Education Commons^™

Exploring Supervisory Needs Of First-Generation Professionals Working In Higher Education, Angela R. Wellman

Antioch University Full-Text Dissertations & Theses

As first-generation students enter the workforce and traverse through their careers, their work supervisors are solidly positioned to positively influence their experiences. There is very little literature to be found that addresses the professional experiences of first-generation professionals in relation to their supervisors. The purpose of this exploratory study was to learn, directly from first-generation professionals working in higher education, what they believe they need from their supervisors to support their well-being and success. This research also sought to discover how important participants thought that each need statement was, as well to gain insight to what extent the identified needs …

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Partnerships, Supervision, And Feedback, Tamara Lynn, Shantel Farnan, Jessica A. Rueter, Adam Moore

Education Faculty Publications

Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of instructional methods to critically respond to barriers experienced by SEPPs. The purpose of this article is to highlight virtual methods utilized by SSEPs for field experiences, modeling, coaching, feedback, supervision, and partnerships to leverage faculty expertise effectively and efficiently, to expand recruitment in programs, and to support teacher retention efforts. Using the Council …

Supervision In Initial Teacher Education: A Scoping Review, Madlen Griffiths, Mandie Shean, Denise Jackson

Research outputs 2014 to 2021

Supervision in initial teacher education is a pivotal component of professional experience, widely considered to be the most valued aspect of preservice teacher learning. Key to these experiences is the work of the university appointed supervisors who mentor the novices during their in-classroom learning. This is a dichotomous and often under-rated role, fraught with challenges, yet remains under-theorised and underresearched. Situated in a framework of readiness for teaching, this literature review provides a synopsis of the challenges facing the provision of quality teacher education programs and the supervision of preservice teachers and details the myriad of tasks undertaken by these …

An Applied Model For Supervision In Student Affairs, Diana Pace, Bart Merkle, Andy Beachnau, Kathleen Blumreich

Other Scholarly Publications

Supervision is an essential part of the operation of a division of student affairs. However, staff who supervise often receive no formal training. While supervision is discussed in the literature, there is insufficient direction for supervisor behaviors based on an assessment of supervisee level of development and performance. This article outlines the rationale for a more in depth analysis of four possible supervisee levels with recommendations for appropriate supervisor behavior based on two guidelines: Task and Emotional Proximity.

Graduates’ Expectations And Experience Of Social Care Work: Strengths And Abilities Being Nurtured?, Fiona Mcsweeney

Other Resources

This paper reports on the views of social care graduates with regard to their expectations of the workplace and subsequent experiences as newly qualified practitioners in the workforce.

Two semi-structured interviews were conducted with the same participants. The first was at the end of their final year in college (n=17) and the second nine to twelve months later when they were in employment (n=14). Findings indicate that participants, while apprehensive, felt ready for the workforce. Similarly graduating students held fears about transitioning to the workplace particularly in relation to increased practice accountability but as workers participants reported themselves as coping …

The Poor And Marginalized Among Us: Contingent Faculty In Jesuit Universities, Christina Pawls, Richard D. Clark, Carrie Buchanan

Arts & Sciences Faculty Publications

Faculty of institutions of higher learning have an opportunity to discuss, debate,and discern how to create workplaces that are just and inclusive.As members of Jesuit institutions, wehave a moral obligation to do so. How, then, can Jesuit universities justify the poor treatment of contingent faculty, who are now a majority not just in our institutions but in the country as a whole? Tenure-track employment is a fading tradition in universities throughout the United States. The data also show that non-tenure-track faculty, particularly the growing number of part-time adjunct faculty, constitute a population of marginalized, often poor,employees working alongside more privileged …

Educating Clinical Pastoral Education Supervisors: A Grounded Theory Study Of Supervisory Wisdom, Judith R. Ragsdale

Antioch University Full-Text Dissertations & Theses

Clinical Pastoral Education (CPE) is an 80 year old education modality that provides professional education for students of pastoral care. Supervision is central to the CPE process. Pastoral supervisors in the Association for Clinical Pastoral Education (ACPE) have done little writing about their work educating Students in Supervisory Education (SSEs). The purpose of this dissertation is to identify and interview those practitioners in ACPE who have been identified by their peers as excellent in practice, and to cull their wisdom by listening to and categorizing their experience of supervising SSEs. The research question to the supervisors was: What is your …