Lost and Forgotten?

Do you wonder whether anyone ever reads your dissertation once it has been defended and submitted? Dr. Judi Harris' dissertation, which explored information communicated about children through their digital and nondigital artwork, was defended 17 years ago at the University of Virginia. Surprisingly, a marketing researcher in Wales came across it about 8 months ago through an online search, and invited Dr. Harris to reframe her dissertation research results for a special edition of the Journal of Brand Management, to be released in early 2007. It turns out that her study's results -- that teachers can accurately perceive much information about child artists whom they don't know just by viewing their works -- reflect recent findings about brands in "brand personality" research.

 

William and Mary Professors
Direct Mentoring Project

Dr. Christopher Gareis is co-directing an innovative online mentoring project for novice teachers with Dr. Judi Harris and Dr. Thomas Ward called ENDAPT (electronically networking to develop accomplished professional teachers).  This summer he presented results of a content analysis of the project, which aimed to identify the flow and function of mentoring communication in this online community.  The presentation was given at the annual National Evaluation Institute in Dallas, Texas.  Dr. Gareis and others are replicating the project and the study again this year.  Dr. Gareis will also continue to direct the William and Mary Clinical Faculty Program at William and Mary.  In its eighth year, the Clinical Faculty Program identifies and trains master teachers in partnering schools from six area school divisions to serve as cooperating teachers to aspiring teachers in our teacher preparation programs.  Dr. Gareis collaborated with Dr. Megan Tschannen-Moran to publish an article on principals’ self-efficacy beliefs in the Journal of School Leadership.

From Student to Scholar: Transforming a
Dissertation into Publication

Dr. Jennifer L. Hindman is a 2004 graduate of the EPPL K-12 General Administration Doctoral Program. She is the co-author of a recently published book titled, The Teacher Quality Index: A Protocol for Teacher Selection, written with Dr. James H. Stronge, Heritage Professor at William and Mary. The book grew out of her dissertation research, and was done in collaboration with Dr. Stronge’s research on the qualities of effective teachers. This is a wonderful example of students and faculty working together to produce cutting edge scholarship in education. Jenny is building a successful consulting practice.

What is the Teacher Quality Index (TQI)?

The Teacher Quality Index is an interview method designed to help administrators ask the right questions to hire superior teachers. There are many things that go into being a great teacher from knowledge and skills to personality. Many interviewers tend to focus on how the applicants relate to them or personality aspects and ask questions focused on instructional delivery and classroom management. I designed the interview questions to help assess those qualities and learn more about the applicant in the interview on other qualities associated with effective teachers including, assessment, planning, and prior experiences. Additionally, TQI incorporates research and best practices about what works in interview in terms of how questions are asked and evaluated.

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