Brad Greiman Associate Professor Ph.D., University of Missouri 146J Classroom Office Bldg 1994 Buford Ave St. Paul, MN 55108 Phone: 612-624-5644 Email: bgreiman@umn.edu

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 the Mentoring Relationship Questionnaire (MRQ) which measures the constructs of 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 field.

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). I have developed a valid and reliable scale that measures YLD-SE. My research projects focus on the adult perspective regarding YLD, and this approach contributes a unique aspect to the leadership knowledge base in my field.

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 utilize Fessler and Christensen’s teacher career cycle model, and Atkinson's expectancy-value theory in a support of my teacher development inquiry. This line of research compliments my role as director of the Minnesota Teacher Induction Program and planning of continuing professional development for novice teachers.

The second line of inquiry within teacher development pertains to reflective practice. I examine journal writing as a means to acquire and improve reflective thinking. The work of Dewey, Schön, and Kolb form the basis for my investigation of reflective practice. My research provides insight into the development of reflective practitioners, as little is known about this process in my field.

Selected Works

Greiman, B. C. (in press, 2008). Transformational leadership research in agricultural education: A synthesis of the literature. Journal of Agricultural Education.

Kitchel, T. J., Greiman, B. C., Torres, R. M. & Burris, S. H. (in press, 2008). The influence of gender on relationship aspects of beginning teachers and their mentors. Career and Technical Education Research, 33(2).

Greiman, B. C., & Bedtke, M. (2008). Examining the instructional planning process taught in agricultural education teacher preparation courses: Perspectives of university faculty. Journal of Agricultural Education, 49(4), 50-62.

Greiman, B. C., & Addington, L. S. (2008). Youth leadership development self-efficacy: An exploratory study involving a new construct. Journal of Leadership Education, 7(1), 1-23.

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 November 2008