Good mentoring of graduate students influences their perseverance and success to completion, whereas bad mentoring can result in negative outcomes, including delayed degree completion or non-completion. What the authors refer to as the gray zone is that which falls between good and bad mentoring. Examples are partial mentoring or changes in…

This phenomenological study was designed to investigate the experience of Jamaican teachers recruited to serve in elementary and high schools in New York City. The study explored three broad questions: (1) What was teaching like for the participants before they assumed their assignments in the US? (2) What is teaching in the US like for them? and…

This hypothesis-generating case study investigates the naturally emerging roles of technology brokers and technology leaders in three independent schools in New York involving 92 school educators. A multiple and mixed method design utilizing Social Network Analysis (SNA) and fuzzy set Qualitative Comparative Analysis (FSQCA) involved gathering…

Principals are being asked to create optimal learning conditions that will "lead to improved results for students, long-term gains in school system capacity, and increased productivity and effectiveness" (RTTT, 2009). The purpose of this study was to examine the professional development offered to and sought by experienced principals and…

In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons…

Faculty teaching courses at the higher education level employ a wide variety of strategies on the first day of class. Little research has been conducted on the efficacy of these practices. This study examines the first-day practices of instructors of higher education classes who have been recognized as outstanding practitioners by their respective…

The purpose of this research is to describe a qualitative research study of experienced high school educators who have remained motivated and highly engaged in their teaching. Ten high school teachers who have been called "the best" by their administrators and fellow teachers were interviewed to ascertain common traits that can serve as…

This study examines the experiences of ten first-year English teachers in various school contexts in two Northeastern states. Through a phenomenological approach to in-depth interviewing, teachers were interviewed at the end of their first year of teaching. Commonalities in teachers' experiences include former teachers' influences on their teacher…

Teachers in the second stages of their careers--those with 4-10 years of experience--are often eager to vary their responsibilities, work collaboratively with peers, and influence teaching beyond their own classrooms. With many veteran teachers retiring, principals are apt to recruit these second-stage teachers to fill teacher leadership…

Under The No Child Left Behind act, beginning mathematics teachers in New York City find themselves at the crossroad of multi-level educational policies that span the different domains of the teaching profession, from the recruitment and support process to accountability, standards and assessment requirements, to pedagogical models and the…

Interviews a group of New York teachers to investigate the issues that teachers confront as they make the transition to whole language and attempt to sustain it. Discusses the amount of work involved in whole language instruction; relations with other faculty members, administrators, and parents; organization of instruction; defining whole…

This study presents comparative case studies of preservice and first-year teachers' and expert teachers' conceptions of the concept of prior knowledge. Kelly's ("The Psychology of Personal Construct", New York: W. W. Norton, 1955) theory of personal constructs as discussed by Akerson, Flick, and Lederman ("Journal of Research in…

This study investigated elementary grade teachers' personal experience with instructional computing in classroom instruction and depicts the causes of comfort or discomfort among teachers in using computers at elementary grade teaching. The specific study involved ten elementary grade teachers from randomly selected schools in Western New York.…