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• W324751597 abstract "INTRODUCTION In the years prior to the 1980s, young scholars preparing to enter the arena of higher education had a multitude of opportunities to be mentored, not only by the major professors of their doctoral programs and the faculty members that served on their committees, but by the structure of their experiences at their respective institutions and by the professional organizations that they were encouraged to join. Many doctoral students were full time students with financial support as a graduate assistant, either a teacher or researcher. Thus, they learned from their experiences the expectations of the jobs they were going to hold upon graduation. They often had opportunities to work on major research projects and were included the publication of the findings of the research and perhaps became presenters at various professional meetings. Even if their role the research or presentations were minor, the experience was worth more than a young scholar could anticipate. Just being able to interact with the authors of the books or articles they read or converse with presenters at a meeting provided a type of mentoring that was extremely valuable to a young scholar. However, as programs grew, as society changed, as financial support for graduate assistants waned, as more and more students became part-time rather than full time doctoral students, the opportunities for a variety of mentoring from the faculty at the universities and the participants at professional meetings became fewer. When professional groups (e.g., AERA, IRA, APA, NCTM, NCTE, NCSS, NSTA, ASCD, and AASA) grew from less than a thousand attendees at the national meetings to over 10,000 attendees, the opportunities for the casual meetings the hallways with noted scholars, or a pick up lunch or a deep conversation a local restaurant disappeared. These mega meetings became more of a listen to the named speakers, run from presentation to presentation to pick up the latest and best news of what was in educational thinking, a tour of the exhibition halls and play the city. There was little time to or opportunity to meet the experts and talk with them as I was fortunate enough to do. For example, at one AERA meeting a few of us were standing line New Orleans waiting to get a table for lunch and Paulo Freire was standing the same line, looking a bit lost--we asked him to join us and we had a fabulous two hour lunch. On another occasion, I was scheduled to introduce Arthur (Wells) Foshay at a Division B session of AERA. I asked him if he would send me a resume so that I could do a proper introduction and he said no, rather, he invited me to have lunch with him so we could talk. He did not like formal introductions, so we just talked, and he assured me that I would be able to appropriately introduce him to the audience. After his presentation, he invited me to have drinks with a few of his colleagues--Robert Thorndike, Harry Passow, Benjamin Bloom, and Harold Shane. It was a most delightful evening! As I transitioned from being a novice young scholar to a more mature professor, I tried hard to provide my students with the same type and quality of mentoring that I was privileged to have. Yet I realized that it was becoming more and more difficult for my students to meet the leaders our field let alone have opportunities to talk with them. Although I tried, the mega meetings made casual meetings difficult. Furthermore, the areas of teaching and curriculum were being isolated into separate divisions within many of the organizations, or, worse yet, neglected. Curriculum was only important as it related to specific disciplines and teaching was more about classroom management than the process of teaching for learning. We were losing our identity as curriculum and instruction professors. Curriculum and instruction departments were disappearing from the universities, these areas subsumed into other departments. …" @default.
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• W324751597 date "2010-01-01" @default.
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• W324751597 title "AATC: An Organization in Transition" @default.
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