Ambrose, D., Allen, J. & Huntley, S. (1994) Mentorship of the highly creative. Roeper Review, 17 (2), 131-134.

"This retrospective case study investigated the experiences of Jon, a highly gifted young artist, and two mentors who guided his development throughout his high school years. In this unusual mentorship, one mentor worked closely with Jon on a daily basis while the other interacted with him by telephone and through the mail across a continent. ... the mentorship validated Jon's style of thinking, sharpened his metacognitive abilities, helped him develop a general sense of career direction, and provided emotional support when it was most needed." (p.131)

 

Beck, L. (1989) Mentorships: Benefits and effects on career development. Gifted Child Quarterly, 33 (1), 22-28.

"The findings of this study reinforce previous research done on mentoring in gifted education. Programs such as the Mentor Connection provide students with the opportunity to learn about areas of interest not offered in the high school curriculum, to work with professionals in the community, and to learn about educational and career options and make decisions regarding these options. Mentorship programs also benefit them personally and academically." (p.26)

 

 Casey, K.M.A. & Shore, B.M. (2000) Mentors' contributions to gifted adolescents' affective, social, and vocational development. . Roeper Review, 22 (4), 227-230.
'Mentoring experiences can significantly contribute to the emotional, social, and vocational development of gifted adolescents. This may be particularly true in the case of gifted females and for any students interested in science or mathematics. Interestingly, gifted young people appear to rely on mentorships to provide more than vocational inspiration or academic guidance. For instance, they seem to especially value the interpersonal relationship and the modeling. This focus is particularly true for gifted females.' (p.229)

 

Clasen, D.R. & Hanson, M. (1987) Double mentoring: A process for facilitating mentorships for gifted students. Roeper Review, 10 (2), 107-110.

"Double mentoring involves two mentors, an expert mentor who focuses on his or her discipline, assuring maximum academic or skill growth, and a teacher mentor who assesses and attends to the developmental needs of the student, thus maximizing the possibility of the greatest benefit accruing to all involved from the mentorship." (p.107)

 

Cox, L. (1984) Adaptive mentoring. G/C/T, 33, 54-56.

Outlines a short term (daily, for three weeks) mentoring program for gifted fifth, sixth and seventh graders.

 

Davalos, R.A. & Haensly, P.A. (1997) After the dust has settled: Youth reflect on their high school mentored research experience. Roeper Review, 19 (4), 204-207.

"This article investigates the perceived value of a year-long Independent Study/Mentorship course to the 90 gifted high school students who responded to a survey questionnaire. Course components and analysis of the retrospective reflections of these youth on contributions mentoring made to the quality of their school experience and their future career pursuit are provided. ... Optional written comments indicate students perceived long-term benefits through career exploration, growth of work skills, college preparation, 'real life' learning, improved self-esteem, and unique guidance from career mentor and gifted-teacher as mentor." (p.204)

 

Gray, W.A. (1983) Challenging the Gifted and Talented Through Mentor-Assisted Enrichment Projects. Bloomington: Phi Delta Kappa. (371.95/G783c)

Describes the four phases of the mentor-assisted enrichment project process and includes brief descriptions of twelve of the projects undertaken by individuals or small groups of children. The projects are based on Renzulli's Type III enrichment activities.

 

Haeger, W.W. & Feldhusen, J.F. (1989) Developing a Mentor Program. East Aurora: D.O.K. Publishers. (371.956/H133d)

"An important component of any school's program for gifted and talented students should be mentoring. Mentoring is an educational process in which students are teamed, usually one-on-one, with an older person who has some talent, knowledge, or expertise to share. ... Mentoring experiences place proteges in the 'real world' where they face 'real' problems and situations and are called upon to produce 'real' products. ... This book describes a basic five-stage plan for organizing and implementing a mentorship program for the gifted and talented within a school or school district." (pp.4-5) Includes many photocopiable forms.

 

Jobagy, S. (1994) Reaching out: The need for partnerships, apprenticeships and mentors in gifted education. Agate, 8 (1), 31-37.

"A mentorship or apprenticeship not only entails involvement in the processes of solving real-world problems but also requires that the students demonstrate understanding." (p.36)

 

Levey, S. & Dolan, J. (1988) Addressing specific learning abilities in gifted students. The Gifted Child Today, 11 (3), 10-11.

"Scientists, writers, and artists, among others, are hired to work as mentors with individual or small groups of students in the school setting on a regular basis." (p.10) Illustrated with three case study examples.

 

Lupkowski, A.E., Assouline, S .G. & Vestal, J. (1992) Mentors in math. Gifted Child Today, 15 (3), 26-31.

"The mentor-paced approach is appropriate for very talented students who are highly motivated to move ahead in mathematics. For those students who are well above average when compared to their age group but not extremely talented, other accommodations might be made." (p.31)

 

McLeary, I.D. & Hines, S. (1983) Expanding horizons: University professors serve as mentors for gifted middle-graders. Phi Delta Kappan, 64 (9), 661-622.

Describes a joint program in Utah "that gives gifted fifth- and sixth-graders a chance to work with university professors." (p.661)

 

Milam, C.P. & Schwartz, B. (1992) The mentorship connection. Gifted Child Today, 15 (3), 9-13.

"The mentorship placement provides exceptional educational experiences for highly motivated, gifted students. Working with professionals in their areas of ability and interest allows for advanced career exploration, skill development, and challenging interaction with adult role models." (p.12)

 

Minnehan, J.S. & Strunk, B.S. (1992) Academic mentoring in a secondary school. Gifted Child Today, 15 (3), 43-45.

"The program was developed by its director in response to the frustrations of her highly motivated and gifted students whose interests and abilities exceeded what was provided in the secondary classroom and who wanted direction from experts in their fields of interest." (p.45)

 

Porter, L. (1991) Mentoring student learning: A transformation of our role as educators. The Gifted Child Today, 14 (5), 46-49.

"Our gifted students, indeed all students, need us to mentor their learning, to provide standards of excellence, to do all those things that good teachers do but, most importantly, they need us to come so close that we know them as best we can, and, in this way, help them become their truest selves." (p.49)

 

Reilly, J. (1994/95) Mentoring gifted young women: A call to action. Journal of Secondary Gifted Education, 6 (2), 120-128. [See under Gender]

 

Reilly, J. (1992) When does a student really need a professional mentor? Gifted Child Today, 15 (3), 2-8.

"In the Mentor Program, students may seek a mentor when they have exhausted the resources of their school, when they need to move beyond what can be offered within their school district, or when their pace in learning greatly exceeds the classroom instruction available to them. Students best demonstrate their readiness for mentorship if they can form clear questions that only a professional can answer, and can provide concrete examples of what they have already learned." (p.6)

 

Shaughnessy, M.F. (1989) Mentoring the creative child, adult and prodigy: Current knowledge, systems and research. Gifted Education International, 6 (1), 22-24.

An overview which covers mentoring the creative child, the creative adult and the prodigy.

 

Torrance, E.P. (1984) Mentor Relationships: How They Aid Creative Development, Endure, Change, and Die. Buffalo: Bearly Limited. (371.956/T688m)

Draws upon numerous case studies to address such questions as 'Do mentors really aid creative achievement?', 'Who are mentors and what do they do?', 'Are mentor relationships temporary?', 'How do mentor relationships change?', 'Why do some mentor relationships die?', 'What might be done to improve mentoring?'

 

Weiner, D.A. (1992) Mentors highlight the essence. Gifted Child Today, 15 (3), 23-25.

"There are three major ways mentors influence their protege. They heighten anticipation, deepen expectations, and help the proteges keep their creativity going." (p.23) Student comments are used to illustrate these.

 

Wright, L. & Borland, J.H. (1992) A special friend: Adolescent mentors for young, economically disadvantaged, potentially gifted students. Roeper Review, 14 (3), 124-129.

"Project Synergy is a research project, the major goals of which are to devise and test ways of identifying potentially gifted, economically disadvantaged young urban children and to provide services to identified children, their parents, and their teachers in order to develop the children's potential for giftedness. The mentorship component of Project Synergy ... is unique in that the mentors are drawn from a school for gifted urban minority middle school students. Three phases of the mentorship program - training, mentoring, and evaluation - are described, conclusions are drawn, and plans for the future are discussed." (p.124)

©TalentEd is located at the School of Education, University of New England, Armidale, Australia.

This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au