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Data were collected through pre- and post-surveys, follow-up surveys after professional development, and spring 2023 interviews to assess mentoring efficacy, retention, and professional development impacts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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were teacher candidates selected for the scholarship program?","Question",{"text":63,"@type":64},"Candidates were identified using data on demographics, financial need, and academic performance, focusing on individuals from under-represented backgrounds.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What support did scholarship recipients receive during the study?",{"text":68,"@type":64},"Recipients received $1,500 per semester for two terms and were paired with both a university mentor and an in-district mentor, along with required professional learning sessions.",{"name":70,"@type":61,"acceptedAnswer":71},"How did the researchers measure the impact of mentoring and scholarships?",{"text":72,"@type":64},"They used pre- and post-surveys for scholarship recipients, university mentors, district mentors, and district administrators, plus surveys after each professional development event and interviews conducted at the end of spring 2023.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602243,1792160685,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Scholarships on Teacher Candidates\u003Cbr>Linda Gray Smith\u003Cbr>Northwest Missouri State University, [lsmith@nwmissouri.edu](lsmith@nwmissouri.edu)\u003Cbr>Victoria N. Seeger\u003Cbr>Northwest Missouri State University, [vseeger@nwmissouri.edu](vseeger@nwmissouri.edu)\u003Cbr>Michael McBride\u003Cbr>Northwest Missouri State University, [mam77@nwmissouri.edu](mam77@nwmissouri.edu)\u003Cbr>See next page for additional authors\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Teacher Education and Professional Development Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nSmith, Linda Gray; Seeger, Victoria N.; McBride, Michael; and Wall, Timothy J. (2024) \"The Impact of Mentoring and Scholarships on Teacher Candidates,\" Educational Considerations: Vol. 49: No. 3.  \n[https://doi.org/10.4148/0146-9282.2380](https://doi.org/10.4148/0146-9282.2380)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nThe Impact of Mentoring and Scholarships on Teacher Candidates  \nAuthors  \nLinda Gray Smith, Victoria N. Seeger, Michael McBride, and Timothy J. Wall  \nThis article is available in Educational Considerations: [https://newprairiepress.org/edconsiderations/vol49/iss3/6](https://newprairiepress.org/edconsiderations/vol49/iss3/6)  \nThe Impact of Mentoring and Scholarships on Teacher  \nCandidates  \nLinda Gray Smith, Victoria Seeger, Michael McBride, and Tim Wall  \nIntroduction  \nResearch Overview. Using data based on demographics, financial need, and academic  \nperformance, the researchers identified eight Midwest university educator preparation candidates from under-represented backgrounds. Each teacher candidate was invited to receive an academic  \nscholarship of $1,500 per semester for two terms—fall 2022 and spring 2023—with the  \nunderstanding each scholarship recipient would be paired with a university mentor and an in  \ndistrict mentor from one of two rural school districts with close proximity to the university.  \nStudents were required to attend introductory, professional learning, and culminating sessions in  \norder to receive and retain the scholarship funds. Researchers sought to understand perceptions  \non mentoring, financial support, and professional development from the teacher candidates while  \ninvestigating the impact of mentoring on retention. For the mentors and district administrator  \nparticipants, the researchers wanted to learn their perspectives on the efficacy of the grant  \ncomponents and impact on each district’s ability to recruit teachers into the field of education. To  \nmeasure this, researchers used a pre-and post-survey for scholarship recipients, university  \nmentors, school district mentors, and district administrator partners. Following each professional  \ndevelopment event, surveys were conducted with participants and mentors. At the end of the  \nspring 2023 semester, interviews were conducted with each student participant. The focus of this  \narticle is the research conducted with the teacher candidates.  \nRecruitment and Retention of Teacher Candidates. There is a shortage of certified teachers in  \nthe United States and a disparity in the representativeness of the teacher workforce when  \nconsidering the students who comprise public schools in Missouri (Katnik, 2016) and the U.S.  \n(Aragon, 2016; Martin & Mulvihill, 2016). Katnik (2016) also notes that there is a lack of  \ndiverse representation in the Missouri teacher workforce. During the summer of 2022, the  \nMissouri Depa","cbCairYo6TJqL3Wl","https://ap.wps.com/l/cbCairYo6TJqL3Wl","pdf",394399,28,"English","# Introduction\n## Research Overview\n## Recruitment and Retention of Teacher Candidates\n## The Reality for Teacher Candidates","[{\"question\":\"How were teacher candidates selected for the scholarship program?\",\"answer\":\"Candidates were identified using data on demographics, financial need, and academic performance, focusing on individuals from under-represented backgrounds.\"},{\"question\":\"What support did scholarship recipients receive during the study?\",\"answer\":\"Recipients received $1,500 per semester for two terms and were paired with both a university mentor and an in-district mentor, along with required professional learning sessions.\"},{\"question\":\"How did the researchers measure the impact of mentoring and scholarships?\",\"answer\":\"They used pre- and post-surveys for scholarship recipients, university mentors, district mentors, and district administrators, plus surveys after each professional development event and interviews conducted at the end of spring 2023.\"}]","The Impact of Mentoring and Scholarships on Teacher Candidates - Volume 49 - Article 6 | PDF",1792094320,71]