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Articles 1 - 10 of 10
Full-Text Articles in Education
What Do Schools Want From Engagement With Business?, Sheldon Rothman
What Do Schools Want From Engagement With Business?, Sheldon Rothman
Policy Analysis and Program Evaluation
In recent years there have been policy discussions of the potential value of businesses engaging in the school education sector. However, the voice of educators is rarely heard and teachers’ perspective is vital to understanding what would ensure positive outcomes from such engagement. This research addresses this by engaging directly with school leaders and teachers around what they want from engagement with business, including reflections on experiences to date.
Mentoring Future Mathematics Teachers: Lessons Learned From Four Mentoring Partnerships, Angie Hodge, Janice Rech, Michael Matthews, Kelly Gomez Johnson, Paula Jakopovic
Mentoring Future Mathematics Teachers: Lessons Learned From Four Mentoring Partnerships, Angie Hodge, Janice Rech, Michael Matthews, Kelly Gomez Johnson, Paula Jakopovic
Teacher Education Faculty Publications
Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers.
Taking The Mentoring Of New Teacher Educators Seriously: Lessons From A Clinically-Intensive Teacher Preparation Program, Patricia J. Norman, Sara A S Sherwood, Rocio Delgado, Melissa Siller
Taking The Mentoring Of New Teacher Educators Seriously: Lessons From A Clinically-Intensive Teacher Preparation Program, Patricia J. Norman, Sara A S Sherwood, Rocio Delgado, Melissa Siller
Education Faculty Research
The challenges facing teacher educators entering their first faculty position in a clinically intensive teacher preparation program reflect similar difficulties that novice teachers encounter upon entry to their own classroom. Just as new teachers must learn the ropes while performing the work of teaching (Feiman-Nemser, 2001; Wildman, Niles, Magliaro, & McLaughlin, 1989), so, too, must novice teacher educators learn to create clinically based learning opportunities for teacher candidates (American Association of Colleges for Teacher Education, 2018; Grossman, Hammerness & McDonald, 2009) while learning to navigate the university system, establish their practice as field-based practitioners, earn strong student/course evaluations (Ramsden, 2003) …
Advising And Mentoring At Csb/Sju: An In-Depth Review And Recommendations, Emily Esch, Jason Kelly, Lindsey Gunnerson
Advising And Mentoring At Csb/Sju: An In-Depth Review And Recommendations, Emily Esch, Jason Kelly, Lindsey Gunnerson
Academic Affairs Publications
No abstract provided.
Being Honors Worthy: Lessons In Supporting Transfer Students, Carolyn Thomas, Eddy A. Ruiz, Heidi Van Beek, J. David Furlow, Jennifer Sedell
Being Honors Worthy: Lessons In Supporting Transfer Students, Carolyn Thomas, Eddy A. Ruiz, Heidi Van Beek, J. David Furlow, Jennifer Sedell
Journal of the National Collegiate Honors Council Online Archive
In the ever-growing discussion of how to build and support honors programs that reflect the diverse communities our institutions serve, the recruitment of transfer students has only recently been identified as a key avenue to enacting more equitable programs. Reflecting on four years of recruiting, enrolling, and graduating transfer students in the University Honors Program at the University of California, Davis, we push the conversation beyond how to welcome transfer students in honors to how to meaningfully support them. We present the initial findings of our ongoing self-assessment to stimulate discussion about the unique challenges and opportunities transfer students experience …
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 1, Elizabeth Cassity, Jennie Chainey, Sheldon Rothman
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 1, Elizabeth Cassity, Jennie Chainey, Sheldon Rothman
Teacher education
The purpose of this Interim Report is to present the findings from the first year of a multi-year study of Timor-Leste’s Professional Learning and Mentoring Program (PLMP). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the PLMP leads to improvements in learning outcomes for students. This study of the PLMP is framed within the context Timor-Leste’s introduction of a new National Basic Education Curriculum.
Grand Launch Of The Black Resource Center: Event Overview, Black Academic Success And Engagement Program
Grand Launch Of The Black Resource Center: Event Overview, Black Academic Success And Engagement Program
Black Activism and Education
The Black Resource Center (BRC) - the third component of the Black Academic Success and Engagement Program (BASE) - provides a safe, supportive space for black-identified undergraduate and graduate students to connect with each other to receive academic, spiritual, mentoring, and emotional support services.
This event overview for the opening of the BRC includes a general outline of the night's events and a panel script.
A Multiple Case Study Investigating Utah School District Approaches To Beginning Teacher Retention, Katie Melinda Kimber
A Multiple Case Study Investigating Utah School District Approaches To Beginning Teacher Retention, Katie Melinda Kimber
Doctoral Dissertations and Projects
The purpose of this multiple case study was to discover educator perceptions of Utah school district approaches to retaining beginning teachers. Throughout the study, the term “educator” collectively describes the study participants: district leaders, principals, mentors, and beginning teachers. The overarching concept that guided this study was Sher’s (1983) Three Cs of Education framework which categorizes the factors that impact teacher retention into the following three groups: Characteristics, Conditions, and Compensation. The central research question for this study was: How do educators describe Utah school districts’ approaches to retaining beginning teachers? The sub-questions for this study were: What are educator …
Outcomes Of The Iowa Parent Partner Program Evaluation: Stability Of Reunification And Re-Entry Into Foster Care, Jeff M. Chambers, Sandy Lint, Maggie G. Thompson, Matthew W. Carlson, Michelle Graef
Outcomes Of The Iowa Parent Partner Program Evaluation: Stability Of Reunification And Re-Entry Into Foster Care, Jeff M. Chambers, Sandy Lint, Maggie G. Thompson, Matthew W. Carlson, Michelle Graef
Center on Children, Families, and the Law: Faculty Publications
In an effort to facilitate family engagement with services, improve reunification outcomes, and empower the families they serve, child welfare agencies across the country have developed and implemented programs designed to provide peer mentoring. These programs work to identify parents who have successfully navigated the child welfare system in the past and train them to mentor parents who are currently in the system. The current study used a quasi-experimental design and propensity score matching to examine the outcomes for children of families served by the Iowa Department of Human Services Parent Partner program, one of the earliest and most established …
Extending The Apprenticeship Of Observation: How Mentee Experience Shape Mentors, Christina J. Lunsmann, Jori S. Beck, Derek R. Riddle, Chyllis E. Scott, Amy B. Adkins
Extending The Apprenticeship Of Observation: How Mentee Experience Shape Mentors, Christina J. Lunsmann, Jori S. Beck, Derek R. Riddle, Chyllis E. Scott, Amy B. Adkins
Teaching & Learning Faculty Publications
Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers' social identity development through the concept of Apprenticeship of Observation - specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers' prior experiences as mentees …