Kristen E. Darling, Deborah Seok, Patti Banghart, Kerensa Nagle, Marybeth Todd and Nadia S. Orfali
The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional…
Abstract
Purpose
The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.
Design/methodology/approach
During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.
Findings
Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.
Research limitations/implications
The study was correlational, based on self-report, and had a small sample with no comparison group.
Practical implications
This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.
Social implications
This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.
Originality/value
The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.
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Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At…
Abstract
Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in Special Education International Perspectives invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher–student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the “social” brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter.
Rachel Roegman, Emilie Mitescu Reagan, A. Lin Goodwin and Julia Yu
– The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP).
Abstract
Purpose
The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP).
Design/methodology/approach
This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative).
Findings
Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration.
Research limitations/implications
This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher.
Originality/value
Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.
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Dorothy Wu Nelson, Marguerite M. Moore and Kristen K. Swanson
The purpose of this paper is to add to the literature concerning potential motivations that drive social networking sites (SNS) for fashion-related behaviors among millennial…
Abstract
Purpose
The purpose of this paper is to add to the literature concerning potential motivations that drive social networking sites (SNS) for fashion-related behaviors among millennial consumers using a Uses and Gratifications (U&G) perspective. Four SNS platforms – Facebook, Instagram, Pinterest, and Twitter – were examined.
Design/methodology/approach
The study presents a mixed-methods approach to develop and test a motivations framework among millennial consumers that will lead to practical understanding of both the existence of and impact of different motivations for engaging in SNS.
Findings
Unique motivations appear to drive use of the four examined platforms. Results indicate that a broad set of common motivations for SNS use among millennial consumers who exhibit an interest in fashion can be determined. Further, the results indicate significant differences among motivations within the respective platform types. Lastly, the results reveal common factors among three or more SNS platforms: “Fashion,” “Connection,” “Following” and “Pictures.” The ‘Entertainment’ factor was common among two SNS platforms.
Research limitations/implications
Limitations of the study are the limited sample and SNS selection. A broader representation of the millennial consumer behaviors would provide a more comprehensive picture of the motivations for using SNS platforms.
Practical implications
The study provides useful information for fashion marketers and researchers who can benefit from an updated understanding of SNS behaviors.
Originality/value
The study provides a relevant contribution to SNS research as well as understanding of millennial consumers. Additionally, it adds contribution to the U&G theory concerning new media platforms. It also delivers a replicable research design for other SNS platforms.
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Lauren H. Boyle, Kristen C. Mosley and Christopher J. McCarthy
Although mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive…
Abstract
Purpose
Although mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring.
Design/methodology/approach
Cross-sectional data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship between school-based mentoring programs and US first-year teachers' occupational stress risk. NTPS items assessing teachers' workplace demands, resources and mentoring experiences were used to examine associations between stress risk and mentoring supports received. Multiple regression analysis and chi-square tests of independence were conducted to answer the study's three research questions.
Findings
Mentor status and study covariates statistically significantly predicted teacher stress risk, with mentor assignment being associated with decreased stress risk. Findings also revealed teachers who were not assigned a mentor were significantly more likely to experience greater stress risk and when assigned mentors, teachers with greater stress risk reported significantly different mentoring experiences than did teachers with less stress risk.
Originality/value
The current study addresses common limitations found in research on teacher mentoring and occupational stress, including the use of local, small samples and the absence of a comparison group and control variables. The associations between first-year teacher mentoring experiences and stress risk have not been firmly established and the current study provides needed evidence to support that mentored first-year teachers are more likely to report lower stress risk than their unmentored colleagues.
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Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this…
Abstract
Purpose
Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS.
Design/methodology/approach
This qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities.
Findings
Mentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs.
Practical implications
Schools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers.
Originality/value
This research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.