WorldCat Identities

Huling-Austin, Leslie 1953-

Overview
Works: 32 works in 74 publications in 1 language and 1,306 library holdings
Genres: Academic theses 
Roles: Author, Editor
Classifications: LB2844.1.N4, 371.1460973
Publication Timeline
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Most widely held works by Leslie Huling-Austin
Assisting the beginning teacher by Leslie Huling-Austin( Book )

6 editions published in 1989 in English and held by 361 WorldCat member libraries worldwide

The purpose of this book is to help practitioners and policy makers understand how important it is to assist beginning teachers, and what it involves in terms of policy, procedures, pitfalls, personnel, price in time and money, and prospects. The book is divided into the following chapters: (1) "Beginning Teacher Assistance Programs: An Overview" (Leslie Huling-Austin); (2) "Developing Support Programs for Beginning teachers" (Sandra J. Odell); (3) "Research on Beginning Teacher Assistance Programs" (Leslie Huling-Austin); (4) "Impact of Beginning Teacher Assistance Programs" (Peggy Ishler and Roy A. Edelfelt); (5) "Evaluation of Beginning Teacher Assistance Programs" (Richard S. Kay); and (6) "Starting a Beginning Teacher Assistance Program" (Roy A. Edelfelt and Peggy Ishler). Descriptions of selected beginning teacher assistance programs are appended. (Jd)
Teacher mentoring as professional development by Leslie Huling-Austin( )

2 editions published in 2001 in English and held by 219 WorldCat member libraries worldwide

Teacher mentoring programs have increased dramatically since the early 1980s as a vehicle to support and retain novice teachers. However, researchers and facilitators of mentoring programs are recognizing that mentors also derive substantial benefits from the mentoring experience. This digest examines research on how mentoring contributes to the ongoing professional development of experienced teachers. Benefits to mentors include improved professional competency, increased reflective practice, teacher renewal, enhanced self-esteem, improved teacher collaboration, and development of teacher leadership. Working with new teachers can also lead mentors to participate in university research projects or teacher research. The benefits of mentoring programs have important implications for funding decisions made by administrators and staff development personnel. Principals must understand that creating a structure that allows experienced teachers to work with novice teachers will ultimately benefit the students, and the overall organization will be stronger as a result of the increased capacity of teachers serving as mentors. Staff developers should embrace mentoring programs not only as a valuable resource for beginning teachers, but also as a growth-promoting experience for mentors. (Contains 23 references.) (SM)
Quality mentoring for novice teachers by Sandra J Odell( Book )

5 editions published between 2000 and 2004 in English and held by 118 WorldCat member libraries worldwide

This survey of best practices is extremely useful to those charged with setting up state and local mentoring programs and provides a logical framework to convince policy makers to support teacher-induction programs. Case studies and discussion questions make this a valuable textbook for teacher education courses and tool for faculty in the school setting
Early field experiences in teacher education by Leslie Huling-Austin( Book )

2 editions published in 1998 in English and held by 105 WorldCat member libraries worldwide

Quality teacher education programs provide candidates with many early field experiences in diverse settings. This Digest examines complexities and challenges of early field experiences, noting the nature and degree of early field experiences within teacher education programs. Through field experiences, teacher candidates observe and work with real students, teachers, and curricula in natural settings. Field experiences prior to student teaching are called early field experiences. The most prevalent field experience until the early 1980s was student teaching. Within recent years, early field experiences have become more common. Student teachers need careful guidance and mediation to help them focus on critical aspects of classroom teaching and interactions and interpret what they see in order to benefit from field experiences. The establishment of a Professional Development School greatly facilitates the delivery of early field experiences, though it is highly time- and labor-intensive. Teacher preparation programs are providing substantial amounts of early field experiences in varied settings. A 1997 survey examined field experiences nationwide and found that most teacher candidates first engaged in field experiences before their junior year. They spent a substantial number of hours engaged in early field experiences (particularly at the elementary level) in various schools and classrooms. In most programs, university supervisors provided some degree of on-site supervision. Anecdotal evidence suggests that more and earlier field experiences results in better prepared teachers. (Contains 15 references.) (SM)
Achieving an ethnically-diverse teaching force by Evangelina Galván Cuéllar( Book )

2 editions published in 1991 in English and held by 83 WorldCat member libraries worldwide

This monograph represents efforts of individuals committed to promoting increased ethnic and cultural diversity in the teaching profession. it is organized into four sections. Section 1, "An Overview," is followed by the second section, "Nature and Need," which includes the chapters: "Defining an Ethnically Diverse Teaching Force" and "The Impact of an Ethnically Diverse Staff on the Quality of Education." Section 3, "Issues and Recommendations," includes the chapters: "Staffing Texas Schools with an Ethnically-Diverse Teaching Force"; "Attracting and Recruiting an Ethnically-Diverse Teaching Force"; "Preparing an Ethnically-Diverse Teaching Force"; "Inducting and Retaining an Ethnically-Diverse Teaching Force"; and "Retaining an Ethnically-Diverse Teaching Force." Section 4"Implementation," on project descriptions, includes: "Synthesis on Programs for Preparing an Ethnically-Diverse Teaching Force"; "Enhancing Cultural Diversity in the Profession: A Model for Attracting Minority Students to Teaching"; "Adjunct Class Sessions: Assisting At-risk Education Students within Course Contexts"; "An Affective Model for Recruiting Minority Teacher Candidates at the IHE Level: Building the Support Structure"; "The Development of TASP in Maintaining Ethnic Diversity at The University of Texas at El Paso"; "Jumping Hurdles: Attracting and Retaining Quality Candidates in Teacher Education"; "The Teacher Conservation Project: First-Year Teachers-Everybody's Business"; and "An Analysis of Support Teacher Intervention in a First-Year Teacher Induction Project." (LL)
The impact of context on the classroom lives of beginning teachers by Sheila Claire Murphy( Book )

6 editions published between 1987 and 1988 in English and held by 72 WorldCat member libraries worldwide

Based on previous research on the influence of community context on the needs and concerns of first year teachers and on the implementation of induction program components, this study sought to determine the effects of the community context on the lives of beginning teachers as related to their teaching experience in the classroom. Data were analyzed from studies of 53 beginning teachers located in six sites with a wide range of contextual characteristics. (Community variables included urban versus rural, socioeconomic status ranges of students, and per pupil expenditures.) The sites were in Illinois, Kentucky, North Carolina, Oregon, Texas, and West Virginia. Three subjects from each site (n=18) supplied additional information via interviews conducted at the beginning of the school year and after the winter break. The interview questions focused on what characteristic of the school or community made teaching particularly easy or difficult and in what ways teaching and students had been similar to or different from individual expectations. Findings offer profiles of the communities where the beginning teachers work, an understanding of the teachers, and evidence of the impact of community context on the teachers' classroom lives. Background information on the 53 teachers is presented in tables and references are included. (Jd)
The low budget/almost no budget approach to interactive research and development : an implementation game plan by Leslie Huling-Austin( Book )

4 editions published in 1985 in English and held by 66 WorldCat member libraries worldwide

Assessing the impact of teacher induction programs : implications for program development by Leslie Huling-Austin( Book )

5 editions published between 1987 and 1988 in English and held by 58 WorldCat member libraries worldwide

This study on induction practices analyzed data collected from collaborative research on more than 150 beginning teachers in Colorado, Kentucky, Michigan, New Mexico, North Carolina, Oregon, Texas, and West Virginia. This paper documents and describes the organization, structure and activities of eight induction programs; identifies and discusses similarities and differences of specific induction practices across sites; reports what beginning teachers perceive to be the effects of these practices on their teaching and professional development; identifies those areas related to teacher induction that beginning teachers nominate as needing additional attention; and examines and discusses the implications of these findings for future program development. Background information on the collaborative study and a list of the research questions used in the study are presented. Following an analysis of the study findings, the paper concludes with a section discussing the program development implications derived from the findings and proposing a new model for developing induction programs. Charts and references are included. (JD)
Changes in high schools : what is happening--what is wanted by William L Rutherford( Book )

5 editions published between 1984 and 1988 in English and held by 55 WorldCat member libraries worldwide

A report is given on the second phase of a 3-year study on change in American high schools. Data are presented from 17 schools for two of the study questions: What types of changes are occurring and what are the key units of change? Information was collected through approximately 28 hours of interviews in each school with students, faculty, and administrators. Additionally, the kinds of changes being proposed in some of the major national and state commission reports were analyzed and compared with the changes underway in the study schools. The changes identified in the study were divided into three categories: schoolwide, subunits, and individual. The kinds of changes being made involved: (1) changes related to regularly scheduled curriculum or instruction; (2) changes in school-sponsored activities that are not a part of regularly scheduled curriculum; (3) changes directed at school personnel; (4) administrative changes; (5) changes in school facilities; and (6) changes in school relations with external groups. Data from findings in each of these areas are presented in tables. Findings indicate that major changes are not being made in the structure or organization of the schools, or in the processes of schooling. A majority of changes were directed specifically to improving student achievement. (JD)
High school principals : their role in guiding change by Leslie Huling-Austin( Book )

5 editions published between 1985 and 1988 in English and held by 55 WorldCat member libraries worldwide

This report, part of a research series on roles of participants in high school change, focuses on activities of principals in guiding and facilitating change, on leadership configurations found in high schools, and on how principals interact with other change facilitators during the change process. Two high schools were visited in nine districts during the 1983-84 school year, each district located in a different state to provide geographic representation. Research reports documented changes and situational and leadership influences. Reports of management of change and the role played by the principal in facilitating change provided the most in-depth information for analysis. Roles of principals are grouped according to activity function, such as change facilitation, and categorized. Tables and diagrams illustrate the analysis. A total of 215 statements related to 15 change facilitating roles of principals were identified. Principals most often performed a role related to vision and goal setting and least often related to the role of "structuring of the school as a workplace." Schools that were more actively involved in change showed greater principal involvement with structuring the process. Data related to configurations of leadership and the change facilitating roles of principals support the contention that, despite the myriad roles that principals assume, they are capable of maximizing their time and decision making opportunities. Thirty-five references are appended. (Cjh)
Monograph on achieving an ethnically-diverse teaching force( Book )

2 editions published in 1991 in English and held by 31 WorldCat member libraries worldwide

Collecting data in high schools : methods and madness by Leslie Huling-Austin( Book )

2 editions published in 1984 in English and held by 14 WorldCat member libraries worldwide

The Research on the Improvement Process (RIP) Program of the Research and Development Center for Teacher Education has made the investigation of the change process in high schools their primary research priority for the 1980s. In this paper, the high school research endeavors of the RIP program are described, with special attention being given to the design and methodology developed for the study. The research methods included exploratory visits, selecting and negotiating for study sites, scheduling interviews with the school staff, and analyzing taped interview data. In addition, some of the "madness" encountered by the research staff while engaged in the study is related. The paper concludes with what has been learned about how to conduct research in high schools. (BW)
School improvement : messages from five years of research( Book )

2 editions published between 1986 and 1989 in English and held by 11 WorldCat member libraries worldwide

Interactive research and development in low income minority schools by Leslie Huling-Austin( Book )

4 editions published in 1982 in English and held by 11 WorldCat member libraries worldwide

In 1980, the Texas Tech University Teacher Corps offered a professional development program for elementary and secondary school teachers in Lubbock, Texas designed to help teachers gain new research knowledge and skills. The program was patterned after the Interactive Research and Development model, a strategy providing research experience through collaborative teamwork by teachers, researchers, and staff development personnel on a chosen research problem. Thirteen teachers participated in the project, and teams consisting of one to three teachers, a researcher, and a staff developer, were formed. After initial training for teachers, each team selected a research question, conducted a research project using appropriate methodology and design, and formulated a plan to disseminate research findings. The program was evaluated by subjecting the teacher participants and a control group to questionnaires and interviews. Evaluation results showed that, compared to the control group, teacher participants demonstrated greater changes in concerns about the use of research (as measured by an instrument indicating development in the type/intensity of concern with an innovation and significantly higher research/development skills, but did not show significantly higher interest in professional development. Participants also demonstrated positive attitudes toward the use of research in teaching. (Author/MJL)
Becoming a teacher by Leslie Huling-Austin( Book )

1 edition published in 1994 in English and held by 9 WorldCat member libraries worldwide

The effects on teachers of participation in an interactive research and development project by Leslie Huling-Austin( Book )

4 editions published between 1981 and 1982 in English and held by 9 WorldCat member libraries worldwide

A professional development program was designed and implemented to help teachers gain new research knowledge and skills. An interactive research strategy was used to bring teachers, researchers, and staff development personnel together as a team to examine classroom problems and to plan a means to disseminate research findings. This process introduced teachers to all phases of a research project and helped them to develop research skills that could be used later as they encountered other problems. To evaluate the project's effectiveness, teachers were asked to respond to a Stages of Concern questionnaire. This instrument measured practitioner reaction to an innovation by determining individual attitudes toward it, ranging from mere awareness to enthusiastic espousal. Thirteen teachers, five university researchers, and three staff developers were organized into six research teams based on research interests expressed by the participants. Teachers were provided with approximately ten hours of initial training in general research practices and procedures and in the essential features of interactive research and development. Each team conducted a research project on various topics using an appropriate methodology and design and collaboratively planned a means to disseminate their findings. An evaluation of the project concluded that participating teachers demonstrated positive changes in concerns about the use of research findings and practices in teaching and that they gained significant research-teaching-development skills. (Jd)
Professional Development Experienced Teachers Assisting First-Year Teachers. R&D Report No. 7210 by John J Smith( Book )

2 editions published in 1985 in English and held by 3 WorldCat member libraries worldwide

This report describes several ways for experienced teachers to function as a colleague and provide assistance to beginning teachers. The interaction strategies described are supported by illustrations from the data base of the Model Teacher Induction Project (MTIP), a study of first-year teachers and their support teachers. The three types of assistance that experienced teachers can provide include impromptu conversations, prearranged conferences which can have a pre-established or an emergent agenda, and classroom observations. The suggested procedure for the observation involving a beginning teacher and his/her support teacher was for the pair to determine the focus of the observation in a pre-observation conference, for the observer to take notes during the observation and organize those notes after the observation, and for the two teachers to discuss the observation as colleagues during a follow-up conference. Each of these types of assistance described in this report were utilized in the MTIP and were perceived as helpful by the beginning teachers involved. It is likely that the strategies illustrated here could contribute significantly to the repertoire of assistance techniques used by support teachers in a variety of induction programs. (Author/JD)
Mtip Satellite Network Conference Proceedings. R & D Report No. 7209 by Leslie Huling-Austin( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

In November 1984 and April 1985, two national conferences devoted to the topic of teacher induction were hosted in Austin, Texas, by the Research and Development Center for Teacher Education at the University of Texas, Austin. These conferences were a part of the center's ongoing research in teacher induction, the most recent effort of which was the Model Teacher Induction Project (mtip). In conjunction with the mtip, the center in 1984 organized and has since coordinated a national teacher induction network known as the mtip Satellite Network. The two conferences noted above were sponsored for the network participants as a part of the network effort. This document reports the proceedings of those two conferences, including conference overviews, agendas, major addresses, synopses of participant reports, and representative comments from the conference evaluations. An overview is also included of the mtip Network Collaborative Study on Teacher Induction in Diverse Contexts, which was an outcome of the April conference. Following a brief discussion of the mtip and the mtip Satellite Network, this report is divided into three main sections reporting on the November conference, the April conference, and the network collaborative study on teacher induction in diverse contexts. Participant lists are included in the appendices. (Author)
A Synthesis of Research on Teacher Induction Programs and Practices by Leslie Huling-Austin( Book )

1 edition published in 1988 in English and held by 2 WorldCat member libraries worldwide

This paper identifies and synthesizes findings from data-based research on teacher induction programs and practices. In order to be included in the synthesis the studies must have been: (1) data-based; (2) conducted on beginning teachers in an induction program; and (3) reported since 1977. a total of 17 studies were included in the synthesis. Findings are organized around five common goals of teacher induction: (1) to improve teaching performance; (2) to increase the retention of promising beginning teachers during the induction years; (3) to promote the personal and professional well-being of beginning teachers; (4) to satisfy mandated requirements related to induction and certification; and (5) to transmit the culture of the system to beginning teachers. As this synthesis reflects, there is research data to support that induction programs can be successful in achieving each of the five stated goals. In addition, the studies collectively include important findings about four other points: (1) the need for flexibility in induction programs; (2) the important role of the support teacher; (3) the importance of placement in beginning teacher success; and (4) the need to educate the profession (as well as the public) about teacher induction. (Jd)
Strategies for Improving Teacher Education. MTIP Satellite Network Conference Proceedings (Austin, Texas, November 1-2, 1984 Austin, Texas, April 22-23, 1985) by Leslie Huling-Austin( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

This document reports the proceedings of two conferences pertaining to the Model Teacher Induction Program (MTIP), developed by the Research and Development Center for Teacher Education (Austin, Texas). The two conferences were for network participants of the MTIP Satellite Network. The proceedings of the conferences, including conference overviews, agendas, major addresses, synopses of participant reports, and comments from conference evaluation are offered. The major address given at the November 1984 conference, "Induction: The State of the Art" (Sara A. Edwards), is included, as is a synopsis of the major address given at the April 1985 conference, "Mentoring: A Review of the Literature with a Focus on Teaching" (Cleta Galvez-Hjornevik). The network's collaborative study on teacher induction in diverse contexts is also reported. (CB)
 
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Quality mentoring for novice teachers
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Alternative Names
Austin, Leslie Huling- 1953-

Huling, Leslie L. 1953-

Languages
English (62)