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Writing to the mentor. The Istrati-Rolland and Gide-Malaquais correspondences ; Écrire au mentor, les correspondances Istrati-Rolland et Gide-Malaquais
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In: Les Conrad français. Écrivains, étrangers, français (1918-1947) ; https://hal.archives-ouvertes.fr/hal-03423996 ; Victoria Pleuchot; Julien Roumette. Les Conrad français. Écrivains, étrangers, français (1918-1947), La Revue des lettres modernes - Minores XIX-XX (8), Classiques Garnier, pp.215-235, 2021, Les Conrad français. Écrivains, étrangers, français (1918-1947), 978-2-406-12540-2. ⟨10.48611/isbn.978-2-406-12540-2.p.0215⟩ ; https://classiques-garnier.com/la-revue-des-lettres-modernes-2021-8-les-conrad-francais-ecrivains-etrangers-francais-1918-1947-ecrire-au-mentor-les-correspondances-istrati-rolland-et-gide-malaquais.html (2021)
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Preparing Student Teachers of Languages to Promote Plurilingual Competence ...
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Peer learning ; mentoring in a Portuguese as a foreign language course
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Écrire au mentor, les correspondances Istrati-Rolland et Gide-Malaquais ...
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Salient practices of award-winning undergraduate research mentors–balancing freedom and control to achieve excellence
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Abstract:
© 2019, © 2019 Society for Research into Higher Education. This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom – control dialectic, illuminating the ways in which expert mentors negotiate the desire to create opportunities for students to experience freedom and creativity in research, yet maintain control over the topic, quality and outcomes. The research findings reveal a defining characteristic of award-winning mentors as an ability to establish and sustain a sense of challenge, while maintaining meaningful engagement and a sense of achievement amongst students. The findings show the importance of tailoring practice to the needs of particular student groups, and there are implications for institutional resourcing, as well as mentor training and development.
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Keyword:
Education & Educational Research; high-impact practices; mentoring; practice theory; Social Sciences; teaching excellence; Undergraduate research
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URL: https://hdl.handle.net/10161/22125
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Preparing Student Teachers of Languages to Promote Plurilingual Competence
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Normativität in praxeologischer Professionsforschung: Entwurf einer fremdsprachendidaktisch-normativen Perspektive am Beispiel von Mentoringgesprächen über Englischunterricht
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 123-138 (2021)
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Why Are We Doing This: How Students Find Meaning in Research Writing Across Contexts
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In: Doctoral Dissertations (2021)
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Determinación del nivel de francés como lengua extranjera y tutorización personalizada en la adquisición de competencias lingüísticas en el Grado en Estudios Franceses.
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Online guided self-help to augment standard treatment for people with anorexia nervosa: feasibility, efficacy and process measures
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Mentoring Our Own Native Scientists: 2021 MOONS Workshop Report
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Johnson, Jay T.. - : University of Kansas, The Center for Indigenous Research, Science, and Technology, 2021
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Effect of an intervention on teachers’ and teaching assistants’ attitudes and academic expectations concerning the educational inclusion of students with Down’s Syndrome
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In: Revista CEFAC, Vol 23, Iss 6 (2021) (2021)
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A Hierarchical Mentoring Program Increases Confidence and Effectiveness in Data Analysis and Interpretation for Undergraduate Biology Students.
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In: CBE life sciences education, vol 19, iss 3 (2020)
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A Phenomenological Study ... : The Experiences of At-Risk Hispanic Student Participants In A Philadelphia After School Mentoring Program ...
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Disrupting the Dominant Discourse: Exploring the Mentoring Experiences of Latinx Community College Students
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In: Education Publications (2020)
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Are Questions More Powerful Than Answers? : Dynamic Questions for Mentoring, Coaching and Consulting Situations
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ESL teachers’ perceptions of good mentoring practice in Senegal: An indigenous, postcolonial, and sociocultural analysis
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English Language teaching in Secondary Education through Mentoring. A proposal based on a classroom analysis in Year 2
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