Practice-Based Coaching And Early Childhood Professional Standards In A Diverse Field, Julie Betthauser

Graduate Teacher Education

Abstract

The field of early childhood education has long relied on professional development strategies to support teachers with varying degrees of education who enter the field from a variety of disciplines. Research indicated educators needed intensive and individualized professional development efforts that were integrated into daily practice (Rodgers, Kennedy, VanUitert, & Myers, 2019). Practice-based coaching has been used as a professional development strategy in early childhood classrooms to develop educators’ knowledge and skills in best practices for young children. Thirty-two empirical studies conducted since 2011 on the process, effectiveness, and assessment of practice-based coaching were reviewed to identify coaching components, …

Outcomes For Professionals And Companies Through Student-Professional Reverse Mentoring Sessions, Nicholas Burr Gubler

Theses and Dissertations

This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience …

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.

Building A Stem Mentoring Program In An Economically Disadvantaged Rural Community, Seema Rivera, Jennifer M. Knack, Kathleen Kavanagh, Joshua Thomas, Mary Margaret Small, Michael Ramsdell

Journal of Educational Research and Practice

Rural, economically disadvantaged communities face a bigger challenge than urban communities in recruiting and retaining high school (HS) students in science, technology, engineering, and mathematics (STEM) because many of these students do not have access to high-quality STEM opportunities. In this article, we describe a mentoring program we developed as part of a larger New York State education grant. This program was implemented in a rural community to connect undergraduate STEM students with HS students to increase HS students’ interest in these fields. In this program, HS students visited colleges, explored their interests in STEM, and learned about opportunities available …

A Study On The Influence Of Instructional Mentors On Novice Teachers In High-Needs Schools, Dodi Palkovic Davenport

USF Tampa Graduate Theses and Dissertations

Within the first five years of new teachers’ employment, between 30 and 50 percent leave the profession (Smith &Ingersoll, 2004). High levels of teacher attrition are associated with negative effects on student achievement (Strong, 2005). In an effort to retain teachers and improve the quality of the teaching workforce, many states and local school districts require new teachers to enroll in induction and mentoring programs. This study is part of a larger program evaluation of one public school district’s new teacher induction program. The purpose of this investigation was to determine how a novice teacher perceives the influence of a …

Fostering Motivation When Virtually Mentoring Online Doctoral Students, Crissie Jameson, Kelly Torres

Journal of Educational Research and Practice

Online learning in higher education has become commonplace as more working adults and nontraditional aged students return to pursue advanced degrees. Graduate education, specifically, has grown in recent years (Allen & Seaman, 2014), including doctoral degrees. Pursuing a doctoral degree requires writing a culminating paper (e.g., dissertation, doctoral study, capstone study). Writing and conducting such a study requires support and mentorship from faculty of the program. Establishing a positive relationship in which the student feels supported by the mentor is crucial to encourage dialogue and motivation throughout the process. In this case study, online doctoral students’ perceptions of autonomy, competence, …

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.

Professional Mentoring At A Christian Predominantly White Institution: Impacts On The Social Connections Of African American Students, Steve Taylor

CUP Ed.D. Dissertations

Private Christian universities with predominantly Caucasian student bodies have historically faced difficulty when attempting to become more diverse. Often these colleges’ student populations have mimicked that of the founding parent church, although many desire to broaden the student ethnic background. The purpose of this qualitative single case study research was to examine the impacts of mentoring by professional, full-time, university employees on African American students’ social connections. Positive, social connections improve student retention and satisfaction. This study was conducted at a single Christian PWI university in the Midwest. Data included personal interviews and a combined focus group with four African …

Black Women's Journey To Executive Leadership, Belinda Higgs Hyppolite

CUP Ed.D. Dissertations

The purpose of this qualitative case study was to gain an understanding of the journey of Black women into executive leadership positions at predominately White institutions of higher education within the United States. One research question guided this study: What are the experiences of Black women at predominately White institutions (PWIs) of higher education serving in executive leadership positions? Participants were a purposeful sample of 10 Black women executives who currently serve in executive leadership at various institutions across the country. The data collection instruments were structured interviews, member checking interviews, and a personal reflective narrative. The typological analysis approach …

Flourishing In The First Years Of Teaching: Designing A Framework For New Teacher Induction, Sister Thomas Aquinas Betlewski

College of Education Theses and Dissertations

This study examines best practices in new teacher induction programs. The purpose of this thesis is to explore recent education research regarding new teacher induction programs in order to offer a synthesis of effective new teacher induction for school leaders. Further, this study critically examined current research on new teacher induction programs to create a framework of outstanding new teacher induction to provide a tool for induction program assessment or implementation.

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) …

The Impact Of Self-Regulated Learning Tutoring And Mentoring Program On Black Males In Eighth-Grade Science, Julie Liddle Lott

Theses and Dissertations

The problem of practice described in this paper was identified by the state testing gaps between White and Black male students at a middle school in central South Carolina. This identified problem of practice led to the development of the research question: What is the impact of a tutoring and mentoring program using self-regulated learning strategies on my Black male students and their academic achievement in eighth grade science? The purpose of this study is to determine if a tutoring and mentoring program will affect the academic achievement of my Black male students in science.

The action research model being …

Building Environmental Education Capacity In Classrooms And Schools, Linda Sue Thomas

The Dissertation-in-Practice at Western University

Abstract

There is growing global acknowledgement that our planet is facing an imminent environmental crisis (Kensler, 2012; Kensler & Uline, 2017). Issues such as climate change, loss of biodiversities, water quality, the impact of long term fossil fuel use and single use plastics are compelling countries around the world to calls for action. In the education sector, there is an increasing recognition that raising awareness of environmental issues needs to begin in the schools where students will learn about the impact of individual choices on our environment. Research has shown that environmental education programs in schools have a positive influence …

Differentiated Induction: An Enhanced Model For The New Teacher Induction Program, Terri Jackson

The Dissertation-in-Practice at Western University

The Ontario Ministry of Education established the New Teacher Induction Program (NTIP) in 2006 to facilitate a smoother transition into the teaching profession for beginning teachers. This program intends to provide another full year of training and support to beginning teachers. The components of NTIP are: (a) a system orientation; (b) peer mentorship; and (c) targeted professional learning opportunities. Through the provision of differentiated professional learning communities and enhanced mentoring opportunities, this Organizational Improvement Plan (OIP) revises the existing induction structure in the Tungsten Board of Education. Using an adaptive, situational leadership style, the NTIP Facilitator employs the Awareness, Desire, …

An Evaluation Of The New Teacher Mentoring And Induction Program At A Title One Elementary School, Tamara Baker-Drayton

Dissertations

Low performing Title I schools often experience a lower teacher retention rate when compared to schools with higher academic achievement. Vacancies are typically filled with new or inexperienced teachers who leave the school within a few years. To counter this problem, West Creek Elementary (pseudonym) introduced a comprehensive New Teacher Mentoring and Induction initiative. The program evaluation was a voluntary anonymous written survey with an optional in person interview conducted with the participants and administrators. Results indicated that the New Teacher Mentoring and Induction program was effective in enhancing teacher pedagogy, not effective in enhancing teacher retention, and that greater …

Advising And Mentoring At Csb/Sju: An In-Depth Review And Recommendations, Emily Esch, Jason Kelly, Lindsey Gunnerson

Academic Affairs Publications

No abstract provided.

Book Review: Mentoring With Meaning: How Educators Can Be More Professional And Effective, Tracey Lamont

Journal of Catholic Education

No abstract

Supporting High Quality Teacher Preparation: Developing A Mentoring Program For New And Early Career Special Education Faculty, Harriet J. Bessette, Katie Bennett

The Advocate

As any new or early career faculty member in the academy can attest, the early days of one’s career in higher education can be daunting, often evoking feelings of unsteadiness, tentativeness, and low self-efficacy. Despite knowing the landscape, academic neophytes are required to navigate the social and political rungs, negotiate participation on university, college, and department committees, develop and/or enhance their research niche, and demonstrate uncompromising proficiency as a teacher, mentor, supervisor and advisor. This paper explores strategies and principles that were adopted by one department within a teacher preparation program to establish a mentoring program for new and/or early …

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 writing. Analysis involved …

Finding Umoja: Reimagining Mentoring Of New Black Teachers, Hyacinth Wood

Graduate Theses & Dissertations

Abstract

In the United States approximately 20% of new teachers leave within the first 3 years (Hayes, 2004 and Henke et al., 2000), and within 5 years up to 50% leave the profession (Ingersoll, 2003). Attrition rates were highest in urban schools and schools serving low-income and minority students leading to an inequitable distribution of quality and experienced teachers (Lankford et al., 2002, OECD, 2005 and Provasnik & Dorfman, 2005a).

The purpose of this study was to reimagine mentoring as a part of the induction program, the Umoja Model, to support new Black teachers as they join urban educational environments. …

Mentor Teaching In Four Communities Of Catholic Sisters In The Mid-Twentieth Century (1940-1965), Melanie Nappa-Carroll

Dissertations - ALL

This dissertation is a qualitative study that explores mentoring experiences of Catholic teaching nuns– hereafter called sisters and/or women religious– who served in parochial schools in the mid-twentieth century in the Diocese of Syracuse, NY. Teaching sisters comprised the majority of the professional workforce in Catholic schools through ministry as classroom teachers, building principals, diocesan-level administrators, service providers, and more. The purpose of this qualitative study was to develop an understanding of how teaching sisters engaged in mentoring to develop instructional and pedagogical skills in the mid-twentieth century, specifically 1940 through 1965.

In addition to researching archival records, this study …

Micro-Coaching As A Blend To Make E-Learning More Effective, Krishnan Narayanan

Dissertations and Theses Collection (Open Access)

While e-learning has taken a stronghold as the de-facto training medium in knowledge intensive technology sector organizations, several factors have been hypothesized to influence the efficacy of training efforts, such as educator presence, interaction levels and individual motivation for development. This dissertation looks at one blended learning intervention that organizations can make use of to significantly improve the learning outcomes. The paper introduces micro-coaching, a new construct referring to brief coaching and mentoring interventions, that in conjunction with the e-learning sessions can improve cognitive as well as behavioral changes in individuals, which are key to improving learning and the resultant …

Mentoring: Attitudes And Perceptions Of New Lawyers, Mindy Thomas Fulks

Electronic Theses and Dissertations

Tennessee does not have a formal state-wide required mentoring program for Tennessee lawyers. Mentoring programs are available to Tennessee lawyers but no uniform standards exist. It has been suggested that providers of mentoring programs should develop strategies for improving and expanding mentoring experiences for new lawyers. The purpose of this study was to evaluate attitudes towards mentoring by Tennessee lawyers who are within their first 5 years of practice. The researcher sought to identify the perceptions of new lawyers regarding mentoring to better understand mentoring’s role within the legal profession.

The methodology for this study was nonexperimental quantitative survey research. …

Alternative Routes To Teacher Certification

Occasional Paper Series

Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.

Teacher Leaders: Transforming Schools From The Inside

Occasional Paper Series

Teacher leadership is "hard." Many of the reasons are obvious: Teaching is a highly labor-intensive profession to begin with, leaving little downtime for work with other adults. School schedules are notoriously stingy with space for adult collaboration. Teachers are rarely paid to exercise leadership; when they are, they are never paid enough. This volume is a modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires. Although there is considerable overlap among the essays, they have been organized loosely into three categories: "mentoring," to address the essential question of teacher helping teacher; "transforming school …

A Learning Community For New Chairs, Lynn Stallings, Meghan Burke, Ruth A. Goldfine, Dawn L. Kirby, Monica Nandan, Sharon Pearcey, Kandice Porter, Amy Woszczynski

Monica Nandan

Key elements of an effective professional learning community will be discussed, including readings, peer mentoring, meeting structure, composition, and timing of topics. Presenters will discuss the challenges of their first years as chairs, particularly finding their individual leadership styles and a balance between professional and personal lives.

Exploring The Perceived Effects Of Student Online Sharing Of Environmental Artwork, Jocelyn Perras

Electronic Thesis and Dissertation Repository

This case study research examined the process of secondary school students creating and sharing site-specific artworks online as part of their environmental art production assignment. Student participant perceptions of the production of their place-based sculptures, as well as their palimpsest artworks, are examined within the context of interactive posting of images and commentary within a social media platform. Participants’ responses point to several critical factors in the organization and active operation of visual art assignments in which students engaged via a digital sharing site (e.g., students’ online posting needs resemble their offline communication needs). Although enthusiastic about producing environmental artwork, …

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 …

New Teacher Perceptions - Mentoring And Coaching At A California Catholic School, Shawna L. Pautsch

CUP Ed.D. Dissertations

An explanatory case study was employed to explore the perceptions of the influence of coaching and mentoring programs on new first year teachers. The research was conducted at a private Catholic high school in Southern California. Guided by the Situational Leadership model, which was founded in the ideal that no single approach to leadership exists, this study examined how new first-year teachers perceive the influence of coaching and mentoring programs on their growth and performance, and their students’ learning in a private Catholic high school in Southern California. This study revealed that new first-year teachers perceived that coaching and mentoring …

Impact Of New Teacher Induction On Beginning Teachers, Greta L. Scharp

CUP Ed.D. Dissertations

Teacher retention and its much more emphasized antithesis, attrition, affects the Federation of Affiliated Christian Churches (FACC) school system. The FACC created the New Teacher Induction (NTI) program after the New Teacher Center model for induction out of Santa Cruz, California to assist new teachers and increase retention rates in their school system. Mentoring, professional development opportunities, and principal engagement were the three-prongs of the NTI approach to teacher support which aimed at increasing new teacher self-efficacy. This qualitative case study examines new teacher perceptions of the NTI program, and its impact on their decisions to remain in or leave …