Introduction PART ONE: THEORIES OF MENTORING AND COACHING Mentoring: An Overview - Carol A. Mullen Coaching: An Overview - Sarah J. Fletcher PART TWO: SKILLS, VALUES AND UNDERSTANDINGS Improving Coaching by and for School Teachers - David Leat, Rachel Lofthouse and Carl Towler Fostering Face-to-Face Mentoring and Coaching - Andrew J. Hobson Fostering Web-Based Mentoring and Coaching - Sarah J. Fletcher Operationalizing Phases of Mentoring Relationships - Carol A. Mullen and Dale H. Schunk PART THREE: CULTURALLY BASED CONCEPTS Educating the Critically Reflective Mentor - Geraldine Mooney Simmie and Joanne Moles Politics and Systems of Coaching and Mentoring - Andrew Hargreaves and Jane Skelton Apprenticeship or Co-Enquiry? - Tadashi Asada and Sarah J Fletcher Effects of Race and Racial Dynamics on Mentoring - Juanita Johnson-Bailey Mentoring Innovation through Online Communications in a Digital Culture - Helga Dorner Perspectives on Culture and Mentoring in the Global Age - Frances K. Kochan and Joseph T. Pascarelli PART FOUR: SCHOOL CONTEXTS Mentoring and Coaching for School Teachers' ITE and Induction - Pete Sorensen Mentoring and Coaching for Teachers' Continuing Professional Development - Philippa Cordingley and Natalia Buckler A Critical-Constructivist Perspective on Mentoring and Coaching for Leadership - Gary M. Crow Mentoring and Coaching for Leadership Development in Schools - Chris Rhodes Dialogical Mentoring and Coaching in Early Years Leadership - Paul Watling and Mike Gasper Coaching in the K-12 Context - Joellen Killion Using Mentoring and Coaching for Professional Learning in UK Secondary Schools - Cathy Pomphrey and Suzanne Burley Multidimensional Understandings of School-Based Mentoring - Ko Po-yuk, Mun-ling Lo and John Chi-kin Lee Mentoring Student Teachers in Professional Development Schools in Israel - Maureen Rajuan PART FIVE: ADULT AND HIGHER EDUCATION CONTEXTS Mentoring Doctoral Students in Educational Leadership Programs - Ken Young and Sandra Harris Mentoring and Coaching in Further Education - Janet Oti Empowerment in the Faculty-Student Mentoring Relationship - Catherine A. Hansman Student Peer-Mentors as Navigational Resource in Higher Education - Jenepher Lennox Terrion PART SIX: INCLUSION Using Best Practices for Teaching the Process of Coaching - Hal Portner and Mary H. Portner Mentoring Graduate Students of Color - Richard J. Reddick and Michelle D. Young The Role of Mentoring in Adult Literacy and Numeracy in Northern Ireland - Shelley Tracey Peer Mentoring and Inclusion in Writing Groups - Dannielle Joy Davis, Kara Provost and Sonya Clark PART SEVEN: RESEARCH ISSUES E-Mentoring and Educational Research Capacity Development: A Conceptual Perspective - Norbert Pachler and Ana Redondo Knowledge Base of Mentoring and Mentor Preparation - Sylvia Yee Fan Tang Mentoring teacher inquiry: Lessons in Lesson Study - Susan Groundwater-Smith Research Mentoring In Higher Education - Jean Rath
'I cannot think of a more comprehensive treatment of mentoring and
coaching within national and international contexts than this book
co-edited by Sarah Fletcher and Carol Mullen. The chapter authors
have impressive scholarly and practice based knowledge and
experience. This book can be used in so many different ways because
of its extensive and in-depth analyses and discussion that I
recommend it as a "must read"
-Fenwick W. English, R. Wendell Eaves Senior Distinguished Professor of Educational Leadership, School of Education, University of North Carolina at Chapel Hill
'The Sage Handbook of Mentoring and Coaching is an outstanding collection of cutting edge theory, research and practice in mentoring and coaching. It draws together an impressive international community of scholars and is edited by Sarah Fletcher and Carol Mullen, two leading lights in the field. It is a must read for academics, practitioners and graduate students not only for its comprehensive content but also for its ability to provide alternative viewpoints and raise a host of critical contemporary issues that impact upon mentoring and coaching within educational contexts'
-Prof Lisa Ehrich, School of Learning & Professional Studies
Queensland University of Technology