Equity in School Mentoring and Induction

Carol A. Mullen, PhD, is Professor of Educational Leadership and Policy Studies at Virginia Tech, Blacksburg, Virginia, USA, and an internationally acclaimed, award-winning mentoring researcher in education. A recognized area of expertise of Dr. Mullen's is mentoring theory and practice at the K–12 public school and university level. An interdisciplinary researcher in mentorship, she focuses on improving education by building capacity for leadership, mentoring, and professional development from equity and social justice perspectives. She is a J. William Fulbright Senior Scholar alumnus who has authored/edited 29 academic books. Those published by Springer are Handbook of Social Justice Interventions in Education (edited, 2021), Problem-based Learning in Elementary School: What Strategies Help Students Develop? (2021), Veteran Teacher Resilience: Why Do They Stay? (2020), Revealing Creativity: Exploration in Transnational Education Cultures (2020), and Creativity Under Duress in Education? Resistive Theories, Practices, and Actions (edited, 2019). She has six books on mentoring, including The SAGE Handbook of Mentoring and Coaching in Education (Sage, 2012, coedited). Her authorships include over 235 journal articles and chapters in others’ edited books, as well as 17 guest-edited special issues of journals. She is Past-President of the University Council for Educational Administration (UCEA), Society of Professors of Education, and the International Council of Professors of Educational Leadership. In her capacity as former editor of Routledge's journal Mentoring & Tutoring: Partnership in Learning she was awarded the title Editor Emerita for distinction of service to the organization and profession. Her alma mater, the University of Toronto, honored her with the 2020 Leaders and Legends Excellence Award, and she received UCEA’s 2022 Master Professor Award and 2016 Jay D. Scribner Mentoring Award.

• Introduction.- Mentoring and Induction in Literature.- SACE Framework From Research on Practice.-  Cases of New Teacher Mentoring in Schools.- Conclusions.