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The Journey of the Principles of Adult Mentoring Inventory

The Journey of the Principles of Adult Mentoring Inventory The Journey of the Principles of Adult Mentoring Inventory In the early 1990s, I had finally reached what most doctoral students would agree is when a dissertation topic is the only remaining requirement on the that memorable point obsessed radar screen. I too had heard all of the stories about ABD (all but dissertation) scholars who for a myriad of reasons, had never completed the doctorate. Fortunately, of the three mentors who were significant influences in my own life and educational travels, the third was my own doctoral advisor—Dr. Michael Galbraith. s a teache r myself at the learner s in college. I conducte d the typical Communit y College of Philadelphia comprehensiv e literature review, with the Asinc e 1968,1 ha d gradually learned preliminar y idea that I woul d collect the tha t my continuin g one-to-on e dialogues with alread y available instruments relevant to student s outside of class were often as mentorin g practice an d then design my importan t to their sustainability as adult specific dissertation project. To m y surprise, learner s as the quality of instruction inside the afte r exhaustive research, I discovere d that no classroom . http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

The Journey of the Principles of Adult Mentoring Inventory

Adult Learning , Volume 14 (1): 4 – Jan 1, 2003

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References (6)

Publisher
SAGE
Copyright
© 2003 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515950301400102
Publisher site
See Article on Publisher Site

Abstract

The Journey of the Principles of Adult Mentoring Inventory In the early 1990s, I had finally reached what most doctoral students would agree is when a dissertation topic is the only remaining requirement on the that memorable point obsessed radar screen. I too had heard all of the stories about ABD (all but dissertation) scholars who for a myriad of reasons, had never completed the doctorate. Fortunately, of the three mentors who were significant influences in my own life and educational travels, the third was my own doctoral advisor—Dr. Michael Galbraith. s a teache r myself at the learner s in college. I conducte d the typical Communit y College of Philadelphia comprehensiv e literature review, with the Asinc e 1968,1 ha d gradually learned preliminar y idea that I woul d collect the tha t my continuin g one-to-on e dialogues with alread y available instruments relevant to student s outside of class were often as mentorin g practice an d then design my importan t to their sustainability as adult specific dissertation project. To m y surprise, learner s as the quality of instruction inside the afte r exhaustive research, I discovere d that no classroom .

Journal

Adult LearningSAGE

Published: Jan 1, 2003

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