Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology
Although literature posits the invaluable role of educators as both teachers and leaders in cultivating meaningful student learning experiences, many educators do not identify themselves as leaders (Barth, 2001). This paper explores leadership strategies for cultivating teacher-leader identity in An...
Gespeichert in:
| Veröffentlicht in: | HAPS Educator 2017-12, Vol.21 (3), p.40 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext bestellen |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 3 |
| container_start_page | 40 |
| container_title | HAPS Educator |
| container_volume | 21 |
| creator | Nobles, Mia Fraizer, Lani |
| description | Although literature posits the invaluable role of educators as both teachers and leaders in cultivating meaningful student learning experiences, many educators do not identify themselves as leaders (Barth, 2001). This paper explores leadership strategies for cultivating teacher-leader identity in Anatomy and Physiology educators. Due to large student enrollment numbers, faculty must often rely on student teaching assistants (TAs) to deliver the laboratory portion of their course. As teacher-leaders, faculty can assume leadership roles as both mentors and resource providers to course TAs and create a course culture of purposeful and deep learning. |
| format | Article |
| fullrecord | <record><control><sourceid>eric_GA5</sourceid><recordid>TN_cdi_eric_primary_EJ1227878</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1227878</ericid><sourcerecordid>EJ1227878</sourcerecordid><originalsourceid>FETCH-eric_primary_EJ12278783</originalsourceid><addsrcrecordid>eNqFjUGKwkAQRbNwFqJzBKEuIDiJmOBOJDqIA2LcS2HKpKDT3VRXYHKeuajRceHOVcF___0aRMN4nibTJJsthtHfKoS2YVsBwp6wJAk1ezg6Q0vIf71xcocFa4vKzqJ5rRUqqFQxBbg6gaL13ok-1mwJP2T1X98Klr1PvdCWfQonwkt9J_17DopWA7CFlUV1TfewD3UX2BlXdePo44om0OfzjqLJJj-tv6ckfDl74QalO-e7rzhOszRL3vEbkhtWjw</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology</title><source>ERIC - Full Text Only (Discovery)</source><creator>Nobles, Mia ; Fraizer, Lani</creator><creatorcontrib>Nobles, Mia ; Fraizer, Lani</creatorcontrib><description>Although literature posits the invaluable role of educators as both teachers and leaders in cultivating meaningful student learning experiences, many educators do not identify themselves as leaders (Barth, 2001). This paper explores leadership strategies for cultivating teacher-leader identity in Anatomy and Physiology educators. Due to large student enrollment numbers, faculty must often rely on student teaching assistants (TAs) to deliver the laboratory portion of their course. As teacher-leaders, faculty can assume leadership roles as both mentors and resource providers to course TAs and create a course culture of purposeful and deep learning.</description><identifier>ISSN: 2473-3806</identifier><language>eng</language><publisher>Human Anatomy and Physiology Society</publisher><subject>Anatomy ; College Faculty ; Graduate Students ; Leadership Effectiveness ; Leadership Role ; Mentors ; Physiology ; Professional Identity ; Science Laboratories ; Skill Development ; Teacher Competencies ; Teacher Leadership ; Teaching Assistants</subject><ispartof>HAPS Educator, 2017-12, Vol.21 (3), p.40</ispartof><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,690,780,885</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1227878$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1227878$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Nobles, Mia</creatorcontrib><creatorcontrib>Fraizer, Lani</creatorcontrib><title>Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology</title><title>HAPS Educator</title><description>Although literature posits the invaluable role of educators as both teachers and leaders in cultivating meaningful student learning experiences, many educators do not identify themselves as leaders (Barth, 2001). This paper explores leadership strategies for cultivating teacher-leader identity in Anatomy and Physiology educators. Due to large student enrollment numbers, faculty must often rely on student teaching assistants (TAs) to deliver the laboratory portion of their course. As teacher-leaders, faculty can assume leadership roles as both mentors and resource providers to course TAs and create a course culture of purposeful and deep learning.</description><subject>Anatomy</subject><subject>College Faculty</subject><subject>Graduate Students</subject><subject>Leadership Effectiveness</subject><subject>Leadership Role</subject><subject>Mentors</subject><subject>Physiology</subject><subject>Professional Identity</subject><subject>Science Laboratories</subject><subject>Skill Development</subject><subject>Teacher Competencies</subject><subject>Teacher Leadership</subject><subject>Teaching Assistants</subject><issn>2473-3806</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNqFjUGKwkAQRbNwFqJzBKEuIDiJmOBOJDqIA2LcS2HKpKDT3VRXYHKeuajRceHOVcF___0aRMN4nibTJJsthtHfKoS2YVsBwp6wJAk1ezg6Q0vIf71xcocFa4vKzqJ5rRUqqFQxBbg6gaL13ok-1mwJP2T1X98Klr1PvdCWfQonwkt9J_17DopWA7CFlUV1TfewD3UX2BlXdePo44om0OfzjqLJJj-tv6ckfDl74QalO-e7rzhOszRL3vEbkhtWjw</recordid><startdate>201712</startdate><enddate>201712</enddate><creator>Nobles, Mia</creator><creator>Fraizer, Lani</creator><general>Human Anatomy and Physiology Society</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>201712</creationdate><title>Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology</title><author>Nobles, Mia ; Fraizer, Lani</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_EJ12278783</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Anatomy</topic><topic>College Faculty</topic><topic>Graduate Students</topic><topic>Leadership Effectiveness</topic><topic>Leadership Role</topic><topic>Mentors</topic><topic>Physiology</topic><topic>Professional Identity</topic><topic>Science Laboratories</topic><topic>Skill Development</topic><topic>Teacher Competencies</topic><topic>Teacher Leadership</topic><topic>Teaching Assistants</topic><toplevel>online_resources</toplevel><creatorcontrib>Nobles, Mia</creatorcontrib><creatorcontrib>Fraizer, Lani</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>HAPS Educator</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Nobles, Mia</au><au>Fraizer, Lani</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1227878</ericid><atitle>Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology</atitle><jtitle>HAPS Educator</jtitle><date>2017-12</date><risdate>2017</risdate><volume>21</volume><issue>3</issue><spage>40</spage><pages>40-</pages><issn>2473-3806</issn><abstract>Although literature posits the invaluable role of educators as both teachers and leaders in cultivating meaningful student learning experiences, many educators do not identify themselves as leaders (Barth, 2001). This paper explores leadership strategies for cultivating teacher-leader identity in Anatomy and Physiology educators. Due to large student enrollment numbers, faculty must often rely on student teaching assistants (TAs) to deliver the laboratory portion of their course. As teacher-leaders, faculty can assume leadership roles as both mentors and resource providers to course TAs and create a course culture of purposeful and deep learning.</abstract><pub>Human Anatomy and Physiology Society</pub><tpages>6</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext_linktorsrc |
| identifier | ISSN: 2473-3806 |
| ispartof | HAPS Educator, 2017-12, Vol.21 (3), p.40 |
| issn | 2473-3806 |
| language | eng |
| recordid | cdi_eric_primary_EJ1227878 |
| source | ERIC - Full Text Only (Discovery) |
| subjects | Anatomy College Faculty Graduate Students Leadership Effectiveness Leadership Role Mentors Physiology Professional Identity Science Laboratories Skill Development Teacher Competencies Teacher Leadership Teaching Assistants |
| title | Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-11T03%3A08%3A55IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_GA5&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Assuming%20a%20Leadership%20Role:%20Exploring%20Situational%20Leadership%20Strategies%20for%20Supporting%20and%20Mentoring%20Graduate%20Student%20Teaching%20Assistants%20in%20Anatomy%20and%20Physiology&rft.jtitle=HAPS%20Educator&rft.au=Nobles,%20Mia&rft.date=2017-12&rft.volume=21&rft.issue=3&rft.spage=40&rft.pages=40-&rft.issn=2473-3806&rft_id=info:doi/&rft_dat=%3Ceric_GA5%3EEJ1227878%3C/eric_GA5%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1227878&rfr_iscdi=true |