What’s in a Name? A Literature-Based Approach to Understanding Mentoring, Coaching, and Other Constructs That Describe Developmental Interactions

By Caroline P. D'Abate, Erik R. Eddy, Scott I. Tannenbaum. 2003

269 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8c20251b5a07297fd3dbe6de5a2d1339d01352fa

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

The manager as coach as a driver of organizational development (2010, methodology): “Research would suggest that coaching does boost organisational productivity ( D'abate et al. , 2003”
The role of mentoring in the learning development of the novice entrepreneur (2012, background): “As was mentioned above, the mentor acts as a kind of “objective” mirror by providing feedback to the novice entrepreneur ( Cull 2006 ).”
Modeling Work-Related Learning on the Basis of Intentionality and Developmental Relatedness: A Noneducational Perspective (2004, background): “Both interaction partners benefit from the interaction (D’abate et al., 2003).”
Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors (2009, background): “, difference in professional status or position) is largely unexplored, especially in academic settings (D’Abate et al. 2003).”
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students? (2009, background): “In light of the fact that the nomological network created by D’abate et al. (2003) encompasses almost all of the prerequisites identified for effective peer coaching in the previous studies of interaction-based professional development programs, we took the characteristics they mentioned to be…”
Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police (2008, unknown): “If the interaction partners are not part of the same primary workplace and professional practice, the category outside applies (D’abate et al., 2003; Kram, 1985).”