September 6, 2022 — The latest IGI Global Handbook is published and available online, with one chapter co-authored by NCTR residency partner Marjori Krebs of the Albuquerque Teacher Residency Partnership (ATRP; Albuquerque, New Mexico) and another chapter co-authored by NCTR’s own Kevin Levay, Ph.D., associate director of research and evaluation; Carrie Scheib, director of research and evaluation; and Tabitha Grossman, Ph.D., chief of external relations officer.
Titled “Handbook of Research on the Educator Continuum and Development of Teachers,” the handbook is described online as “[combining] theory, concepts, and research studies that pinpoint multiple facets of the educator continuum, covering topics such as instructional coaching, special educator career development, and teacher retention, serving as a valuable resource for educational faculty and administration, teacher colleges, educators of K-12 and higher education, pre-service teachers, government officials, teacher education administrators, libraries, researchers, and academicians.”
Chapter 3, co-authored by Krebs and titled “Classroom Teachers and Reflection: Renewal, Rejuvenation, and Improved Practice,” provides qualitative results from a study of K-12 educators enrolled in a Master of Arts in Education degree to show that experienced teachers have a greater impact on students and provide a transformative education.
Co-authored by Levay, Scheib and Grossman, chapter 6 (“Effects of Racial and Ethnic Matching of Teacher Candidates of Color with Mentors”) reviews existing research on and provide new evidence of the influence of same-race mentor teachers on the preparation and experiences of teacher residents of color. Using data from NCTR’s stakeholder surveys, the co-authors find that when residents of color share a racial or ethnic identity with their mentor, they are reported to be better prepared by their mentor, and they are more satisfied with their overall preparation experience. The chapter highlights how teacher preparation programs and residencies, specifically, might better support the development and preparation of teachers of color through more strategic, racially-conscious design in their selection and support of mentor teachers, as well as future directions for research.
Each individual chapter (36 chapters) of the IGI Global Handbook is currently available for purchase online, in addition to the entire book.