Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who...
This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. The mentor preparation program was grounded in research on effective...
Supporting Mentor Teachers in the Assessment of and Inquiry into High-Leverage Science Teaching Practices
While the scholarship examining the teaching of high leverage teaching practices in the context of pre-service teacher education is continuing to grow (Ball & Forzani, 2009; McDonald, Kazemi, & Kavanaugh, 2013; Windschitl, Thompson...
Since 2009, the NSF has required that all grant applicants requesting funding to support postdoc researchers submit a one-page statement describing how postdoctoral trainees will be mentored, but research on professional development among...
The traditional model for supervision of pre-service science teachers during the field experience within teacher preparation programs includes the appointment of a university supervisor who is often a retired teacher and/or adjunct faculty...
Early Career Researchers and Developers in the DR K–12 Program: Needs, Supports, and Recommendations
The future strength of the National Science Foundation’s (NSF) K-12 education research and development efforts depends in part on the development of promising early career researchers and developers—including doctoral students, post-docs,...