Teaching and Research Interests
- Relationship dynamics of mentors-protégés
and leaders-followers
- Induction and socialization of novice
teachers
- Reflective practice
Courses that I teach at the University of Minnesota primarily
focus on the teaching and learning process, teacher development,
and leadership practices. These include undergraduate and
graduate courses on instructional methodology, field experience
and reflective practice, experiential learning, personal and
youth leadership development, and supervision of student
teachers.
The first area of inquiry in my research program is focused
on relationship dynamics. I examine the mentor-protégé
relationship, and investigate the extent to which mentors
provide professional and psychosocial assistance to protégés,
and the variables that predict an effective and satisfying match
of dyad members. I have developed a mentor and protégé version
of the Mentoring Relationship Questionnaire (MRQ) as a result of
my research. The MRQ is a valid and reliable instrument that
measures the constructs of professional and psychosocial
mentoring, dyad similarity, and dyad satisfaction. The context
in which I research mentoring has focused on formal and
nonformal relationships involving mentors and novice teachers,
upperclassmen who peer mentor college freshmen, and business
leaders who mentor college students. Kram’s mentor role theory,
Byrne’s similarity-attraction paradigm, Tsui and O’Reilly’s
relational demography, and Bowlby’s attachment theory serve as
theoretical frameworks for examining the mentor-protégé
relationship. Retention of beginning teachers has been
identified as one of the most significant issues facing
education, and my mentoring research has made a significant
contribution to my discipline.
My second line of inquiry within relationship dynamics
examines the leader-follower relationship. This research
compliments the leadership courses that I teach at the
undergraduate and graduate level. Drawing on Bandura’s social
cognitive theory, I research the influence that adults’
leadership style has on the development of youth leadership, and
the predictors of youth leadership development self-efficacy (YLD-SE).
As a result, I have developed a valid and reliable scale that
measures YLD-SE. My research projects have focused on the adult
perspective, and this approach has added a unique aspect to the
leadership knowledge base in my discipline.
Teacher development is the second research area I am
pursuing. My first line of inquiry within this area examines the
induction and socialization of novice teachers. I
research the influence that the organizational environment has
on the induction stage of teaching. My research program draws
heavily from theoretical frameworks involving social systems
theory, which recognizes teacher development as a complex and
career-long process. I have specifically utilized Fessler and
Christensen’s teacher career cycle model, which presents a view
of teacher development as a dynamic and flexible process, rather
than fixed and static. This line of research has complimented my
role as director of the Minnesota Teacher Induction Program.
The second line of inquiry within teacher development
pertains to reflective practice. I examine individuals’ preferred reflective
modality, and the impact that structure has on journal writing.
The work of Dewey, Schön, and Kolb form the basis for my
investigation of reflective practice. I am conducting seminal
work in my discipline regarding this research area, and my
research projects have helped to inform my work with student
teachers and beginning teachers.
Selected Works
Greiman, B. C., & Addington, L. S. (in
press, 2008). Youth leadership development self-efficacy: An
exploratory study involving a new construct. Journal of
Leadership Education, 7(1).
Greiman, B. C., & Bedtke, M. (in press,
2008).
Examining the instructional planning process taught in
agricultural education teacher preparation courses: An initial
investigation. Journal of Agricultural Education, 49(3).
Greiman, B. C., & Covington, H. K. (2007). Reflective thinking and journal writing: Examining
student teachers’ perceptions of preferred reflective modality,
journal writing outcomes, and journal structure. Career and
Technical Education Research 32(2), 115-139.
Greiman, B. C., Torres, R. M., Burris, S.
H., & Kitchel, T. J. (2007). Beginning teachers’ perceptions
of in-school and in-profession mentoring relationships.
Career and Technical Education Research, 32(1), 23-44.
Greiman, B. C., Addington, L. S, Larson, T.
G., & Olander, K. R. (2007). Preferred leadership style of
agricultural education teachers: An expression of
epistemological beliefs about youth leadership development.
Journal of Agricultural Education, 48(4), 93-104.
Greiman, B. C. (2007). Influence of
mentoring on dyad satisfaction: Is there agreement between
matched pairs of novice teachers and their formal mentors?
Journal of Career and Technical Education, 23(1), 153-166.
Burris, S. H., Kitchel, T. J., Greiman, B.
C., & Torres, R. M. (2006). Beginning and mentor agriculture
teachers’ perceptions of psychosocial assistance, similarities,
and satisfaction. Journal of Agricultural Education, 47(4),
64-75.
Greiman, B. C., Walker, W. D., & Birkenholz,
R. J. (2005). Influence of the organizational environment on the
induction stage of teaching. Journal of Agricultural
Education, 46(3), 95-106.
Greiman, B. C., & Birkenholz, R. J. (2003).
Agricultural education research capacity in NCA-24 institutions.
Journal of Agricultural Education, 44(3), 66-77.
Updated June 2008
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