Veterans as Teachers? A Literature Review of Inhibitors and Enablers for Veterans to Complete College and Veterans as Teachers.

Authors

  • Brandon Moore Baylor University

Keywords:

Veterans, Higher Education, Teacher Education, Enablers and Inhibitors, Post-9/11 GI Bill

Abstract

With almost two million veterans returning from Afghanistan and Iraq, many of them may be coming to American colleges and universities as a result of the Post-9/11 GI Bill. These veterans have lucrative education benefits available to them, such as the Montgomery GI Bill, Post-9/11 GI Bill and, if they joined from Texas, the Hazlewood Exemption. With the shortage of teachers in high-needs schools and in areas of need, such as math and science, veterans provide a population from which to draw teachers. Research on military veterans becoming teachers indicates that they exhibit the characteristics sought in effective teachers. This literature review provides a short history of veterans education benefits, reviews the inhibitors and enablers for veterans to complete college, and reviews the literature on veterans as teachers.  This literature review informs the discussion of policy on campuses as well as decisions that are made.  

Author Biography

Brandon Moore, Baylor University

Brandon Moore is currently a post-doctoral research fellow at the Baylor University Institute for Studies of Religion. He earned his PhD in Curriculum & Teaching from Baylor University in 2013 and is corrently working on a three-year grant sponsored by the Templeton World Charity Foundation entitled "Character Virtues and College Students: A Pilot Study."
Brandon Moore joined the ISR in the summer of 2013 as a post-doctoral fellow. He is working on a three-year grant sponsored by the Templeton World Charity Foundation entitled “Character Virtues and College Students: A Pilot Study.” Brandon earned his Ph.D. in Curriculum & Teaching from Baylor University in 2013. Brandon has training in qualitative, quantitative, and mixed-methods research methods. His research interests lie include character virtues and college students, enablers and inhibitors for veterans to attend college, preservice teacher education, standardized testing and public schools, and the deliberative curriculum. Brandon’s current research focuses on character virtues and academic honesty for college students. Brandon has published peer-reviewed articles in Research in the Schools and American Education History Journal. He has also presented workshops on best practices in teaching high school and has published two book reviews - See more at: http://www.baylorisr.org/about-isr/brandon-moore/#sthash.MsmpTANq.dpufBrandon Moore joined the ISR in the summer of 2013 as a post-doctoral fellow. He is working on a three-year grant sponsored by the Templeton World Charity Foundation entitled “Character Virtues and College Students: A Pilot Study.” Brandon earned his Ph.D. in Curriculum & Teaching from Baylor University in 2013. Brandon has training in qualitative, quantitative, and mixed-methods research methods. His research interests lie include character virtues and college students, enablers and inhibitors for veterans to attend college, preservice teacher education, standardized testing and public schools, and the deliberative curriculum. Brandon’s current research focuses on character virtues and academic honesty for college students. Brandon has published peer-reviewed articles in Research in the Schools and American Education History Journal. He has also presented workshops on best practices in teaching high school and has published two book reviews - See more at: http://www.baylorisr.org/about-isr/brandon-moore/#sthash.MsmpTANq.dpuf

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Published

2015-07-25

How to Cite

Moore, B. (2015). Veterans as Teachers? A Literature Review of Inhibitors and Enablers for Veterans to Complete College and Veterans as Teachers. Current Issues in Education, 18(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1286

Issue

Vol. 18 No. 2 (2015)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.