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Early-Career Art Teacher Educators’ Professional Tensions as Catalysts for Growth: A Phenomenological Multi-Case StudyJohnson, Nicole Pamela January 2021 (has links)
University-based teacher educators’ first three years on the job are often imbued with tension, as they must renegotiate their professional identities and pedagogical philosophies in relation to ambiguous and sometimes conflicting expectations of what they should do and stand for in this role. As role models for aspiring art teachers, art teacher educators have a powerful influence on their pre-service students’ views of teaching, and on their emergent professional dispositions. However, despite the moral and intellectual significance of their work, and the diversity of their identities and work contexts, research on this population is limited and does not reflect current demographics in the field. While existing studies suggest some of the tensions that art teacher educators—both new and veteran—face on the job, research has not yet explored how new faculty members, specifically, experience their earliest years in the role nor how they learn to develop personally authentic art teacher education pedagogy. This qualitative multi-case study responds to these gaps in the literature, and to the understanding that new knowledge-for-practice is often generated within spaces of creative tension such as career transition.
The study participants were eight full-time art education faculty members with less than three years in the role. Individual and cross-case analysis of data collected through semi-structured interviews, qualitative questionnaires, and reflective tasks, revealed that participants’ tensions were predominantly influenced by discrepancies between (1) their established occupational roles/identities and practices, and expectations placed upon them in the art teacher educator role that they had not fully anticipated, and (2) their own, and others’ art-education-related (ideological) values. Most of the participants identified strongly with discipline-specific values (e.g., being grounded in activism and arts-informed social justice). These values functioned as core elements of their professional identities and of their teaching, research, and scholarship. However, in some cases, there were difficulties in translating these values into effective art teacher education pedagogical content knowledge.
The data analysis suggested that through reflecting on tensions, participants gained increased professional self-understanding and keener awareness of the forces that enable or constrain the enactment of their personal pedagogical values. Additionally, the data suggest that greater intentional preparation and support for this role (particularly mentorship that validates their established identities and backgrounds) prior to and during the early years, could greatly benefit art teacher educators’ adjustments into the academy and facilitate their building of pedagogical content knowledge for this role.
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Facilitating Master's Student Success: A Quantitative Examination of Student Perspectives on AdvisingDrummond Hays, Sarah Brooks 21 November 2013 (has links)
Faculty advising is crucial for student success, but little is known about the specific relationship between advising and master's students' success. Given that master's student enrollment is growing and diversifying, examining the relationships between advising and success is imperative for institutional efficiency and educational excellence. This quantitative study investigated nearly 1,000 master's students' experiences with two primary types of advising--administrative and mentoring. The study looked for correlations with multiple proxies of student success (e.g., graduation, retention, institutional commitment, and GPA). As well, other potentially influential individual, educational, and organizational variables (e.g., background characteristics, peer culture, and department climate) were examined for their effect on the relationship between advising and success. Results indicate that student satisfaction with advising is correlated with success. In particular, student satisfaction with administrative advising, which communicates accurate policies and helps students form educational plans, increased student success. Student satisfaction with mentoring advising, which emphasizes individualized professional support (e.g., feedback on thesis writing) was also shown to facilitate master's student success. Recommendations highlight the importance of creating degree maps and electronic degree tracking as a form of administrative advising support for students and the importance of having nurturing multiple faculty-student contacts within the department to build collegial rapport and mentoring relationships.
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Charter-School Music Teacher Practitioners and Instructional Leaders’ Perception of Professional Development: A Multiple-Bounded Case StudyMoss, Jameon DeSean January 2024 (has links)
This multiple-bounded case study explored charter-school music teacher practitioners’(MTPs’) and instructional leaders’ (ILs’) perceptions of professional development (PD) in four charter management organizations (CMOs). The purpose was to provide a rich description of these practitioners’ professional development, with the goal of spurring policy conversations and further research on music teachers and their experiences in the charter domain.
Over two months in the fall of 2023, the researcher conducted one-on-one interviews with eight participants, which focused on ways of making change, methods of delivery, beneficial components of the methods of supporting music literacy, and forms of PD assessment from the perspectives of MTPs and ILs. In addition to holding two focus groups (one with each case), the researcher conducted four classroom and debrief observations. The interviews and observations were analyzed using the participants’ words as first-cycle analysis themes; these were then filtered through the study’s conceptual framework of Desimone’s (2009) core elements of effective professional development: content focus, active learning, coherence, sustained duration, and collective participation.
The findings illustrate the participants’ experience with the professional development phenomenon through a series of main themes: instruction is classroom management, except PROFESSIONAL DEVELOPMENT IN CHARTER SCHOOLS when it is not, (b) the many moods of instructional coaching and workshops, (c) content expertise via cycles of inquiry, and (d) reflection is essential. Implications include framing future empirical research in this usually guarded sector as a partnership to identify best and emergent practices for practitioners that directly affect students and families. Framing research in this manner may resonate with charter management organizations that adhere to more formative professional development practices.
Additionally, cycles of inquiry in which self-reflection can occur may be a way forward for myriad non-content-expert instructional leaders who support the professional development of music teacher practitioners in charter schools or traditional public schools. Further suggestions for future practice include hosting charter-specific sessions at music education conferences, which could be framed as dialogic sessions to foster collegial inquiry concerning practices at both charter and public schools. Because CMOs’ system structures are different, practitioners there experience some aspects of teaching and professional development differently than their traditional public counterparts. Offering sessions specifically tailored to charter practitioners’ needs could help ensure that their needs, as well as those of the ILs that support them, are met.
Keywords: Professional Development, Charter Schools, In-Service Music Teacher Practitioners, Instructional Leaders, Instructional Coaching, Mentors, Workshops.
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Developing an induction and mentoring programme to assist newly appointed principals in selected education districts in the Free State provinceThobi, Lepono Desmond 11 1900 (has links)
Thesis (Ph.D.) - Central University of Technology, Free State, 2010 / Newly appointed principals are facing enormous challenges as managers of their schools today. When they are first appointed, many begin their work with a lot of uncertainty, anxiety and frustration due to lack of assistance, guidance and support. As principals of schools, newly appointed principals are expected to perform to the best of their ability in order to ensure that their schools succeed and achieve the best possible results. The constant changes in education require the newly appointed principal to adapt to these changes and to acquire the necessary knowledge and skills in order to implement the policies, regulations and procedures.
Without proper guidance and support most newly appointed principals are unlikely to succeed. It is therefore necessary that these principals are exposed to induction and mentoring opportunities in order to capacitate them and enhance their performance and their competencies. Newly appointed principals should first be exposed to an induction programme after their arrival at work. The induction programme should subsequently be followed by a mentoring programme whereby a mentor is assigned to the newly appointed principal. The purpose of this study is to develop an induction and mentoring programme to assist newly appointed principals in selected education districts in the Free State province.
The qualitative approach is used in this study as it seeks to represent reality from the perspectives of the participant, without interfering with or biasing that perspective, in their own words and using their own concepts. To analyse data for this study the researcher used coding in order to categorise data into themes. The findings of this study reveal that all the schools do not have a policy for the induction and mentoring of newly appointed principals. The study also revealed that schools did not have a formal induction and mentoring programme and as a result, there were not enough induction and mentoring opportunities for new principals in their first year as principals. It was also found that no monitoring and evaluation was done due to lack of formal programmes in the schools.
It is recommended that a policy for the induction and mentoring programme be formulated in schools. Those responsible for inducting and mentoring newly appointed principals must ensure that the programme is properly managed in order for it to succeed. The induction and mentoring programme should be thoroughly planned in order to meet the needs of the newly appointed principals. Before implementing any programme it is essential that the training needs of newly appointed principals are identified. These needs should then be prioritised in relation to the needs they are intended to serve. The induction programme should have carefully formulated objectives so that the programme can address the needs of newly appointed principals appropriately. It is important therefore that this programme be monitored at all times in order to ascertain whether it is meeting the objectives of the programme. The induction and mentoring programme for newly appointed principals should be evaluated at the end in order to determine the success and impact of the programme on newly appointed principals.
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Tutor-mentoring of foundation mathematics of students at Monash South AfricaMaitland, Irene Dephne Manda 02 1900 (has links)
Research has shown that academic under-performance in higher education can be attributed
inter alia to psychosocial difficulties arising from students’ under-preparedness for the
rigours of university life, the struggle to accommodate diverse cultural worldviews and poor
proficiency in the language of learning and teaching (Chang 1999). As internationalisation of
higher education institutions has became more common worldwide, the need for support
systems to deal with problems of a multicultural student body has become essential if students
are to have equitable opportunities for success. In this regard, Monash South Africa (MSA),
an international multicultural higher education institution, introduced a tutor-mentor
programme to improve academic outcomes among mathematics students in the Foundation
Programme (FP). The impact of this programme was investigated by means of an empirical
investigation and framed by a bricolage of learning theories which served as a conceptual
framework for the study under the metaphors of acquisition and participation. The literature
study showed that tutoring and mentoring programmes tend to be successful pedagogical
supports. The empirical inquiry took the form of a mixed-method case study which explored
the impact of participation in the tutor-mentor programme on mathematical performance
among FP mathematics students at MSA. The participants in the study, which was carried out
in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1
quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a
quasi-experimental non-equivalent control group design. Two formal tests were used to gather
data, which were analysed by an analysis of covariance and the Johnson-Neyman technique.
Quantitative findings supported the initial assumption of the study: that participation in the
tutor-mentor programme as an intervention strategy improved the mathematics scores of FP
students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered
through focus group and individual interviews, observation, spontaneous conversations and
photographs. Interpretation of the quantitative and qualitative data was presented according to
the phases and thereafter integrated. Qualitative findings provided information about the
dynamics of the tutor-mentor programme in providing academic and psychosocial support to
students. Finally, a situation-producing theory was developed from the integrated findings,
and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)
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An evaluation of the Stellenbosch University Student Mentor ProgrammeLoots, Anna G. J. (Anna Gertruida Johanna) 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Student success, access to higher education and accountability are concerns of universities and
communities worldwide. Universities are now implementing interventions such as mentor
programmes, Supplemental Instruction and resident advisors in order to keep abreast of a
changing higher education environment, and to provide broader access and support for a wider
range of students. The Stellenbosch University Student Mentor Programme (SMP) was designed
and implemented in 2003 as an intervention to address some of the problems encountered by
first-year students at the institution. The monitoring and realising of the outcomes of the
programme necessitated a comprehensive evaluation.
The discussion of various theoretical paradigms forms a backdrop against which the multiple
meanings of the concept of mentoring and its many practices can be understood. It is
emphasised that there is no meta-narrative or grand structure that fulfils all the purposes and
objectives of mentoring. The most obvious theories in the mentoring process are played out in
the functionalist and the radical humanist paradigms, with the constructivists as an important
catalyst in the realising of certain processes, procedures and actions. No single study has yet
offered a full analysis of mentor programmes in the various paradigms, and the analysis that I
present is likewise not a “final answer”, only a pliable structure to enhance the understanding of
the underlying social theories as they utilise mentoring.
An evaluation study on the SMP was conducted during 2005. Questionnaires and interviews were
used to establish the effectiveness of programme delivery and the resulting levels of satisfaction.
The evaluation was conducted with both programme monitoring and programme outcomes in
mind. The programme is highly structured and managed according to the key categories of a
logic model, which also provides the relevant delivery and evaluative steps. The programme has
two target groups, namely the mentors (senior students) and the mentees (mainly first-year
students), organised into small groups, each with a peer mentor.
The monitoring and evaluation of the SMP highlights the benefits of group interaction among
students, and shows the positive academic as well as psychosocial outcomes for students who
attend the mentor sessions regularly. The short-term outcomes give an indication not only of the
positive academic effects of the programme, but also of student experience and performance. As
seen in the current study, the group in a mentoring situation fulfils an important developmental,
synergistic role. Although the main aim of the design, implementation and evaluation of the SMP
was to address the high dropout and failure rates of first-year students, many other advantages
became apparent, and the outcomes of the programme indicate a positive effect on more than
one terrain, such as unexpected growth and development for the mentors. The success of the
programme can be seen as an important value-adding strategy to the university’s teaching and
learning environment, as well as a cost-effective intervention to retain students. / AFRIKAANSE OPSOMMING: Wêreldwyd het studente-sukses, toegang tot hoër onderrig en aanspreeklikheid van universiteite
in gemeenskappe belangrik geword. Ten einde te voldoen aan die eise van ’n veranderende
opvoedingsomgewing, het universiteite begin om intervensies soos mentorprogramme,
addisionele onderrig en raadgewing te implementeer om oor ’n breë front ondersteuning aan
studente te bied. Die Universiteit van Stellenbosch se Studente-mentorprogram (SMP) is in 2003
ontwerp en geïmplementeer om van die probleme wat eerstejaars ervaar aan te spreek. Die
monitering van die program met die gepaardgaande uitkomste het ’n omvattende evaluering
daarvan genoodsaak.
Die bespreking van verskeie teoretiese paradigmas vorm die agtergrond waarteen die
meervoudige betekenis van die konsep mentorskap en die vele toepassings daarvan verstaan
kan word. Dit word benadruk dat daar nie ’n metanarratief of grootse struktuur bestaan wat al die
doelstellinge en kontekste van mentorskap omvat nie. Die mees ooglopende teorieë waarin
mentorskap pas, is die funksionalistiese en die radikale humanistiese paradigmas, met die
konstruktivisme as belangrike katalis wat die prosesse, prosedures en aksies betref. Die huidige
bepreking daarvan is ook nie ’n poging om ’n finale antwoord oor die “plek” van mentorskap in
sosiale teorie te verskaf nie, maar is bloot die daarstel van ’n plooibare struktuur waarin hierdie
aksies kan plaasvind.
Die evaluering van die Studente-mentorprogram het gedurende 2005 plaasgevind. Vraelyste en
onderhoude is gebruik om die effektiwiteit van die program te bepaal ten opsigte van beide
operasionalisering en uitkomste. Die program is hoogs gestruktureerd, en word bestuur aan die
hand van die stappe uiteengesit in ’n logiese model. Die logiese model dien ook as die
evalueringsraamwerk. Daar is twee teikengroepe in die program, naamlik die mentors (senior
studente) en die mentees (hoofsaaklik eerstejaars), georganiseer in klein groepe elk met ’n
portuurmentor.
Die monitering en evaluering van die SMP toon duidelik die voordele van groep-interaksie tussen
studente, met beduidende positiewe akademiese en psigososiale resultate vir diegene wat die
groepsessies gereeld bywoon. Die korttermyn-uitkomste dui nie slegs op die positiewe
akademiese effek van die program nie, maar ook op positiewe studente-ervaring en –prestasie.
Dit blyk duidelik dat die groep in die mentorsituasie ’n belangrike ontwikkelende en sinergistiese
rol vervul. Hoewel die hoofdoel van die ontwerp, implementering en evaluering van die program
die aanspreek van die hoë druip- en uitvalsyfers onder eerstejaars was, het dit baie ander
positiewe uitkomste op vele vlakke gehad, byvoorbeeld die ontwikkeling van die mentors self.
Die sukses van die program kan gesien word as ’n strategie van waarde-toevoeging tot die
universiteit se leer-en onderrigomgewing, sowel as ’n koste-effektiewe intervensie om studente in
hoër onderrig te behou.
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Exploring the development of a mentorship programme for teachers through a reflexive democratic practiceScholtz, Zena 03 1900 (has links)
Thesis (MEd (Education Policy Studies))--University of Stellenbosc, 2006. / This thesis explores the possibility of developing a mentorship programme for teachers
through a reflexive democratic practice in order to support student teachers at the Cape
Peninsula University of Technology (Bellville Campus), when they do their internship in the
host schools. It argues that critical dialogue and reflection are at the core of practices that are
more democratic and that the development of a mentorship programme within the context of a
community of practice holds transformative possibilities for teaching and learning. Aspects of
current practice at the schools and at the academy, which may enhance or hinder the
development of a reflexive democratic practice, are identified. It is hoped that a critical
analysis and reflection of the research findings will contribute to the improvement of the
practice teaching experience of the student teachers as well as contribute to the development
of an effective mentorship programme.
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School Reform and Coaching: Identifying Structures for Successful Implementation of a Data Informed Decision-Making ProgramParman, Kristan D. 12 August 2015 (has links)
During the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer new skills into their practice. This mixed-methods study examined one urban school district's two-year attempt to implement a data informed decision-making model of instruction in 20 schools through the use of instructional coaches. The study used two data sets - archival literacy benchmark scores and coach surveys - to identify a purposive selection of interview participants. The interviews were conducted to determine what structures and factors increased the implementation of the data informed decision-making initiative. Findings indicate professional development and leadership structures were needed for successful implementation of the data initiative. Results of this study showed the factors of trust, focus, coach-principal relationship, and assessment literacy contributed to the coaches' ability to implement the data initiative successfully.
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Tutor-mentoring of foundation mathematics of students at Monash South AfricaMaitland, Irene Dephne Manda 02 1900 (has links)
Research has shown that academic under-performance in higher education can be attributed
inter alia to psychosocial difficulties arising from students’ under-preparedness for the
rigours of university life, the struggle to accommodate diverse cultural worldviews and poor
proficiency in the language of learning and teaching (Chang 1999). As internationalisation of
higher education institutions has became more common worldwide, the need for support
systems to deal with problems of a multicultural student body has become essential if students
are to have equitable opportunities for success. In this regard, Monash South Africa (MSA),
an international multicultural higher education institution, introduced a tutor-mentor
programme to improve academic outcomes among mathematics students in the Foundation
Programme (FP). The impact of this programme was investigated by means of an empirical
investigation and framed by a bricolage of learning theories which served as a conceptual
framework for the study under the metaphors of acquisition and participation. The literature
study showed that tutoring and mentoring programmes tend to be successful pedagogical
supports. The empirical inquiry took the form of a mixed-method case study which explored
the impact of participation in the tutor-mentor programme on mathematical performance
among FP mathematics students at MSA. The participants in the study, which was carried out
in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1
quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a
quasi-experimental non-equivalent control group design. Two formal tests were used to gather
data, which were analysed by an analysis of covariance and the Johnson-Neyman technique.
Quantitative findings supported the initial assumption of the study: that participation in the
tutor-mentor programme as an intervention strategy improved the mathematics scores of FP
students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered
through focus group and individual interviews, observation, spontaneous conversations and
photographs. Interpretation of the quantitative and qualitative data was presented according to
the phases and thereafter integrated. Qualitative findings provided information about the
dynamics of the tutor-mentor programme in providing academic and psychosocial support to
students. Finally, a situation-producing theory was developed from the integrated findings,
and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)
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A Model for Improving Teacher Engagement Through Administrative SupportUnknown Date (has links)
School leaders in the elementary and secondary levels are continually in search of
ways to raise student achievement. It is acknowledged that a quality teacher is the most
effective means to ensure student success. However, school leaders cannot stop at hiring
quality teachers. They must take steps to provide support for those teachers so they will
remain engaged in their jobs. This research study sought to examine how various
supportive actions by school principals can affect teacher engagement. It addressed the
research questions of “Can administrative support factors predict teacher engagement?”
and “Can teacher engagement predict student achievement?” This was accomplished
through a literature review of the topics associated with teacher engagement as well as a
quantitative analysis of responses solicited from high school teachers in a large urban
school district in the Southeastern United States. The results indicate that administrative
support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables.
It was found that the social events factor significantly predicted teacher engagement
(b=.419) with the next highest weight being the assessment factor (b=.246). However, the
study did not show a predictive relationship between teacher engagement and student
achievement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
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