Education Commons^™

Exploring Co-Planning Conversations As A Professional Development Activity For Mentors And Mentees At The Beginning Of A Yearlong Teacher Residency, Channing Parfait

LSU Doctoral Dissertations

In order to prepare pre-service teachers for their roles in the classroom, it is important to examine the rigor and purpose of the mentoring experience. This study explored the aspects of co-planning conversations that helped experienced and novice teachers expand their expertise and develop a mutually beneficial mentoring relationship at the beginning of a yearlong teacher residency model. While research on co-planning during the student teaching/residency experience exists, this research illuminated the importance of mentoring conversations early on in the teacher residency experience. Using a single case study design, observations, one-on-one interviews, and artifacts from four mentor-mentee dyads, data were …

Teachers As Leaders: An Autoethnographic Account Into The Way That Personal Spirituality Influenced One Teacher's Leadership In A South Louisiana High School, Scott Mckneely Blanchard

LSU Doctoral Dissertations

The purpose of this autoethnographic study is to better understand the role spiritual leaders have in both educational settings and in the motivation of students. An overarching question guides this autoethnographic study: Is spiritual leadership, influenced by Christianity, an appropriate form of mentoring-leadership relationships in public secondary schools? The specific research sub-questions for this study address the following: 1. How do servant leadership and spiritual leadership help create this autonomous learning environment identified by Deci and therefore reduce the number of amotivated students? 2. How can understanding the student as an individual help a teacher confront the issues with motivation …

Out Of The Shadows The Matriarch Rises: A Case Study Of Women Academic Deans At A Southern, Research One Institution, Jacob Lee Vaughn

LSU Doctoral Dissertations

Abstract

This study examined the experiences of women in higher education as a career as well as the challenges women face in pursuing an appointment as Dean of a college. Selected participants were interviewed to gather data from their own narratives about the experiences and challenges as current women Deans in higher education. Each participant attributed their success to family support and proper mentoring, while highlighting institutional policies acting as a form of gendered oppression. Recommendations were suggested to higher educational representatives and legislators concerning the correction of the gendered environment favoring the advancement of men into a more equitable …