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psychological, biological, developmental, cognitive, social, and organizational challenges within SMO's. Reasons they left the SMO. Wjay

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Prospective school leaders
Facilitators of training program
Students
School managers
APTUS (leadership training org)
Students
Parents of students
School performance assessment
Standarized assessments

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People (Orgs): faculty at Teachers College, CU who transitioned to teaching online for the first time during COVID-19
Sources of data needed: transition to teaching online; higher education faculty in online teaching; higher ed faculty collaborating with teams to transition to online

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first generation leaders/practitioners, inclusive leadership, virtual teams / managing teams

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professional and aspiring professional singers, teachers of singers

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Teachers, birthing centers, social workers, physicians, parents, teachers, insurance companies, interventionist

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Faith/spirituality, older women, transitions, transformation

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Support, systems, reflection, discourse

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Piano students in graduate programs, faculty who design the and teach the courses and staff who operate the department

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Professors in colleges, colleges or schoo

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Policy makers and implementers (people), at international, national and local levels. International organizations related to international education for the most vulnerable (orgs.)

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People: K-6 teachers, students (maybe), parents. Organizations: NYC DOE. Things: Physical and virtual classrooms, home or non-home spaces used as learning environments with virtual learning.

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Cis-men who identify as gay.

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Music Teachers (Gr. 6-8), Commonplaces (Teacher, Student, Context, Subject Matter), Curriculum Planning and Instruction

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researchers, higher ed institutions, research,

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public high school teachers in NYC, their students, and their supervisors (principals and APs)

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I am looking to combine two different practices and see what happens. There is a great deal of experiential and anecdotal discussion about the possible intersection of these fields without much actual study. I hope to see how the bins from each discipline can be mixed together and create new bins or new "colors" of the same bin.

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Increases complexity can make desire for structure greater.

Subconscious need for leadership can contradict explicit espousal of support for self management

covert dynamics exist in all groups and often have greater impact when not named

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parents
teachers + school administration
students

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People: students, teachers
Construct: creativity, creative self-efficacy, creative mindset

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Principals, Asst. Principals, Superintendents and school building leaders

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undrafted NBA basketball players, coaches, teammates, family, school, teachers, athletes

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Shared Experience, common wants and needs

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identity, trust, collaboration, reflection, practice

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career counselors, technological activities

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Ways of understanding the mindsets of music teachers and how they approach their curriculum planning and instruction. Relationships between their approaches, changes, mindsets etc. and the commonplaces in the framework.

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The emotional, socio-economics, and gender impact their potential learning.

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1) Multiple stakeholders of BFA Textile Program: Recent Graduates, Industry Professionals, Faculty Members, 2) Strength and weakness of the existing textile programs in the U.S.

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-Policy recipients are vulnerable (bin).
-Interculturality relates those vulnerable ones to the non vulnerable ones (relationship).

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My experience as an occupational therapist working in schools has shaped my thinking about physical elements of classroom environments that support or hinder learning and both teacher and student well-being. This experience has directed some of my research questions. My pilot study (interviewing and doing focus groups with teachers) gave me perspective on aspects I would not have thought of that are directly related to classroom teachers and the way teachers interact with (and watch their students interact with) their classroom environments. Also gained valuable perspective from teachers adjusting to virtual learning.

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Transition is confusing, and takes an emotional toll; influence of PD; influence of experience teaching; influence of working with colleagues to understand practices and norms in online teaching. Transitioning/identifying your identity as a facilitator in the new space.

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Not aware of any theory related to what I want to do - collaboration, power dynamics, student experiences

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My experience as someone within an SMO and speaking with friends who have been in SMOs is that interpersonal and social tensions often contribute to why people leave. Makes me want to focus on the emotional, social, and covert dynamic aspects of their experience

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I'm thinking about examining teacher beliefs about student failure through complexity theory. The system in which teacher work is complex and their beliefs are dynamic as they react to new and old situations. Beliefs themselves are also complex in that some are explicit and some are implicit.

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School leaders private lives and identity are shunned and they are often encouraged to dismiss or neglect their identity in their roles.

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My experience creates a need to make sure to put it to the side and listen to what emerges within the individual connections. This shows the demonstration to include or be open to other theories.

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US born latinas

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Indicated unanticipated factors that resulted in review of further literature. Helped narrow the focus, some aspects were removed due to lack of valid data and/or too many research questions for the time constraints.

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Adult development theory differ among individuals and it has a large impact on how you make meaning of the world. Therefore, developmental stages should influence an individuals capacity to develop leadership traits and their leadership performance.

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I work with faculty and have gone through this process of Technology enhanced learning and online/hybrid learning prior to COVID-19 for about 12 years (11 years not accounting for this year) and it is really difficult process.

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1) Creative self-efficacy is a significant predictor of students’ initiation of independent projects. 2) People’s self-efficacy is best achieved by combining the development of knowledge of rules and strategies for certain disciplines, while being assured that they can use these rules and strategies well.

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the significance of Social Knowledge
learners must own and value their experiences

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I have been with the women I want to study and have seen them through their transitions and have been in discussions with them about what they are going through.

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My experience as a teacher of the deaf and hard of hearing shapes my thinking my emphasizing language deprivation and its longterm effects on literacy development

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intersectionality - that latinas don't all fall in the same bin. Different bins for being female and another for being Latino/a, as experiences can differ

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Adult Learning Theory - LFE, TL, reflection
NBA
- Grit, perseverance, resilience
- Mindset, luck, motivation
- Learning from failure

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-Validation with policy recipients.

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My experience as a minister and an educator helps shape my thinking on school leadership

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Common Demands- finding existing gaps between academia, industry and students' demands

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as a practitioner who come from similar training as my research subjects, my context gave me first-hand experience, but that also gave me biases. Probably will look into collaborative framework as Prof. Marsick mentioned

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My own experience is also anecdotal, thinking "wow! I think these two things have a lot in common." I want to know how a deliberate connection might foster individually experienced growth. The conceptual framework therefore deals with growth, unexpected connections, and new ideas.

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Need to examine different types of learning experiences, and what triggers these

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I identify as a Latina and think about my own struggles with identity development, internalized racism, and mental health. And after speaking broadly with other Latinas, I know I am not alone in my experiences - chicana feminist theory and LatCrit both support this as well.

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focusing less on practices, as they are somewhat taken for granted

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Sensory processing is an important factor in both teaching and learning that intersects with the way both student and teachers perform in different enviornmnets.

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My experience guided me to focus on the journey of learning within communities and the imprtance of learning space.

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My experience as a BFA receipient, industry professional, and faculty member informs me that there are existing issues with BFA textile curricula. I would like to find more from talking to multiple stakeholders of textile programs in the U.S.

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My experience as a teacher and an instructional coach: I need to emphasize the chaotic nature of teacher beliefs and how it changes dynamically. I may need to focus on common differences rather than commonalities.