NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003755
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1361-1267
Content and Context of the Administrative Internship: How Mentoring and Sustained Activities Impact Preparation
Clayton, Jennifer K.; Myran, Steve
Mentoring & Tutoring: Partnership in Learning, v21 n1 p59-75 2013
As universities prepare educational leaders for twenty-first century schools, the quality and authenticity of the internship experience require both the strengths of university faculty and the expertise of practitioners to create authentic experiences that seek to bridge the theory-to-practice divide. One mechanism to achieve this is through quality mentorship by school- and central-office-based personnel during the internship experience. A central aspect of this professional relationship is the ability for the mentor to provide access to quality activities that will prepare the aspiring leader for his/her first administrative position. This exploratory study examined language utilized by interns in their time logs as well as information gleaned from preliminary surveys of both interns and mentors upon completion of their experience. Findings revealed the complexity of language analysis and revealed a need for understanding activities of interns and interactions with mentors in a contextual fashion. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A