3030 research outputs found
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[Five guests at New England Circle 14]
No full textGuests at the fourteenth New England Circle including Mary Wright
[Seven guests at a table during New England Circle 14]
No full textSeven guests sitting at a table at the fourteenth New England Circle meeting including Robert D. Orr and Jerry Dunfey
Maggie: St. Mary’s County, MD
No full textNikki Rosato earned her MFA from the School of the Museum of Fine Arts, Boston in 2013. Prior to studying at SMFA, Rosato received a Bachelor of Arts degree in Studio Art and Art History from the University of Pittsburgh. Rosato’s work has received multiple awards, including a 2014 Blanche E. Colman Award, and she has exhibited both nationally and internationally. In 2017 her work was included in Deep Cuts: Contemporary Paper Cutting at the Currier Museum of Art in New Hampshire, and in Temporal Gestalt at Clemson University’s Lee Galley in South Carolina. In 2016, Rosato had a solo exhibition, titled Inbound, at Grounds for Sculpture in New Jersey. Her work has been featured in numerous publications, including The Seattle Times, The Boston Globe, Canadian Geographic, Art New England Magazine, and Hi-Fructose New Contemporary Art Magazine.
Further Information can be found on the artist's website
[Guests during the reception at New England Circle 14]
No full textGuests at the New England Circle 14 including Hayes Gorey, Jim Young, and Mrs. J. O'Neal
College for America academic catalog April 1 - June 30, 2016
No full textThe SNHU College for America catalog features information on CfA programs, the format of those programs, policies, academic support services, costs, and related information
College for America academic catalog July 1 - September 30, 2016
No full textThe SNHU College for America catalog features information on CfA programs, the format of those programs, policies, academic support services, costs, and related information
New teachers' perceptions of teacher leaders: trust in the educational setting
No full textIn the era of increased accountability in education, there has been a specific movement by school systems to increase the professional development opportunities for new teachers in an attempt to support and retain them. Schools have put a strong focus on the use of teacher leaders as a method to support the needs of new teachers. Understanding the relationship between the use of formal teacher leaders and new teacher development will assist schools in meeting higher standards. This study considered the role of trust in the relationship between new teachers and their teacher leaders. Specifically, this study aimed to explore how the role of trust affected the perceptions new teachers hold for their teacher leaders.
Using a qualitative case study design, the researcher gathered and analyzed data from the Omnibus T-Scale Survey (Hoy & Tschannen-Moran, 2003), the Teacher Leadership School Survey (Katzenmeyer & Katzenmeyer, 2005), along with interviews and focus groups to eight new teachers in two Pre-K-8 schools. The researcher identified those characteristics that new teachers found most beneficial in their teacher leaders and how the presence or absence of trust affected their perceptions.
Study findings support the proposition that trust has an effect on the relationships new teachers build with their teacher leaders, the support new teachers seek from their teacher leaders, as well as the benefit of teacher leadership roles for new teacher development. The researcher begins to advance a theoretical framework that describes the need to improve the methods in which teacher leadership programs influence new teacher professional development within schools.(Author abstract)Davignon, M. M. (2016). New teachers' perceptions of teacher leaders: trust in the educational setting. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
