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
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