Teaching and Research Interests
- Relationship dynamics of mentors-protégés
and leaders-followers
- Induction and socialization of novice
teachers
- Reflective thinking
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 teaching methods, field experience and
reflective thinking, 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
and Byrne’s similarity-attraction paradigm serve as the
theoretical framework for examining the mentor-protégé
relationship.
My second line of inquiry within relationship dynamics
examines the leader-follower relationship. This research
is an emerging inquiry and 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
leadership style has on youth leadership development (YLD), and
the predictors of YLD self-efficacy (YLD-SE). As a result, I
have developed a valid and reliable scale that measures YLD-SE.
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.
The second line of inquiry within teacher development
pertains to reflective thinking, and represents a growing
area of interest. 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 thinking.
Selected Works
Greiman, B. C., & Bedtke, M. (in press).
Examining the instructional planning process taught in
agricultural education teacher preparation courses: An initial
investigation. Journal of Agricultural Education.
Greiman, B. C., & Covington, H. K. (in
press). Reflective thinking and journal writing: Examining
student teachers’ perceptions of preferred reflective modality,
journal writing outcomes, and journal structure. Career and
Technical Education Research.
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.
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., 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), 23-43.
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 December 2007
|
