Table of Contents

Introduction
PART ONE: THEORIES OF MENTORING AND COACHING
Mentoring: An Overview - Carol A. Mullen
Coaching: An Overview - Sarah J. Fletcher
PART TWO: SKILLS, VALUES AND UNDERSTANDINGS
Improving Coaching by and for School Teachers - David Leat, Rachel Lofthouse and Carl Towler
Fostering Face-to-Face Mentoring and Coaching - Andrew J. Hobson
Fostering Web-Based Mentoring and Coaching - Sarah J. Fletcher
Operationalizing Phases of Mentoring Relationships - Carol A. Mullen and Dale H. Schunk
PART THREE: CULTURALLY BASED CONCEPTS
Educating the Critically Reflective Mentor - Geraldine Mooney Simmie and Joanne Moles
Politics and Systems of Coaching and Mentoring - Andrew Hargreaves and Jane Skelton
Apprenticeship or Co-Enquiry? - Tadashi Asada and Sarah J Fletcher
Effects of Race and Racial Dynamics on Mentoring - Juanita Johnson-Bailey
Mentoring Innovation through Online Communications in a Digital Culture - Helga Dorner
Perspectives on Culture and Mentoring in the Global Age - Frances K. Kochan and Joseph T. Pascarelli
PART FOUR: SCHOOL CONTEXTS
Mentoring and Coaching for School Teachers′ ITE and Induction - Pete Sorensen
Mentoring and Coaching for Teachers′ Continuing Professional Development - Philippa Cordingley and Natalia Buckler
A Critical-Constructivist Perspective on Mentoring and Coaching for Leadership - Gary M. Crow
Mentoring and Coaching for Leadership Development in Schools - Chris Rhodes
Dialogical Mentoring and Coaching in Early Years Leadership - Paul Watling and Mike Gasper
Coaching in the K-12 Context - Joellen Killion
Using Mentoring and Coaching for Professional Learning in UK Secondary Schools - Cathy Pomphrey and Suzanne Burley
Multidimensional Understandings of School-Based Mentoring - Ko Po-yuk, Mun-ling Lo and John Chi-kin Lee
Mentoring Student Teachers in Professional Development Schools in Israel - Maureen Rajuan
PART FIVE: ADULT AND HIGHER EDUCATION CONTEXTS
Mentoring Doctoral Students in Educational Leadership Programs - Ken Young and Sandra Harris
Mentoring and Coaching in Further Education - Janet Oti
Empowerment in the Faculty-Student Mentoring Relationship - Catherine A. Hansman
Student Peer-Mentors as Navigational Resource in Higher Education - Jenepher Lennox Terrion
PART SIX: INCLUSION
Using Best Practices for Teaching the Process of Coaching - Hal Portner and Mary H. Portner
Mentoring Graduate Students of Color - Richard J. Reddick and Michelle D. Young
The Role of Mentoring in Adult Literacy and Numeracy in Northern Ireland - Shelley Tracey
Peer Mentoring and Inclusion in Writing Groups - Dannielle Joy Davis, Kara Provost and Sonya Clark
PART SEVEN: RESEARCH ISSUES
E-Mentoring and Educational Research Capacity Development: A Conceptual Perspective - Norbert Pachler and Ana Redondo
Knowledge Base of Mentoring and Mentor Preparation - Sylvia Yee Fan Tang
Mentoring teacher inquiry: Lessons in Lesson Study - Susan Groundwater-Smith
Research Mentoring In Higher Education - Jean Rath

Reviews

′I cannot think of a more comprehensive treatment of mentoring and coaching within national and international contexts than this book co-edited by Sarah Fletcher and Carol Mullen. The chapter authors have impressive scholarly and practice based knowledge and experience. This book can be used in so many different ways because of its extensive and in-depth analyses and discussion that I recommend it as a "must read"
-Fenwick W. English, R. Wendell Eaves Senior Distinguished Professor of Educational Leadership, School of Education, University of North Carolina at Chapel Hill
′The Sage Handbook of Mentoring and Coaching is an outstanding collection of cutting edge theory, research and practice in mentoring and coaching. It draws together an impressive international community of scholars and is edited by Sarah Fletcher and Carol Mullen, two leading lights in the field. It is a must read for academics, practitioners and graduate students not only for its comprehensive content but also for its ability to provide alternative viewpoints and raise a host of critical contemporary issues that impact upon mentoring and coaching within educational contexts′
-Prof Lisa Ehrich, School of Learning & Professional Studies
Queensland University of Technology