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Mentoring A New Generation of Researchers Within The Zone of Generativity Professor Arnetha F. Ball Stanford University June 2014.

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Presentation on theme: "Mentoring A New Generation of Researchers Within The Zone of Generativity Professor Arnetha F. Ball Stanford University June 2014."— Presentation transcript:

1 Mentoring A New Generation of Researchers Within The Zone of Generativity Professor Arnetha F. Ball Stanford University June 2014

2 Part 1 I call for engaging in discussions on the nature of mentoring & provide my Model of generative change

3 Part 2 I provide examples of the research mentoring that I am calling for.

4 Part 3 I leave you with a challenge.

5 Part 1: Interdisciplinary Studies in Language, Literacy & Culture, Linguistics, and Teacher Education Experience as teacher, administrator, consultant, and speech pathologist all in inner-city communities I’m an individual who wants others to receive the mentoring that I did not receive A Social Justice issue

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7 “ Model of Generative Change” Arnetha F. Ball (2009) Generativity: an individuals’ ability to continually add to their education knowledge by connecting their personal and professional knowledge … the knowledge they gain from their experiences in context… in order to produce new knowledge that is useful to them in problem solving and in meeting 21 st Century needs.

8 Generativity is a stage in which we strive to create or nurture things that will outlast us – we strive to contribute to positive changes that benefits others. The alternative is Stagnation, the failure to find a way to contribute, which disguises itself as the status quo. Generativity According to Erik Erikson’s 7 Stages of Psychosocial Development:

9 A zone allows people to enter in at different points based on one’s ability, one’s commitment, one’s own level of advocacy. Enter where you are & you measure your growth and development against your own progress. Why a Zone of Generativity?

10 “ Model of Generative Change” Arnetha F. Ball (2009) “…[K]nowledge becomes generative when the teacher sees the need to integrate new knowledge with their existing knowledge; & to continually reconsider their existing knowledge… in light of the new knowledge that they are learning from their students. ” Knowledge becomes power when it serves the public good. ( Franke, Carpenter, Levi, and Fennema, 2001, p ).

11 The Process of Development within The Zone of Generativity Begins at Current Level Of Knowledge Results in Knowledge Integration, Translation & Collaboration Knowledge Becomes Power As Researchers Move From Knowing To Doing & Become Agents Rather Than Objects of Change Stage 1: Reflection Leads to Metacognitive Awareness Stage 2: Introspection Leads to Ideological Becoming Stage 3: Critique & Use Of Knowledge Leads To Internalization Results in A Realization That To Know Is Not Enough Results in A Reconsideration of The Purpose Of their work Results in Knowledge that Becomes Powerful with Influence Stage 4: Personal Voice Develops

12 Ball’s Ecological Model For Sustaining Transformative Change in Teacher Education Teacher Education Candidates Students in Culturally and Linguistically Complex Classrooms Teacher Education Program designed to Prepare Teachers for Diversity Individuals and Organizations in the Community Will put demands on the University to model generativity & culture of Organizational Learning within the Univ & teacher education program Must internalize and model the 4 stages of my model in generative ways in order to disrupt prior practices & beliefs so new teachers become generative thinkers Must internalize and begin to practice the 4 stages of my model in generative ways in their classrooms in order to impact their students to become generative thinkers Who observe, internalize and practice the 4 stages of my model will impact their communities and leaders through social action and C-B research

13 Cultivating New Voices in the Academy

14 Book Club The goal of the Book Club is to engage with a selected book that challenges the entire faculty to read & stimulate ongoing school-wide conversation on issues related to poor, diverse & urban students Provide Mentoring on faculty research on issues of urban education. Small seed grants are given to faculty who do not have access to other funds to cover the costs of their research that focuses on issues of urban education. Early Career Scholars Program

15 In the seminar series the Heinz Fellows learn about Dr. Ball’s (2009) Model of Generative Change, which under lies the approach for the development of effective teachers & mentors for African American males. The series also covers strategies for teaching reading, writing & Learning skills to African American males and why this is critically important. African American Male Mentoring Program

16 The focus of the program is to prepare secondary school students as the next generation of excellent researchers. We are growing our own future researchers who will return to the community as tomorrow’s leaders. Secondary School Pipeline Program Growing our own: Next Generation of Researchers

17 A New Generation of Researchers Requires … An international agenda that focuses on: Working Together Across National Boundaries – as a Unified Force in the struggle to become “AGENTS of change” rather than the “OBJECTS of Change” in today’s reform movement.

18 Martin Luther King, Jar, 1966, p. 47 We do not ask you to march by our side, Although, as citizens, you are free and welcome to do so. Rather, we ask you to focus on the fresh social issues of our day; To move from ‘observing’ operant learning … To the test tubes of Watts, Harlem, Selma and Bogalusa. We ask you to make society’s problems your laboratory. We ask you to translate your data into direction … direction for action.

19 Thank you! I look forward to our ongoing conversations…


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