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Full-Text Articles in Education

A Co/Autoethnography Of Peer Support And Phds: Being, Doing, And Sharing In Academia, Karen Mcphail-Bell, Michelle Louise Redman-Maclaren Dr May 2019

A Co/Autoethnography Of Peer Support And Phds: Being, Doing, And Sharing In Academia, Karen Mcphail-Bell, Michelle Louise Redman-Maclaren Dr

The Qualitative Report

As doctoral students, we were well aware of the social, cultural, and economic isolation experienced by many students working towards a PhD. In this paper, we provide an account of an informal peer support model that assisted us to successfully complete our PhDs. We used co/autoethnography to write into each other’s story, seeking to improve our research practice through creative reflection. Data included over 215 emails generated through our “weekly check-ins” during our PhDs, for a period of over 18 months. Following the iterative nature of co/autoethnography, we generated further data through collaborative analysis and reflexive, creative ...


Amplify Your Teaching Impact: Capitalizing On 1-On-1 Instruction, Abby D. Benninghoff Mar 2017

Amplify Your Teaching Impact: Capitalizing On 1-On-1 Instruction, Abby D. Benninghoff

Journal on Empowering Teaching Excellence

The objective of this essay, which is based on a keynote presentation delivered at the 2016 Empowering Teaching Excellence Conference at Utah State University, is to address this central question: how faculty can make a positive, substantive impact on students through 1-on-1 instruction? The consensus answer derived from experiences and anecdotes offered by this author, her colleagues, and students is to be deliberate in 1-on-1 interactions with students. This simple message is expanded through discussion of 10 key concepts that can help faculty amplify their teaching impact: 1) be available, 2) help students feel comfortable, 3) be a model, 4 ...


Commentary: Posing Questions To Support And Challenge -- A Guide For Mentoring Staff, Suzanne T. Nevers, Sherri Melrose Jul 2016

Commentary: Posing Questions To Support And Challenge -- A Guide For Mentoring Staff, Suzanne T. Nevers, Sherri Melrose

Internet Journal of Allied Health Sciences and Practice

Staff development educators seeking to mentor health care practitioners towards thinking more critically may integrate a questioning approach into their teaching. However, posing questions that both support and challenge learners is an intentional process. This article provides an overview of the contextual considerations, dynamics and mechanics that educators need to understand in order to pose high level questions that invite learners to engage in reflection, problem solving and evidence informed practice. The approaches are framed from a constructivist theoretical perspective, a mentoring model of instruction and Socratic dialogue. The suggestions are practical mentoring strategies that can be readily integrated into ...


Dissertation Journeys Of Scholar-Practitioners In An Educational Leadership For Social Justice Program, Ardella Dailey, Margaret Harris, Bobbie Plough, Bradley Porfilio, Peg Winkelman Mar 2016

Dissertation Journeys Of Scholar-Practitioners In An Educational Leadership For Social Justice Program, Ardella Dailey, Margaret Harris, Bobbie Plough, Bradley Porfilio, Peg Winkelman

Journal of Inquiry and Action in Education

The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey challenges doctoral students, particularly those who represent the marginalized students they serve, as they begin to understand their personal history, how they view themselves, how they view others, and the ethical and political issues (Creswell, 2013) they face as their thinking shifts from that of a mere practitioner to that of a scholar-practitioner. This collection ...