Award Date

1-1-2008

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology

First Committee Member

LeAnn G. Putney

Second Committee Member

Ralph E. Reynolds

Number of Pages

119

Abstract

This dissertation explored the construct of Proximal Mentoring from the perspective of the professor, student-mentees, and Proximal Mentors. A master's course and a beginning doctorate course were selected for implementation. All participants were in agreement that the definition of the role of Proximal Mentoring is: "provider of content and feedback, model for collaboration, clarifier of course objectives, guide, and role model." None of the participants in this study perceived the role of the PM as a tutor. However, they did not see the role as an expert mentor either. This dissertation suggested that PMs were able to increase their depth and breadth of knowledge while working within the ZPD of new learners to bring those learners to knowledge at a faster rate than the actual developmental level of those learners would normally allow through caring and sharing of themselves along with the sharing of their growing knowledge base.

Keywords

Education; Exploratory; Graduate; Learning And Development; Mentoring; Proximal; Proximal Mentoring; Tutoring; Vygotskii, Lev Semenovich; Zone Of Proximal Development

Controlled Subject

Educational psychology; Curriculum planning; Teachers--Training of; Education, Higher

File Format

pdf

File Size

1863.68 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

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Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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