Education Commons^™

Reframing Coaching Success: Mentorship And Ethics In The Era Of Increased Competition And Exploitation Of High School Athletes, Thomas Andres Auten

Antioch University Full-Text Dissertations & Theses

The research inquiry asked the question, what methods do athletic coaches employ to improve academic performance and skills of their high school student athletes? The research method chosen for this investigation, influenced by the teachings of Dewey and Freire, is constructivist grounded theory. This research method used intensive interviews with 17 former high school athletes ranging in age from 19 to 68. The responses from these interviews uncovered three main coaching concerns: eligibility based on maintaining minimal grade point average; improving academic performance through peer tutoring; and mentoring for life skills and success. Based on my co-construction of meaning with …

Mentors’ Perspective On Mentoring Practices For New Teachers: A Qualitative Study, Rosa Smith-Norman

Theses and Dissertations

This qualitative phenomenological research study explores the lived experiences of mentors as they share their perceptions of mentoring practices to better understand how participatory experiences affect the professional growth of new teachers. Using a phenomenological research design helps to better understand the participants’ perceptions and personal meaning making processes that emerge from their first-person lived experiences of their professional practice. This study explores how ongoing participatory experiences have served to shape one’s perceptions about teaching and learning though the use of best mentoring practice strategies. To this end, this study triangulates the data by conducting an initial email interview questionnaire …

Factors For Success: Supporting Black Doctoral Students, Shondra L. Marshall, Clyde Barnett Iii, Quentrese Hinton, Courtney Brieann Morris

Language Arts Journal of Michigan

Myriad factors impact Black doctoral student lived experiences. Black doctoral students face unique challenges in educational institutions that are not shared by their White cohorts. This literature review surveys current scholarship about these challenges and the educational experiences that emerge from them. Using an intersectional framework, the authors review the extant literature from the perspective of four primary themes: socialization, mentoring, financial wellness, and belonging. The authors contend that improving practices related to each of these areas can result in improved experiences and outcomes for Black doctoral students as they matriculate through graduate programs.

Wha Up Bruh, You Good: A Critical Analysis Of Mentoring Programs For African American Males In Community College, Taran Landell Mczee

Theses and Dissertations--Educational Policy Studies and Evaluation

This qualitative case study used a phenomenological research approach to explore the lived experiences of African American male community college students who participate in mentoring programs. Mentoring programs for African American males in higher education have been implemented to help improve retention, academic performance in the classroom, sense of self, intention to complete, and graduation rates (LaVant et al., 1997). Critical race theory (CRT) informed the use of qualitative interview methods to represent the lived experiences of the participants and to elevate the knowledge of young African American men in research on higher education mentoring programs. Research participants were 8 …

Understanding The Implications Of Work Based Learning For Students Pk-12 School Systems Institutions Of Higher Education And Hosting Organizations, David Naff, Amy Corning, Meleah Ellison, Albion Sumrell, Zehra Sahin Ilkorkor, Jennifer Murphy, Ciana Cross

MERC Publications

This literature review by the Metropolitan Educational Research Consortium (MERC) and Institute for Collaborative Research and Evaluation (ICRE), in partnership with the Virginia Talent + Opportunity Partnership (V-TOP) and State Council of Higher Education for Virginia (SCHEV) explores work-based learning and its implications for PK-12 institutions, institutions of higher education, and hosting organizations (e.g. employers). The report also provides background information about the foundations of work-based learning and concludes with a series of recommendations for practice, policy, and future research related to work-based learning. There is also an accompanying podcast episode where report authors discuss the key takeaways with …

Embracing Resiliency: Practical Strategies To Minimize Teacher Burnout And Elevate Retention, Melissa D. Reed, Heather Caswell, Monica Wong-Ratcliff

The Advocate

Abstract

Teacher shortage constitutes a crisis in the U.S. and the education system at-large. In light of the crisis of teacher shortage and the severity of turnover rate, the purpose of this paper is to join in the dialogue to further the conversation regarding how believing or reinforcing stereotypes can contribute to burnout and unrealistic expectations teachers face in education. Suggestions for pre-service and in-service teachers to acquire a more realistic and resilient lens for themselves as educators and the profession is presented. The following themes will be explored: collaboration, embracing vulnerability, empowerment and agency, support and mentoring, and self-care …

Perceptions Of Classroom Management Coaching At District A Independent School District, Ashley L. Brittain

Electronic Theses and Dissertations

This study addressed teacher retention and research-to-practice gaps in the literature related to classroom management coaching and what types of teacher support are the best and why. The purpose of this qualitative case study was to explore the perceptions of teachers, campus administrators, and campus intervention coaches regarding District A Independent School District’s campus intervention coach model. This study attempted to understand better the perceptions of how the campus intervention coach model influences teachers’ decisions to remain in the profession; how teachers, campus administrators, and campus intervention coaches perceive the campus intervention coach model’s effectiveness in reducing the percentage of …

Stem Through Authentic Research And Training Program (Start) For Underrepresented Communities: Adapting To The Covid-19 Pandemic, Luke H. Bradley, Brittany N. Derr, Catherine E. Durbin, Michael J. Lauer, Fara Williams, Anthony P. Sinai, Julie A. Bradley, Margaret J. Mohr-Schroeder

Neuroscience Faculty Publications

The STEM Through Authentic Research and Training (START) Program is a new program integrating academic, social, and professional experiences, in the theme of exomedicine, to build a pipeline into college for first generation and traditionally underrepresented students by providing year-round authentic opportunities and professional development for high school students and teachers. In response to the COVID-19 pandemic, the START Program has worked with the local Fayette County public school and community partners to provide content to over 300 students through: virtual laboratory tours with community partner Space Tango, "meet a scientist" discussions, and online near-peer student demonstrations aimed at making …

A Case Study In The Use Of Mentorships In Academic Instructional Coach Development., Matt Anderson

Electronic Theses and Dissertations

Academic instructional coaches have long been used to support teacher development and student learning. As a recent position in the education field, there is little information regarding the development of staff in this role. This study sought to better understand how academic instructional coaches are mentored and developed within challenging school contexts. The theoretical framework for this research is guided by the social constructivism epistemology. In alignment with this framework, a collective case study was utilized to better understand the relationship between the principal and the academic instructional coach. Exploring this relationship emphasized how principals support academic instructional coach growth. …

Through The Eyes Of The Mentor: Understanding The Adolescent Developing Reader, Joanna C. Weaver, Cynthia D. Bertelsen, Timothy Murnen, Jessica N. Glanz

Journal on Empowering Teaching Excellence

While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working …

Exploring The Impact Of Early Exposure To Research On Dual Enrollment Students: A Qualitative Single-Case Study, Kevin A. Adkins, Jorge L. D. Albelo, Samantha Bowyer

Publications

Embry-Riddle Aeronautical University (ERAU) provides a concurrent enrollment model to high schools across the United States. The concurrent enrollment opportunity offers science, technology, engineering, and mathematics (STEM) college-credit coursework taught by college-credentialed instructors on the student’s high school campus. One faculty member transitioned to Embry-Riddle’s main residential campus following seven years of service with ERAU’s concurrent enrollment program. During his tenure with ERAU’s concurrent enrollment program, in addition to instructing a variety of concurrent enrollment courses, he maintained an active research agenda that involved concurrently enrolled students. His transition was preceded by the matriculation of a subset of these students …

Mentoring As A Pathway To Addressing Chronic Absenteeism In Urban High School Academies, Tyeshia A. Hilbert

Seton Hall University Dissertations and Theses (ETDs)

Chronic absenteeism is a rising concern for schools across the country. There are a host of reasons why students miss school: internal factors that can push students out of school and external factors that can pull students out of school. Districts have been mandated to implement strategies and supports that will combat this issue by increasing student attendance and decreasing chronic absenteeism.

The concept of mentoring has been around for centuries and recently has been associated with improvement in the attendance of chronically absent students. This dissertation intended to examine attendance and chronic absenteeism rates of students in two urban …

Text Messaging Between School Counselors And Students: An Exploratory Study, Nicholas R. Gilly

Graduate Theses & Dissertations

This exploratory case study examines the impact of text messaging on mentoring relationships when used as an outreach between school counselors and high school students, where established relationships are lacking. An SMS gateway was used to mediate communication between school counselors (N=2) and students (N=5) over a three-month timeframe. The SMS gateway converted email, sent from counselors, to text messages, which were received on mobile devices of students and allowed students to respond back to counselors. Findings indicate that the use of text messaging may ease scheduling of face-to-face meetings between counselors and students, but evidence does not support any …

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …

'We’Re Like Family And Stuff Like That': Relationships In After-School Programs, Alan English

Educational Considerations

After-school programs have been demonstrated or theorized to be associated with a wide variety of positive youth outcomes and have become a more widely-accepted aspect of the greater educational system. One of the most commonly-cited vehicles for these positive outcomes is relationships developed within the after-school program. This paper investigated youth perception of after-school program relationships through a phenomenological case study. Analysis of interview, observation, and artifact data indicated the potential for the individual positionalities with which youth approach involvement in after-school program relationships to dramatically impact youth outcomes. Consequentially, these individual positionalities need to be considered when developing conceptualizations …

Tennessee Promise Mentoring And Its Impact On Social Capital Of Disadvantaged Students, Tara Laroy

Ed.D. Dissertations

Disadvantaged students (i.e., students characterized by first generation status, low socio-economic status, or racial minority) in the United States enrolled in college at higher rates but still faced a significant college graduation gap. Research has shown that a close, personal relationship with a mentor can increase the social capital of disadvantaged students in post-secondary education. The Tennessee Promise Program was a scholarship program for high school students, designed to remove the financial barriers while also supplying them with an adult mentor to guide them through the college process. In this qualitative study, the researcher aimed to investigate the experiences of …

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.

Developing A Mentoring Framework Through The Examination Of Mentoring Paradigms In A Teacher Residency Program, Rubén Garza, Raymond Reynosa, Patrice Werner, Ellen Duchaine, Rod A. Harter

Australian Journal of Teacher Education

In this paper, we extend on our exploratory study that examined mentors’ conceptualizations and practices of mentoring preservice teachers in a residency program to develop a mentoring framework to guide mentors’ approaches to mentoring preservice teachers in a year-long clinical experience. Our mentoring framework has the potential to make mentors consciously aware of their roles and purposes of mentoring throughout the year and within respective contexts. This metacognitive approach may help them to improve their practice and grow alongside their mentee. The Mentoring Framework for Mentoring is a tool that may be instrumental in developing mentors’ deeper understanding of the …

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 …

Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman

Dr Sheldon Rothman

Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university …

Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman

Jacynta Krakouer

Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university …

Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman

Policy Analysis and Program Evaluation

Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university …

Theoretical Development, Factorial Validity, And Reliability Of The Online Graduate Mentoring Scale. Mentoring And Tutoring: Partnership In Learning., Linda Crawford, Justus Randolph, Iris M. Yob

Center for Faculty Excellence Publications

In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale’s factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance

The Effect Of Varying Compensation On Teacher Satisfaction Across Three Louisiana School Districts, Glen E. Gleason

Doctoral Dissertations

The purpose of this research endeavor was to explore possible statistical relationships between school districts with varying pay scales in regard to teacher job satisfaction within the district. An on-line satisfaction survey was set up, utilizing the Minnesota Satisfaction Questionnaire (MSQ). Letters were distributed to teachers in three districts eliciting participation in the study. A total of 115 responses was recorded with the greatest participation occurring in the district with the highest teacher compensation. To explore possible differences in areas of job satisfaction between the districts, teachers were asked questions dealing with (a) working conditions, (b) supervisory support, (c) co-worker …

Teacher Collaboration: Implications For New Mathematics Teachers, Laura M. Gellert, Lidia Gonzalez

Publications and Research

One increasingly popular way of supporting new teachers is through the use of mentoring. New teachers are often paired with mentors as one of a number of supports meant to aid new teachers as they begin their career. The various types of mentoring range from school based mentors assigned by the school to specialty mentors, such as math coaches. Examples of other types of supports that are thought of as separate from formal mentoring are lesson studies, professional development schools, professional development workshops supported by local universities, teacher networks and sponsored professional development. Given the popularity of policies promoting support …

Efficacy Of A Secondary School Mentoring Program: Connecting Academic Achievement With Mentoring, Kimberly Olson

Theses and Graduate Projects

This study was created to determine if students at the middle school level would exhibit an increase in quarter grades in the areas of reading and mathematics throughout the year if they received mentoring from school personnel. In addition to student grades, attendance and behavior referrals throughout the year were also examined. This study involved fifty-two students in the study group and sixty-six students in the control group, all of whom attended the same public middle school in southeast Minnesota. Data were collected by school office personnel and was analyzed using the t-tests (to compare average means for analyzing academic …