Papers by Elisabeth Pugliese
Principal Preparation Programs: A Multiple-Case Study of Policies and Practices for Developing Culturally Responsive Leaders
Proceedings of the 2023 AERA Annual Meeting
Texas Educators' Understandings of English Learners Related to Their Educational Responsibilities
Proceedings of the 2021 AERA Annual Meeting
Mentoring Up: A University-School Partnership Mentoring Program
Proceedings of the 2020 AERA Annual Meeting, 2020
Mentoring & Tutoring: Partnership in Learning, 2019
European Scientific Journal ESJ
The purpose of this mixed methods study was to determine teachers' perceptions of Project Mas... more The purpose of this mixed methods study was to determine teachers' perceptions of Project Massive Open Online Professional Individualized Learning (MOOPIL) Virtual Professional Development and the role it played in their pedagogical practices as they transitioned from face-to-face to online instruction during the initial months of the COVID-19 pandemic. We applied a mixed method approach to understand the experiences of educators engaged in virtual professional development, virtual mentoring and coaching, and an online learning community during a global pandemic in the Spring of 2020. Participants reported various ways Project MOOPIL impacted their experiences as educators. Teachers’ personal experiences in online learning through Project MOOPIL provided insight into the comparable experiences of students who were immersed in online education as well. Teachers reported a successful transfer of knowledge from this experience to their new distance learning domains that not only ca...
Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities
SAGE Open
In this study, we investigated Texas teachers’ perceptions of instructional coaches’ (ICs) practi... more In this study, we investigated Texas teachers’ perceptions of instructional coaches’ (ICs) practices that improve professional learning communities (PLCs) to enhance teachers’ instructional capacities. The study’s participants included 67 teachers from rural, urban, and suburban school districts across the state of Texas. They enrolled in a virtual professional development (VPD) module related to improving instruction in high needs schools. Data were collected from participants via an open-ended survey. To answer the study research question, we employed a qualitative phenomenological research approach. Findings indicated that teachers perceived ICs can perform two main types of practices that contribute to enhancing PLC meetings: (a) practices for creating a safe PLC learning environment and (b) practices in PLCs for enhancing teachers’ instructional capacities. Our findings add to the literature providing the first empirical study in which researchers investigated teachers’ percept...
Mentoring & Tutoring: Partnership in Learning, 2018
Mentoring & Tutoring: Partnership in Learning, 2019
Editorial overview: mentoring for individualized growth in schools and universities
Mentoring & Tutoring: Partnership in Learning, 2021
This is my third issue of Mentoring and Tutoring: Partnership in Learning journal, and I am not c... more This is my third issue of Mentoring and Tutoring: Partnership in Learning journal, and I am not certain that I have been properly introduced. I am Nathan (Nate) Templeton and I bring a wealth of experience in academia, most recently serving a long stint as editor of the International Journal of Educational Leadership Preparation (IJELP). I am excited to assume the helm of this prestigious journal, having been mentored through the years by Dr. Beverly Irby. As with Dr. Carol Mullen before her, my being named editor is an exciting step in the mentoring process between Dr. Irby and myself. We teach in the same system, serve within the same community of practice group, and fulfill academic responsibilities in a myriad of common ways. Even so, the greatest impact from Beverly has been the patient nurturing and mentoring over the past year, as she instilled in me the mission of this great journal to mentor both earlyand latecareer members of the academy to develop and grow personally and ...
Mentoring for continuous improvement in teaching and learning
This issue of Mentoring & Tutoring: Partnership in Learning Journal includes research from schola... more This issue of Mentoring & Tutoring: Partnership in Learning Journal includes research from scholars representing a wide range of disciplines throughout the United States and globally (Qatar, British Columbia, Australia, and Lebanon and China). Collectively, the findings of these international contributors present compelling evidence of the pedagogical approaches, tools and techniques for conceptualizing mentoring for continuous improvement in teaching and learning in diverse academic disciplines and settings. Generally, continuous improvement in education has been couched within emergent literature as individualized growth situated within professional learning experiences via various engagement modalities and with the ancillary purpose of transformative knowledge. Although necessary, individualized growth is different than continuous improvement and in discursive findings from the literature, growth mindsets are somewhat de-empowering for improving teaching and learning (Muijs & Har...
Editorial overview: becoming a good, effective mentor in academia
Mentoring & Tutoring: Partnership in Learning
Editorial overview: mentoring for professional development
Mentoring & Tutoring: Partnership in Learning
Mentoring & Tutoring: Partnership in Learning
Mentoring & Tutoring: Partnership in Learning
Mentoring & Tutoring: Partnership in Learning
Mentoring & Tutoring: Partnership in Learning
Mentoring & Tutoring: Partnership in Learning
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Papers by Elisabeth Pugliese