Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program
Joshua Ellis, Michigan Technological University, United States ; Samuel Justin Polizzi, Kennesaw State University, United States ; Gillian Roehrig, University of Minnesota, United States ; Gregory Rushton, Stony Brook University, United States
Journal of Technology and Teacher Education Volume 25, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Induction programs have become a leading model of providing coherent, targeted support for beginning teachers who are most at risk for leaving the profession. This comparison study assessed the impact of a designed teacher leadership intervention to support beginning teachers’ reflective practices and their use of network social capital in an online induction program. Teachers who used teacher leadership roles in a structured response activity to provide critical feedback to their peers not only engaged in higher-level reflection on their teaching practice, but also enjoyed more open social networks than teachers who did not receive the same teacher leadership supports. These results carry important implications for designers of online learning environments who wish to promote critical thinking and community among their participants.
Ellis, J., Polizzi, S.J., Roehrig, G. & Rushton, G. (2017). Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program. Journal of Technology and Teacher Education, 25(3), 245-272. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/174193/.
© 2017 Society for Information Technology & Teacher Education
- Bearman, P. & Moody, J. (2004). Suicide and friendships among American adolescents. American Journal of Public Health, 94(1), 89-95.
- Borgatti, S.P., Mehra, A., Brass, D.J., & Labianca, G. (2009). Network analysis in the social sciences. Science, 323(5916), 892-895.
- Borgatti, S.P. & Ofem, B. (2010). Overview: Social network theory and analysis. In A.J. Daly (Ed.), Social Network Theory and Educational Change (pp. 17-29). Cambridge: Harvard Press.
- Burt, R.S. (1992). Structural holes: The social structure of competition. Cambridge, MA: Harvard University Press.
- Burt, R.S. (2000). The network structure of social capital. Research in Organizational Behavior, 22(0), 345-423.
- Burt, R.S. (2004). Structural holes and good ideas. American Journal of Sociology, 110(2), 349-399.
- Coleman, J.S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120.
- Dawson, S., Bakharia, A., & Heathcote, E. (2010). SNAPP: Realising the affordances of real-time SNA within networked learning environments. In Proceedings of the 7th International Conference on Networked Learning (pp. 125-133).
- Dempsey, R. (1992). Teachers as leaders: Towards a conceptual framework. Teaching Education, 5(1), 113-122.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
- Harford, J. & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892.
- Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
- Haythornthwaite, C. (1996). Social network analysis: an approach and technique for the study of information exchange. Library and Information Science Research, 18(4), 323-342.
- Howe, A. & Stubbs, H. (2003). From science teacher to teacher leader: Leadership development as meaning making in a community of practice. Science Education, 87(2), 281-297.
- Ingersoll, R. (2012). Beginning teacher induction: What the data tell us. Phi Delta Kappan, 93(8), 47-51.
- Ingersoll, R.M. & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 43(3), 563-594.
- Johnston, A. & Settlage, J. (2008). Framing the professional development of members of the science teacher education community. Journal of Science Teacher Education, 19(6), 513-521.
- Killion, J.P. & Todnem, G.R. (1991). A process for personal theory building. Educational Leadership, 48(6), 14-16.
- Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341-360.
- McFadden, J., Ellis, J., Anwar, T., & Roehrig, G. (2014). Beginning science teachers’ use of a digital video annotation tool to promote reflective practices. Journal of Science Education and Technology, 23(3), 458-470.
- National Council of Teachers of Mathematics. (2000). Principles& Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
- National Research Council (2010). Rising above the gathering storm, revisited: Rapidly approaching Category 5. Washington, DC: The National Academies Press.
- National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
- Nonnecke, B. & Preece, J. (2000). Lurker demographics: Counting the silent. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 73-80). ACM.
- Palloff, R. & Pratt, K. (2003). The virtual student: A profile and guide. San Francisco, CA: Jossey-Bass.
- Palloff, R. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. Hoboken, NJ: John Wiley& Sons.
- Polizzi, S.J., Dean, M., Barrett, D., & Rushton, G. (2014). Developing teacher leaders using adopted personas in an online induction support system. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching 2014, Pittsburgh, PA.
- Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. The Teachers College Record, 104(4), 842–866.
- Rushton, G. & Criswell, B. (2015). Plugging the ‘leaky bucket’ of early career science attrition through the development of professional vision. In J.A. Luft & S.L. Dubois (Eds.), Newly Hired Teachers of Science: A Better Beginning. Rotterdam: Sense Publishers.
- Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
- Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
- York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.