, in Searby, L., and Brondyk, S. (Eds), Best practices in mentoring for teacher and leader development, Information Age Publishing, Charlotte, NC, pp. 219-240.
https://unb.on.worldcat.org/oclc/928714282

Duncan, H., & Stock, M. (2010). Mentoring and Coaching Rural School Leaders: What do they need? Mentoring and Tutoring: Partnership in Learning, 18(3), 293-311.
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Fischler, L. and Zachary, L. (2009). Shifting gears: The mentee in the driver’s seat. Adult Learning, 20(1-2), pp. 5-9.
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Friesen, J. (2012). On the need for philosophic-mindedness in educational administration: Are we still on track? International Studies in Educational Administration, 40(2), 37-48.
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Fullan, M. & Knight, J. (2011). Coaches as system leaders. Educational Leadership, 69(2), 50-53.
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Hamm, L. (2017). Becoming a transformative vice-principal in culturally and linguistically rich diverse schools: “Pace yourself – It’s a marathon, not a sprint”. The International Journal of Mentoring and Coaching in Education, 6(2), 82-98.
Access pending

Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3-41.
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Hastings, L., & Kane, C. (2018). Distinguishing mentoring, coaching and advising for leadership development. New Directions for Student Leadership, 158(Summer), 9-22. DOI: 10:1002/yd.20284
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Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. (2009). Mentoring beging teachers: What we know and what we don’t. Teaching and Teacher Education, 25, pp. 207-216.
https://login.proxy.hil.unb.ca/login?url=http://www.sciencedirect.com/science/article/pii/S0742051X0800156X

Kochan, F., Searby, L., & Edge, J. (2015). Cultural influences in mentoring endeavors: Applying the cultural framework analysis. International Journal of Mentoring and Coaching in Education, 4(2), pp. 86-106.
Access pending

Knight, J. (2011). What good coaches do: When coaches and teachers interact equally as partners, good things happen. Educational Leadership, 69(2),18-22.
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Lieberman, A. & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69, 151-162.
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Lopez, A. (2013). Collaborative mentorship: A mentoring approach to support and sustain teachers for equity and diversity. Mentoring and Learning: Partnership in Learning, 21(3), 292-311. http://dx.doi.org/10.1080/13611267.2013.827836
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Mertz, N. (2004). What’s a mentor anyway? Educational Administration Quarterly, 40(4), 541-560.
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Murphy, K., Mahoney, S., Chen, C., Mendoza-Diaz, N., & Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussions. Distance Education, 26(3), 341-366.
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Neumerski, C. (2012). Rethinking instructional leadership, a Review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49(2), 310- 347.
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Nidus, G. & Sadder, M. (2011). The principal as formative coach. Educational Leadership, 69(2), 30-35.
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Parker, P., Kram, K., & Hall, D.T. (2014). Peer coaching: An untapped resource for development, Organizational Dynamics, 43(2),122-129 .
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Rayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles and a model of inclusive leadership? Educational Review, 64(4), 433-447.
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Robinson, J., Horan, L., and Nanavati, M. (2009), Creating a Mentoring Coaching culture for Ontario school leaders, Adult Learning, 20(1-2), pp. 35-38.
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Searby, L. (2014). A protégé mentoring mindset: A framework for consideration. International Journal of Mentoring and Coaching in Education, 3(3), 255-276.
https://www.researchgate.net/profile/Linda_Searby/publication/273765576_The_Protege_mentoring_mindset_a_framework_for_consideration/links/550b718e0cf2855640970f4b.pdf

Searby, L., & Armstrong, D. E. (2016). Supporting the development and professional growth of middle space educational leaders through mentoring. International Journal of Mentoring and Coach in Education, 5(3), 162-169.
Access pending

Searby, L., Browne-Ferrigno, T., & Wang, C. (2016). Assistant principals: Their readiness for instructional leadership. Leadership and Policy in Schools. DOI: 10.1080/15700763.2016.1197281.
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Sonderegger Smith, C., & Arsenault, K. (2014). Mentoring as an induction tool in Special Education Administration. Mentoring and Tutoring: Partnership in Learning, 22(5), 461-480.
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Starratt, R. J. (2005). Responsible leadership. The Educational Forum, 69, 124-133.
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Wise, D., & Cavazos, B. (2017). Leadership coaching for principals: A national study. Mentoring and Tutoring: Partnership in Learning, 25(2), 223-245.
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Yarborough, J. (2018). The role of coaching in leadership development. New Directions for Student Leadership, 158 (Summer), 49-61.
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Zachary, L. (2002). The role of teacher as mentor. New Directions for Adult and Continuing Education, 93(Spring), 27-38.
http://norssiope.fi/norssiope/mentoring/aineistot/pdf_materials/zachary_role_teacher_mentor.pdf

 

Last modified on March 29, 2024 09:38