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Graduate Students Successfully Mentoring Their Peers in a Graduate Studies Course
Unformatted Document Text:  Daresh, J.C. (2003). Teachers mentoring teachers: A practical approach to helping new and experienced staff. Thousand Oaks, CA: Corwin Press, Inc. Hursch, D. (1995). Developing discourses and structures to support action research for educational reform: Working both ends. In S. E. Noffke & R. B. Stevenson (Eds.). Educational action research: Becoming practically critical. NY: TeachersCollege Press. Johnson, W.B., & Huwe, J.M. (2003). Getting mentored in graduate school. Washington, DC: American Psychological Association. Kozulin, A., Gindis, B., Ageyev, V.S., & Miller, S.M., (2003). Vygotsky’s educational theory in cultural context. New York, NY: Cambridge University Press. Stipek, D. J. (2000). Motivation to learn, (4 th ed.). Englewood Cliffs, N.J.: Prentice-Hall. Villani, S. (2002). Mentoring programs for new teachers: Models of induction and support. Thousand Oaks, CA: Corwin Press, Inc. Zachary, L.J. (2000). The mentor’s guide. San Francisco, CA: Jossey Bass. Zeichner, K.M. (2003). Teacher research as professional development for P-12 educators in the USA. Educational Action Research, 11(2), 301-325. Zeichner, K., & Gore, J. (1995). Using action research as a vehicle for student teacher reflection: A social reconstructionist approach. In S. E. Noffke & R. B. Stevenson (Eds.). Educational action research: Becoming practically critical. NY: Teachers College Press. 4

Authors: Lewellen, Mary Jo.
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Daresh, J.C. (2003). Teachers mentoring teachers: A practical approach to helping new and experienced
staff. Thousand Oaks, CA: Corwin Press, Inc.
Hursch, D. (1995). Developing discourses and structures to support action research for
educational reform: Working both ends. In S. E. Noffke & R. B. Stevenson (Eds.).
Educational action research: Becoming practically critical. NY: TeachersCollege Press.
Johnson, W.B., & Huwe, J.M. (2003). Getting mentored in graduate school. Washington, DC: American
Psychological Association.
Kozulin, A., Gindis, B., Ageyev, V.S., & Miller, S.M., (2003). Vygotsky’s educational theory in cultural
context. New York, NY: Cambridge University Press.
Stipek, D. J. (2000). Motivation to learn, (4
th
ed.). Englewood Cliffs, N.J.: Prentice-Hall.
Villani, S. (2002). Mentoring programs for new teachers: Models of induction and support. Thousand
Oaks, CA: Corwin Press, Inc.
Zachary, L.J. (2000). The mentor’s guide. San Francisco, CA: Jossey Bass.
Zeichner, K.M. (2003). Teacher research as professional development for P-12 educators in the USA.
Educational Action Research, 11(2), 301-325.
Zeichner, K., & Gore, J. (1995). Using action research as a vehicle for student teacher
reflection: A social reconstructionist approach. In S. E. Noffke & R. B. Stevenson
(Eds.). Educational action research: Becoming practically critical. NY: Teachers College Press.
4


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