Mentoring the gifted: a conceptual analysis

The effectiveness of mentoring strategy for developing the creative potential of the gifted and non-gifted students

“…Historical biographies of eminent persons frequently highlight the role of mentors in their development (Grassinger, Proath, & Ziegler, 2010;Sak, 2010). The literature is replete with many definitions of mentoring.…”

Mentoring in Gifted Student’s Education and a Model Suggestion

“…According to Grassinger et al (2010), although used very rarely, mentoring is the most effective pedagogical method in the field of gifted students and the reason for this is because mentoring lacks the conceptual basis for gifted individuals. According to Freeman (2001), mentoring is a special type of solution for students whose needs are not traditionally met by the school.…”

“…Mentoring is a special educational process for training and supporting gifted students (Clasen & Clasen, 2003;Freeman, 2001;Grassinger, Porath, & Ziegler, 2010). Many researchers and educators assert that normal curriculums fail to meet educational needs of gifted children and that curriculums should have multidirectional and creative features (Baykoc-Donmez, 2009).…”

Influence of learning mentoring on mentor effectiveness: case of nursing studies

“…The analysis of this issue is rather fragmentary, revealing its processuality, form, organisational principles (Sambunjak et al, 2010), exploring the effectiveness of mentoring programmes (Zellers et al, 2008;Smith & Evans, 2008), highlighting the conditions leading to effective mentoring (Grassinger, Porath, & Ziegler, 2010;Jokelainen, Tossavainen, Jamookeeah, & Turunen, 2013), providing models of effective mentoring (Jacobs, 2008), analysing personal…”

“…No matter which approach is taken for the analysis of effective mentoring, it is related to the characteristic features that define effectiveness. Scientific literature analysis allows distinguishing several groups of mentor effectiveness characteristics: 1) comprehensive knowledge of mentoring and teaching/ learning process (Viale &Tischler, 2009;Stenfors-Hayes, Hult, & Dahlgren, 2011;Anderson, 2011;Abiddin, 2012;Jokelainen et al, 2013); 2) qualities, skills and motivation necessary for mentoring (Sambunjak et al, 2010;Hamlin & Sage, 2011;Anderson, 2011;Stenfors-Hayes et al, 2011;Abiddin, 2012;Ali, 2012;Hudson et al, 2012;Jokelainen et al, 2013); 3) positive relationships with the protégé (Sutkin, Wagner, Harris, & Schiffer, 2008;Viale &Tischler, 2009;Crisp & Cruz, 2009;Anderson, 2011;Eller, Lev, & Feurer, 2014); 4) organisation of mentoring (Ousey, 2009;Anderson, 2011;Ali, 2012;Jokelainen et al, 2013); 5) the process of personal and career development (Monkevičienė & Schoroškienė, 2008;Grassinger et al, 2010;Anderson, 2011), 6) experience of mentoring and professionalism (Sutkin et al, 2008;Huggett, Warrier, & Maio, 2008;Jokelainen et al, 2013). We can agree with Urbanovič (2011) Westfall (1988), and other instruments (Nelson, 2011).…”