[1]
|
Baller, W. R. (1936). A study of present social status of a group of adults, who, when they were in elementary schools, were classified as mentally deficient. Genetic Psychology Monographs, 18, 165-244.
|
[2]
|
Bhattacharjee, Y. (2007). NSF, NIH emphasize the importance of mentoring. Science, 317, 1016. doi:10.1126/science.317.5841.1016b
|
[3]
|
Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-413.
|
[4]
|
Burgstahler, S. (2007). Creating an e-mentoring community: How DO-IT does it, and how you can do it, too. Seattle: University of Washington.
http://www.washington.edu/doit/Mentor/
|
[5]
|
Burgstahler, S., & Cronheim, D. (2001). Supporting peer-peer and mentor-protégé relationships on the Internet. Journal of Research on Technology in Education, 34, 59-74.
|
[6]
|
Campbell, T. A., & Campbell, D. E. (2007). Outcomes of mentoring at-risk college students: Gender and ethnic matching effects. Mentoring & Tutoring: Partnership in Learning, 15, 135-148.
doi:10.1080/13611260601086287
|
[7]
|
Campbell-Whatley, G. D. (2001). Mentoring students with mild disabilities: The “nuts and bolts” of program development. Intervention in School and Clinic, 36, 211-216.
doi:10.1177/105345120103600403
|
[8]
|
Campbell-Whatley, G. D., Algozzine, B., & Obiakor, F. F. (1997). Using mentoring to improve academic programming for African American male youths with mild disabilities. School Counselor, 44, 362-367.
|
[9]
|
Chao, G. T., Walz, P. M., & Gardner, P. D. (1992). Formal and informal mentorships: A comparison on mentoring functions and contrast with nonmentored counterparts. Personnel Psychology, 45, 619-636.
doi:10.1111/j.1744-6570.1992.tb00863.x
|
[10]
|
Donovan, M. S., & Cross, C. T. (Eds.) (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press, National Research Council Committee on Minority Representation in Special Education.
|
[11]
|
Dynarski, M. (13 January 2001). Making do with less: Interpreting the evidence from recent federal evaluations of dropout-prevention programs. Paper presented at conference on “Dropouts: Implications and Findings” at Harvard University, Cambridge, MA.
http://www.mathematica-mpr.com/PDFs/makingdo.pdf
|
[12]
|
Flannery, K. B., Yovanoff, P., Benz, M. R., & Kato, M. M. (2008). Improving employment outcomes of individuals with disabilities through short-term postsecondary training. Career Development for Exceptional Individuals, 31, 26-36. doi:10.1177/0885728807313779
|
[13]
|
Flexer, R. W., & Baer, R. M. (2004). Life satisfaction and productive futures. In R. W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (2nd ed.). (pp. 2-19). Upper Saddle River, NJ: Pearson Education.
|
[14]
|
Gajar, A. (1998). Postsecondary education. In F. R. Rusch and J. G. Chadsey-Rusch (Eds.), Beyond high school: Transition from school to work (pp. 385-405). Belmont, CA: Wadsworth.
|
[15]
|
Gil-Kashiwabara, E., Hogansen, J. M., Geenan, S., Powers, K., & Powers, L. E. (2007). Improving transition outcomes for marginalized youth. Career Development for Exceptional Individuals, 30, 80-91.
doi:10.1177/08857288070300020501
|
[16]
|
Gliedman, J., & Roth, W. (1980). The unexpected minority: Handicapped children in America. New York, NY: Harcourt Brace Jovanovich.
|
[17]
|
Greene, G., & Nefsky, P. (1999). Transition for culturally and linguistically diverse youth with disabilities: Closing the gaps. Multiple Voices for Ethnically Diverse Exceptional Learners, 3, 15-24.
|
[18]
|
Hamilton, S. F., & Hamilton, M. A. (1992). Mentoring programs: Promise and paradox. Phi Delta Kappan, 73, 546-550.
|
[19]
|
Harry, B., Kalyanpur, M., & Day, M. (1999). Building cultural reciprocity with families. Baltimore, MD: Paul H. Brookes.
|
[20]
|
Hebert, Y. (2001). Identity, diversity and education: A critical review of the literature. Canadian Ethnic Studies Journal, 33, 155-185.
|
[21]
|
Henderson, C. (1999). College freshmen with disabilities: A biennial statistical profile. Washington, DC: Heath Resource Center.
|
[22]
|
Herrera, C., Vang, Z., & Gale, L. Y. (2002). Group mentoring: A study of mentoring groups in three programs. Philadelphia, PA: Public/Private Ventures.
|
[23]
|
Hollins, S., Downer, J., Farquarson, L., Oyepeju, R., & Kopper, L. (2002). Speaking up for myself. London: The Royal College of Psychiatrists.
|
[24]
|
Individuals with Disabilities Education Improvement Act of 2004, PL 108-446, 20 U.S.C. § 1400 et seq.
|
[25]
|
Izzo, M., Sharpe, M. N., & Murray, A. (2002). Post-graduation follow-up survey on technology and work outcomes. Honolulu, HI: National Center for the Study of Postsecondary Educational Supports, University of Hawaii at Manoa.
www.rrtc.hawaii.edu/documents/products/phase2/pdf/059d(2)-H01.pdf
|
[26]
|
James, R. K., & Leake, D. W. (1994). Partial validation of a model of transition from school to adult environments. Education Perspectives, 28, 32-36.
|
[27]
|
Kilburg, G. M. (2007). Three mentoring team relationships and obstacles encountered: A school-based case study. Mentoring & Tutoring: Partnership in Learning, 15, 293-308.
doi:10.1080/13611260701202099
|
[28]
|
Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman.
|
[29]
|
Lavin-Colky, D., & Young, W. H. (2006). Mentoring in the virtual organization: Keys to building successful schools and businesses. Mentoring & Tutoring: Partnership in Learning, 14, 433-447.
|
[30]
|
Leake, D. W., & Black, R. S. (2005). Cultural and linguistic diversity: Implications for transition personnel. Minneapolis, MN: National Center for Secondary Education and Transition.
http://www.minority.hawaii.edu/final_products/
|
[31]
|
Leake, D. W., Burgstahler, S., Rickerson, N., Applequist, K., Izzo, M., Picklesimer, T., & Arai, M. (2006). Literature synthesis of key issues in supporting culturally and linguistically diverse students with disabilities to succeed in postsecondary education. Journal on Postsecondary Education and Disability, 18, 149-165.
|
[32]
|
Luft, P. (2008). Multicultural and collaboration competencies for working with families. In R. W. Flexer, R. M. Baer, P. Luft, & T. J. Simons (Eds.), Transition planning for secondary students with disabilities (3rd ed.) (pp. 54-81). Upper Saddle River, NJ: Pearson Education.
|
[33]
|
Margolin, S. (2007). Non-aggressive isolated and rejected students: School social work interventions to help them. School Social Work Journal, 32, 46-66.
|
[34]
|
Mazurek-Melnyk, B. (2007). The latest evidence on the outcomes of mentoring. Worldviews on Evidence-Based Nursing, 4, 170-173.
doi:10.1111/j.1741-6787.2007.00099.x
|
[35]
|
Mitchell, H. J. (1999). Group mentoring: Does it work? Mentoring & Tutoring: Partnership in Learning, 7, 113-121.
doi:10.1080/1361126990070202
|
[36]
|
Mount, B. (1997). Person-centered planning: Finding directions for change using personal futures planning. New York, NY: Graphic Futures.
|
[37]
|
National Alliance for Secondary Education and Transition. (2005). National standards and quality indicators: Transition toolkit for systems improvement. Minneapolis: University of Minnesota, National Center on Secondary Education and Transition.
|
[38]
|
Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M. (2009). The post-high school outcomes of youth with disabilities up to 4 years after high school. A report of findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2009-3017). Menlo Park, CA: SRI International.
|
[39]
|
Nisbet, J. (Ed.) (1992). Natural supports in school, at work, and in the community for people with severe disabilities. Baltimore, MD: Paul H. Brookes.
|
[40]
|
Ragins, B. R. (2002). Understanding diversified mentoring relationships: Definitions, challenges, and strategies. In D. Clutterbuck & B. R. Ragins (Eds.), Mentoring and diversity: An international perspective (pp. 23-53). Boston, MA: Butterworth Heinemann.
|
[41]
|
Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships. Journal of Applied Psychology, 84, 529-550.
doi:10.1037/0021-9010.84.4.529
|
[42]
|
Rajuan, M., Beijaard, D., & Verloop, N. (2007). The role of the cooperating teacher: Bridging the gap between the expectations of cooperating teachers and student teachers. Mentoring & Tutoring: Partnership in Learning, 15, 223-242.
|
[43]
|
Saito, R. N., & Blyth, D. A. (1992). Understanding mentoring relationships. Minneapolis, MN: Search Institute.
|
[44]
|
Sipe, C. (1999). Mentoring adolescents: What have we learned? In J. B. Grossman (Ed.), Contemporary issues in mentoring (pp. 10–23). Philadelphia, PA: Public/Private Ventures.
http://www.ppv.org/content/reports/issuesinmentoring_pdf.html
|
[45]
|
Sipe, C. L. & Roder, A. E. (1999). Mentoring school-age children: A classification of programs. Philadelphia, PA: Public/Private Ventures.
|
[46]
|
Sword, C., & Hill, K. (2003). Creating mentoring opportunities for youth with disabilities. American Rehabilitation, 27, 14-17.
|
[47]
|
Templin, M. A., Engeman, J. F., & Doran, R. L. (1999). A locally based science mentorship program for high achieving students: Unearthing issues that influence affective outcomes. School Science and Mathematics, 99, 205-212. doi:10.1111/j.1949-8594.1999.tb17475.x
|
[48]
|
US Department of Education (2002). Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, D.C.: Author.
|
[49]
|
Utsey, S. O., Howard, A., & Williams, O. (2003). Therapeutic group mentoring with African American male adolescents. Journal of Mental Health Counseling, 25, 126-139.
|
[50]
|
Valenzuela, R., & Martin, J. E. (2005). Self-directed IEP: Bridging values of diverse cultures and secondary education. Career Development for Exceptional Individuals, 28, 4-14.
doi:10.1177/08857288050280010301
|
[51]
|
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
|
[52]
|
Wanberg, C. R., Kammeyer-Mueller, J., & Marchese, M. (2006). Mentor and protégé predictors and outcomes of mentoring in a formal mentoring program. Journal of Vocational Behavior, 69, 410-423.
doi:10.1016/j.jvb.2006.05.010
|
[53]
|
Westerlund, D., Granucci, E. A., Gamache, P., & Clark, H. B. (2006). Effects of peer mentors on work-related performance of adolescents with behavioral and/or learning disabilities. Journal of Positive Behavior Interventions, 8, 244-251.
doi:10.1177/10983007060080040601
|