Out on a Limb

Shockley, Robert; Watlington, Eliah; Felsher, Rivka A.

doi:10.1177/0192636513510595

Cited by 10 publications

(7 citation statements)

References 25 publications

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“…Indeed, previous research has explored the transitional "culture gap" between senior professional and junior academy level sport (Relvas et al, 2010), with authors proposing that early exposure, normalizing operational mechanisms, and the ability to adjust to explicit practices as vital to navigating this "gap" (Morris et al, 2014;Roynesdal et al, 2018). The value and transferability of these formative experiences in a talent pathway to experiences in other areas is supported by literature from the business and academic domains in which reciprocal engagement, effective work inductions Learning takes time and effort "Shoulda, woulda, coulda" Critical self-analysis of areas for improvement and the regulation of professional practice has enhanced transition success (Pentland, 2012;Shockley et al, 2013). Indeed, participant 1 stated:…”

Section: Constructs Of Talent Development Environmentsmentioning

confidence: 99%

“I Didn't Make It, but…”: Deselected Athletes' Experiences of the Talent Development Pathway

Williams

MacNamara

2020

Front. Sports Act. Living

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The experiences of youth athletes on specialized talent development pathways has received considerable attention in both the media and literature. Despite the low conversion of pathway entrants into senior athletes, the experiences of deselected athletes have received less attention. The purpose of this study therefore was to explore the talent pathway experiences of youth athletes who were deselected from a pathway and to consider how those experiences influenced their life post deselection. Ten participants were purposefully sampled based on their prior involvement in a formalized and selective talent programme. Individual semi-structured interviews were conducted, and data was analyzed via a thematic analysis. Participants identified constructs of the talent development environment, psychobehavioral skills for future development and personal responsibility for future development as facilitators for future success beyond the talent pathway. Specifically, environmental constructs, such as high performance support systems and expectations of professionalism positively contributed toward the acquisition of transferable psychobehavioral skills, such as a determination to be successful, a confidence to back oneself and social maturity. Youth athletes reported feeling empowered to take personal responsibility for development, through attributes such as a commitment to be the best they can be and an intrinsic motivation to succeed. These findings suggest positive experiences, built around the development of transferable skills and behaviors, can accrue from being on the talent pathway. As such, the talent pathway can be a successful foundation for both success in that sport and as a facilitator of success beyond sport.

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Section: Constructs Of Talent Development Environmentsmentioning

confidence: 99%

“I Didn't Make It, but…”: Deselected Athletes' Experiences of the Talent Development Pathway

Williams

MacNamara

2020

Front. Sports Act. Living

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“…Traditional programs are not known to offer mentorship and support to credentialed graduates. They could use teacher educators or other staff as inschool mentors, explicitly and intensively supporting candidates' development as teachers during their formative early years, all of which improve practice (e.g., Mathews et al, 2017;Ronfeldt & McQueen, 2017;Shockley et al, 2013).…”

Section: Arl Programs As Disruptive Practicesmentioning

confidence: 99%

Promoting Change within Special Education Teacher Preparation Program: A Collision of Needs

Rodgers

2020

JCVE

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The United States is experiencing a systemic teacher shortage (Sutcher et al., 2016). This trend is not new to the field of special education, which has been experiencing teacher shortages for decades (Boe, 2006; McLeskey & Billingsley, 2008; U.S. Department of Education, 2020). To address these critical shortages of teachers in the field, states have created Alternative Routes to Licensure (ARL) options, which are commonly seen as non-traditional approaches to gaining teaching credentials. Although the disruptive practice of ARL is already in place, the evidence to support its effectiveness is not. This paper explores the experiences of junior faculty members working as agents of change by disrupting one special education department’s ARL program. Emphasis is given to the system supports in place to change the ARL and existing systemic barriers to these changes at the department, college and university levels. Additionally, structures which aided or hindered completing programmatic work from the perspective of the untenured faculty members are also discussed.

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“…Adskillige nytt ige reviews inden for temaet laererstartsordning er blevet publiceret i de sidste årtier (Greenfi eld, 2015;Guarino, Santibañez, Daley, & Santibafi ez, 2006;Hobson, Ashby, Malderez, & Tomlinson, 2009;Ingersoll & Strong, 2011;Schaefer, Long, & Clandinin, 2012;Shockley, Watlington, & Felsher, 2013;Wang, Odell, & Schwille, 2008). Disse reviews peger på, at laererstartsordninger for laerere, der straekker sig ud over den formelle uddannelse og ind i de første år i professionen, giver gode muligheder for netop at laere i og af praksis.…”

Section: Indledningunclassified

“…Disse reviews peger på, at laererstartsordninger for laerere, der straekker sig ud over den formelle uddannelse og ind i de første år i professionen, giver gode muligheder for netop at laere i og af praksis. Adskillige reviews af forskning om laererstartsordninger (Greenfi eld, 2015;Guarino et al, 2006;Hobson et al, 2009;Schaefer et al, 2012;Shockley et al, 2013;Wang et al, 2008) viser, at ordningerne har en positiv eff ekt på nyuddannede laereres professionelle, sociale og personlige udvikling (jf. European Commission Staff Working Document SEC, 2010).…”

Section: Indledningunclassified

Skolekultur, lærerstart og fodfæste

Frederiksen

Halse

Jensen

2019

LUP

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Artiklen undersøger hvilke forståelser af begrebet skolekultur, der har betydningfor nye lærers professionelle, personlige og sociale udvikling i starten af deres karriere,der kan identifi ceres i empirisk forskning i perioden (2010-16)? Der fremanalyseres4 centrale temaer: samarbejde, mestre kontra performe, stemning og karriere.Alle studier anbefaler horisontale, sociale relationer og professionel frihed, når nyelærere samarbejde og at samarbejdet skal handle om selvformulerede åbne spørgsmålrelateret til udfordringer i praksis. Et studie peger på at nye læreres self-effi -cacy og depressionsfølelse er stærkt knytt et til skolekulturens målorientering ogat samarbejde eller mentoring af nye lærere med lav self-effi cacy i en skole medlav mestringsorientering eller høj performanceorientering kan føre til endnu lavereself-effi cacy eller sågar depression, hvorfor mentoring ikke altid kan siges at værepositiv. To studier peger på vigtigheden af skolekulturens imødekomne og venligestemning for at den nye lærer kan udvikle sig professionelt. Organisatorisk kaos ogmanglende procedurer kan påvirke skolekulturen negativt og betyde manglendeprofessionel udvikling, og dermed også den nye læreres mulighed for fodfæste.Et studie peger på vigtigheden af, at skolekulturen giver plads til at forholde sigtil sin karriere. Allerede fra første dag, er optaget af deres karriere og fremtidigarbejdsliv, særlig på tre områder: Undervisning – blive en god lærer (horisontal),Ledelse– opad i hierarkiet (vertikalt),Work-life balancen .

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Out on a Limb

Cited by 10 publications

References 25 publications

“I Didn't Make It, but…”: Deselected Athletes' Experiences of the Talent Development Pathway

“I Didn't Make It, but…”: Deselected Athletes' Experiences of the Talent Development Pathway

Promoting Change within Special Education Teacher Preparation Program: A Collision of Needs

Skolekultur, lærerstart og fodfæste

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