The paper describes two Mentor-Assisted Enrichment Projects which have endeavoured to promote cognitive and affective learning outcomes in terms of Bloom's and Krathwohl's Taxonomies. The emphasis is on a practical and inexpensive method of providing enrichment by helping in a systematic way the expertise already available in both the school and the wider community. Guidelines for implementing the Mentor scheme are outlined in the ‘Four-Phase Mentoring Model’ and the ‘Helping Relationships Model.’
Get full access to this article
View all access options for this article.
References
1.
BloomB. S.EngelhartM. D.FurstE. J.HillW. H.KrathwohlD. A.Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York: David McKay Co., 1956.
2.
BostonB. O.The Sorcerer's Apprentice. Aeston, Virginia: Council for Exceptional Children, 1976.
3.
CoxJ.DanielsN.The Role of the Mentor. G/T/C September/October, 1983, 54–61.
FoxL. H.Programs for the Gifted and Talented: An Overview. In PassowA. H. (Ed.), The Gifted and Talented: Their Education and Development. Chicago: University of Chicago Press, 1979, pp. 104–126.
6.
FullerF. F.Concerns of Teachers: A Developmental Conceptualization. American Educational Research Journal, 1969, Vol. 6, 207–226.
7.
FullerF. F.BownO. H.Becoming a Teacher. In RyanK. (Ed.), Teacher Education: 74th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 1975, pp.
8.
GallagherJ. J.Teaching the Gifted Child. Boston: Allyn and Bacon, 1975. (Second Edition).
9.
GoldM. J.Teachers and Mentors. In PassowA. H. (Ed.), The Gifted and Talented: Their Education and Development. Chicago: University of Chicago Press, 1979, pp. 272–288.
10.
GowdyA.HunterS.An Evaluation of the Volunteer Mentor Program: Pilot Study. Vancouver, Canada: Vancouver School Board, Report No. 82–03, 1982.
11.
GrayW. A.Mentor-Assisted Enrichment Projects for the Gifted and Talented. Educational Leadership, Vol. 40, No. 2, November1982, 1–21.
12.
GrayW. A.Challenging the Gifted and Talented Through Mentor-Assisted Enrichment Projects. Bloomington, Indiana: Phi Delta Kappa Educational Foundation, Fastback No. 189, 1983.
13.
GrayW. A.GrayM. E.Utilizing Preservice Teachers as Mentors To Provide Enrichment Experiences for Gifted/Talented ESL Pupils. Vancouver, Canada: Educational Research Institute of British Columbia (701–601West Broadway), 1982.
14.
GrayW. A.GrayM. E.An Enrichment Model for Gifted/Talented ESL Pupils. In ClarkeM. A.HandscombeJ. (Eds.), On TESOL '82: Pacific Perspectives on Language Learning and Teaching. Washington, D.C.: Georgetown University, Teachers of English to Speakers of Other Languages, 1983, pp. 259–272.
15.
GrayW. A.DaleyA. K.Mentoring ‘Bright’ Students As a Beneficial Way of Involving Beginning Student Teachers in an Initial Practicum. (Paper presented at the annual conference of the Canadian Society for the Study of Education, University of British Columbia, Vancouver, June 1983.)
16.
GrayW. A.LukasevichA.A Manual For Implementing Open Area Education. (Unpublished manual for teacher trainees enrolled in the Open Area Teacher Preparation Program, /ubc, 1972, 261 pages.)
17.
GrayW. A.PatonA.Mentor-Assisted Enrichment Projects. (30 minute videotape produced by Field Development Office, /foe, /ubc, Vancouver, Canada, 1983.)
18.
GrayW. A.RogersD.Mentor-Directed Enrichment Projects for Gifted Elementary School Pupils: Rationale, Guidelines, and Benefits. Special Education in Canada, 1982, Vol. 56, No. 2, 24–32.
19.
HarpM. W.A Study of the Change of Student Teachers’ Concerns Through Early Field Experiences. Eugene, Oregon: University of Oregon, Doctoral Dissertation, 1971.
20.
KrathwohlD. A.BloomB. S.MasiaB. B.Taxonomy of Educational Objectives, Handbook II: Affective Domain. New York: David McKay Co., 1964.
21.
McLevieJ.An Examination of Teaching Concerns Reported by Secondary Student Teachers. East Lansing, Michigan: Michigan State University, Doctoral Dissertation, 1970.
