Karen Boyd has been awarded the 2019 NASPA Region III Bob E. Leach Award for Outstanding Service to Students. Congratulations, Karen.
Mary Lynne Derrington, Sonya Hayes, and James Martinez attended the American Educational Research Association (AERA) Annual Meeting in Toronto, Canada. The theme of this year’s meeting was “Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence.”
Sonya Hayes presented a paper titled Using Improvement Science to (Re)design Leadership Preparation: Exploring PLEs Across 5 University Programs in a symposium on Improvement Science. She also facilitated the selection of the LTEL SIG’s Kottcamp award winner and presented the award at the LTEL SIG’s business meeting. Hayes attended both the DIV K planning meeting, where she is the Co-Chair for Section 10 Teacher Education Learning and Practice (she is on the DIV K planning committee for the 2020 AERA conference in San Antonio), and the DIV A newsletter editorial meeting, where she is one of the Associate Editors for DIV A.
Mary Lynne Derrington presented a paper titled Teachers and Principals: Allied or at Odds After Five Years of New Evaluation Policy Implementation. She also attended a SAGE Publishing reception for her recently published book Qualitative Longitudinal Methods: Researching Implementation and Change.
James Martinez was paired with Heather Hagenbuch (both pictured at right) as her mentor as part of the Boyd Mentorship Program that matches tenure-track professors with doctoral students across the U.S. Heather is a candidate in the Graduate School of Education at the University of Buffalo who is using longitudinal data from the same large National Center of Educational Statistics (NCES) database that he uses in his research. He will be mentoring her for the next year as she completes her doctoral studies in Educational Administration.
Nate Koerber, a student in the Leadership Studies program, presented a paper, which he co-authored, titled Allies in Resistance: Black-White Mentorship for Engaging Post-Truth Narratives Within an Urban Teacher Program at the AERA annual meeting in Toronto, Canada, on April 8.
This study examines the mentoring relationship between two Black women professors and two White men working as graduate assistants (GAs) in an Urban Teacher Program (UTP). This work presents an example of mentoring, collaboration, and allyship in anti-racist teacher education that pushes back against “post-truth” and “fake news” as they manifest in narratives about urban schools in the conservative Appalachian region.
Instrumental case study methodology informed by Critical Whiteness Theory and tenets of CRT is used to analyze the relationship carefully crafted within this UTP by Black women professors mentoring White men GAs. Findings hold significance for future research on allyship, teacher education program design, and real-world education contexts P-16+, particularly within an urban education context.
Ellen is a graduate of the Higher Education Administration doctoral program at the University of Tennessee.