A scholar-practitioner approach to international mentoring through collaborative partnerships
A new international partnership in southern Belize that provided ongoing mentoring, teacher development, and resource allocation in two rural schools was examined through interviews with key individuals. This research was implemented through a scholar–practitioner approach, which embraces the concept of researcher as change agent. The results suggested that this partnership was providing increased educational capacity in the schools through the development of instructional strategies and intellectual capital. There were few problems mentioned, but inadequate communication and lack of parental involvement were factors for one volunteer.
Scholar-Practitioner Quarterly, 5(3), 225-236
Date of Publication