Professional Development of Multi-experienced Educators through a Book Study: Fostering Mentoring Relationships

Amador, Julie M.; Wallin, Abraham; Amador, Paul V.

doi:10.1080/13611267.2015.1088323

Cited by 5 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Traditionally, book studies have been used by literacy instructors to promote literature circles among K12 students (Kong & Fitch, 2002; Raphael & McMahon, 1994); however, a scant body of research illustrates the potential of book studies as a tool for professional development to promote the growth of teachers as learners. Teachers who participate in book studies learn from heterogeneous groups mixing experienced teachers with novice ones (Amador, Wallin, & Amador, 2015; Burbank, Kauchak, & Bates, 2010), shift their beliefs regarding marginalized students (Andrei, Ellerbe, & Cherner, 2015; Gardiner, Cumming-Potvin, & Hesterman, 2013), and exercise critical reflection regarding issues related to equity and serving all students (Burbank et al, 2010; Mensah, 2009).…”

Section: Teaching Notesmentioning

confidence: 99%

Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School

Lac

Diamond

2019

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

This case examines a book study focused on racial equity work at Oak Meadows—a suburban high school with shifting student racial demographics. Two teacher-leaders organize a yearlong book study, initially with the tacit support of school administrators. Book study participants approached their work with great enthusiasm. As the content of the book study shifted to heavier topics such as racialized tracking, teacher colleagues started to withdraw their support, question teacher-leaders’ intentions, and undermine their work. This case explores how teacher-leaders work at the margins for social justice with a school leader who lacks the necessary subjectivities and skill sets to adequately address these issues of racial equity at Oak Meadows.

show abstract

Section: Teaching Notesmentioning

confidence: 99%

Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School

Lac

Diamond

2019

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

show abstract

“…■ Use role-play simulations as professional learning experiences for preservice teachers to develop understandings of different scenarios and viewpoints related to literacy (Ferguson, 2017). ■ Facilitate structured professional learning experiences, such as book clubs, that focus on instructional improvement with literacy and form partnerships between preservice and practicing teachers (Amador, Wallin, & Amador, 2015). Element 6.4: Candidates "understand and influence local, state, or national policy decisions" (p. 32).…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Are We Preparing Teachers for Literacy Leadership?

Sharp¹,

Piper²,

Raymond³

2018

The Reading Teacher

View full text Add to dashboard Cite

All teachers must be literacy leaders in their classrooms and schools. Recent concerns surrounding teacher quality and literacy teacher preparation prompted the current inquiry, which examined the diverse ways in which literacy teacher educators cultivate literacy leadership among preservice teachers. The authors used a one‐shot qualitative research design and applied understandings related to distributed leadership and teacher leadership as theoretical lenses. Sixty‐five respondents participated in the current inquiry, and data were analyzed using a three‐level classification diversity analysis. Three themes emerged during data analysis: Two addressed specific preparation techniques for literacy leadership that occurred in university contexts and community and professional contexts, and the third drew attention to the inadequacy of preparation efforts with literacy leadership. A discussion of findings for each theme is provided, as well as implications and recommendations for literacy teacher educators and teacher preparation program administrators.

show abstract

“…Communication competence is defined as "awareness of appropriate communication patterns in a given situation and the ability to apply that knowledge." However, a few argue that communication competence is related to an individual's ability to adapt effectively to their surroundings over time (Amador et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Analysis of MPhil/PhD Supervisor's Relationship Development and Communication Competence

Ali

Shah

Sarwar

2021

GSSR

View full text Add to dashboard Cite

The purpose of this research was to analyse the relationship development and communication competence of MPhil/PhD supervisors. A confirmatory mixed-methods research design was used to conduct the study in two stages. For both phases, 360 MPhil/PhD graduates and 72 supervisors were selected from four public universities in Punjab using a multistage sampling technique. Data were collected electronically from 239 MPhil/PhD graduates during phase-I using an adapted questionnaire from ASHA's supervision model, while in phase-II, 72 MPhil/PhD supervisors were interviewed to cross-check the Phase-I findings. According to MPhil/PhD graduates, their supervisors have relationship development and communication competence. During interviews, most MPhil/PhD supervisors refute their supervisees' claims and offer suggestions to improve supervisors' competence. Based on supervisor suggestions, the Higher Education Commission of Pakistan should revise the supervision structure, provide Postdoctoral fellowships to all supervisors, and promote international conferences. This study may be helpful to supervisors in self-evaluation as well as understanding relationship development and communication competence.

show abstract

Professional Development of Multi-experienced Educators through a Book Study: Fostering Mentoring Relationships

Cited by 5 publications

References 16 publications

Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School

Working for Racial Equity at the Margins: Teacher-Leaders Facilitate a Book Study on Race in a Predominantly White Suburban High School

Are We Preparing Teachers for Literacy Leadership?

Analysis of MPhil/PhD Supervisor's Relationship Development and Communication Competence

Contact Info

Product

Resources

About