This study explored how mentoring begins and the benefits provided for African American sexual and/or gender minority (SGM) youth. Participants were mentors mentees living in three Mid-Atlantic cities. Mentees (ages 15–21, n = 14) identified as American; cisgender male, transgender female, or non-binary assigned male; had interest men. Mentor participants 18+, 13) mentored such Qualitative in-d...

This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquirybased learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. On...

The mission of RISER (Research Institute on Secondary Education Reform for Youth with Disabilities) is to expand the current knowledge base related to practices and policies in secondary schools that enhance learning, achievement, and postschool outcomes for all students. Transition practices related to career development are an important aspect of secondary education reform (Hanley-Maxwell, Ph...

To address present and future leadership needs, a model of authentic leader and follower development is proposed and examined with respect to its relationship to veritable, sustainable follower performance. The developmental processes of leader and follower self-awareness and self-regulation are emphasized. The influence of the leader’s and followers’ personal histories and trigger events are c...

With many learners failing to engage with didactic and outmoded instructional methods, and unwilling to use technology that simply replicates the one-way transfer of information from teacher to student, authentic learning designs have the potential to improve student engagement and educational outcomes. This paper argues that online technologies afford the design and creation of truly innovativ...