MentorModules.com features several researchers who are very knowledgeable about teacher mentoring. These experts offer research-based advice and information about how mentors can facilitate new teachers’ learning. We are especially thankful for their insights, efforts, and time.
Researcher, University of California, Santa Cruz
Betty Achinstein, Ph.D., is a researcher at the University of California, Santa Cruz, and the author of Mentors in the Making: Developing New Leaders for New Teachers (published by Teachers College Press, 2006).
Learn more here: http://socialsciences.ucsc.edu/
Professor, University of California, Davis
Steven Athanases, Ph.D., co-authored Mentors in the Making: Developing New Leaders for New Teachers with Betty Achinstein (another expert contributor to MentorModules.com). A former high school English teacher, Dr. Athanases is a Professor at the University of California in Davis and conducts research on diversity and educational equity in literacy teaching and teacher education.
Learn more here: http://education.ucdavis.edu/
Associate Dean and Professor, University of Arizona
Renee Clift, Ph.D., conducts research on teachers’ development in their first years of teaching. She is an Associate Dean and Professor at the University of Arizona.
Learn more here: http://www.coe.arizona.edu/
Nancy Fichtman Dana
Professor and Director of the Center for School Improvement, University of Florida
Nancy Fichtman Dana, Ph.D., wrote the book mentoring—literally! She’s author of The Reflective Educator’s Guide to Mentoring (2007) and several other books about teachers’ professional learning. She is a Professor at the University of Florida and studies teacher learning.
Learn more here: http://education.ufl.edu/
Julie Rainer Dangel
Emeritus Professor, Georgia State University
Julie Rainer Dangel is a professor in Early Childhood Education at Georgia State University. Her research interests include teacher development and constructivist theories. She has published articles in a variety of journals including The Journal of Teacher Education, Teaching and Teacher Education and Policy and Practice in Education and is past-president of the Association for Constructivist Teaching. She currently Co-chairs the Commission on Clinically-Based Practice sponsored by the Association of Teacher Educators. She has served for seven years as the university liaison at a Professional Development School in a large urban district.
Joyce L. Epstein
Director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools (NNPS), Principal Research Scientist, and Research Professor of Sociology at Johns Hopkins University
Joyce L. Epstein, Ph.D. is Director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools (NNPS), Principal Research Scientist, and Research Professor of Sociology at Johns Hopkins University. In 1995, she established the National Network of Partnership Schools (NNPS), which provides professional development to enable school, district, and state leaders develop research-based programs of family and community involvement. Dr. Epstein has over one hundred publications on family and community involvement including School, Family, and Community Partnerships: Your Handbook for Action, Third Edition (Corwin Press, 2009), which guides partnership program development, and a textbook for college courses for future teachers and administrators called School, Family, and Community Partnerships: Preparing Educators and Improving Schools, second edition (Westview, 2011).
Learn more here: http://www.csos.jhu.edu/
Assistant Dean and Professor, U. Texas at Austin
Maria E. Fránquiz is the Dean of the College of Education at the University of Utah. Having written and edited several books and articles about English and dual language learners, she is an award-winning researcher and scholar on language learning. A native of Puerto Rico and a childhood in a military family provide her with a resourceful foundation for publishing books such as Inside the Latin@ Experience, A Latino Studies Reader (co-edited with Normal Cantu, 2010) and Scholars in the Field: The Challenges of Migrant Education (co-edited with Cinthia Salinas, 2004). Other publications include chapters in academic handbooks, chapters in edited books, and articles in peer-reviewed professional journals. Since 2007, Dr. Fránquiz has served as editor of The Bilingual Research Journal, the premier journal in the field of bilingual education. In recognition of contributions to the development of the National Council of Teachers of English professional community, in 2010 she was the recipient of the Advancement of People of Color Leadership Award. In the same year the American Education Research Association awarded her a Division G (Social Context in Education) Distinguished Faculty Mentor Award.
Learn more here: http://www.researchgate.net/
Joyce E. King
Benjamin E. Mays Endowed Chair and Professor, Georgia State University
Joyce E. King, Ph.D. is a Sociologist of Education. She knows a lot about how societal beliefs and values can influence teachers’ practices. She gives some practical advice about how to make sure that stereotyping and biases don’t get in the way of good instruction. Dr. King is an expert in this area, having published many articles and books on culture, curriculum and teaching, as well as race and education.
Learn more here: http://education.gsu.edu/
Professor, Southern Illinois University-Carbondale
John McIntyre, Ph.D., is a Professor of teacher education at Southern Illinois University. Among other publications and books, he co-edited two yearbooks for the Association of Teacher Education. His research emphasizes the life-long development of teachers as professionals.
Learn more here: http://ehs.siu.edu/
Professor, Northern Illinois University
Elizabeth Wilkins, Ph.D., is a Professor at Northern Illinois University. Her research focuses on teacher induction and mentoring. She wrote the New Mentor Workbook (published by Kappa Delta Pi).
Learn more here: http://cedu.niu.edu/