Strategic Committee Involvement: A Guide For Faculty Developers,
2010
University of the Sciences in Philadelphia
Strategic Committee Involvement: A Guide For Faculty Developers, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Faculty developers should seek purposeful involvement in committee service because committees are essential to the functioning of higher education institutions. The unique expertise and perspectives that faculty developers bring to the table help committees execute their tasks and benefit faculty development efforts. Given the number of possible institutional committees and limitations on time, developers should decide carefully about their service. Offered here is a framework for making strategic decisions about committee membership on five criteria: committee characteristics, individual’s impact on the committee, personal characteristics, conditions that should discourage service, and pitfalls to consider before deciding to serve.
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change,
2010
Curry College
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change, Cassandra Volpe Horii
To Improve the Academy: A Journal of Educational Development
The Departmental Teaching Fellows (DTF) program of the Derek Bok Center for Teaching and Learning at Harvard University employs doctoral students as peer teaching mentors. Four years of program assessment data include quantitative work inventories, surveys and self-reports, interviews of faculty and administrators, and a survey of all graduate students recently teaching in arts and sciences. Observed program outcomes include (1) better informal support for teaching, (2) higher quality and quantity of interactions between graduate students and faculty on teaching, and (3) more systematic opportunities for teaching-related professional development. Qualitative assessment data suggest that the DTFs occupy several liminal positions …
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback,
2010
Texas Technological University
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp
To Improve the Academy: A Journal of Educational Development
Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …
Using Affective Assessment To Understand Our Students’ Identities As Readers (And Non-Readers),
2010
Virginia Community College System
Using Affective Assessment To Understand Our Students’ Identities As Readers (And Non-Readers), Susannah M. Givens
Inquiry: The Journal of the Virginia Community Colleges
In this article, the author provides a rationale for assessing students’ affective characteristics as they relate to reading, presents examples of assessments she designed, and discusses the benefits of such assessments for faculty and students
Researching The Quest: Are Community College Students Motivated By Question-And-Answer Reviews?,
2010
Virginia Community College System
Researching The Quest: Are Community College Students Motivated By Question-And-Answer Reviews?, Don F. Cavendish Jr.
Inquiry: The Journal of the Virginia Community Colleges
The author presents his research on and use of question-and-answer reviews as an active strategy for motivating and reinforcing student learning.
Solving The Esl Writers’ Dilemma,
2010
Virginia Community College System
Solving The Esl Writers’ Dilemma, Thomas Nowalk
Inquiry: The Journal of the Virginia Community Colleges
The author explains how he uses a classical teaching method to help his English-as-a-Second Language students combine intention, language, and genre for academic writing
Universal Design For Learning: Application For Technology-Enhanced Learning,
2010
Virginia Community College System
Universal Design For Learning: Application For Technology-Enhanced Learning, Thom Morra, Jim Reynolds
Inquiry: The Journal of the Virginia Community Colleges
The authors illustrate how the concept of Universal Design can be used to enhance community college teaching and learning.
Improvisation: Not Just For Kids,
2010
Virginia Community College System
Improvisation: Not Just For Kids, Kerrigan Sullivan
Inquiry: The Journal of the Virginia Community Colleges
This article argues for the use of improvisation in various subject areas as a way to help students engage with the subject matter.
Ua1c11/20 Lavinia Hunter Photo Collection,
2010
Western Kentucky University
Ua1c11/20 Lavinia Hunter Photo Collection, Wku Archives
WKU Archives Collection Inventories
Photograph collection compiled by Lavinia Hunter during her time working at the Training School. Consists mainly of student portraits of first graders. Also included are some classroom photos and other teachers.
Parent Involvement In School-Wide Social Skills Instruction: Practice And Perceptions Of A Home Note Program,
2010
Brigham Young University
Parent Involvement In School-Wide Social Skills Instruction: Practice And Perceptions Of A Home Note Program, Michael B. Adams, Sue A. Womack, Ryan H. Shatzer, Paul Caldarella
Faculty Publications
If students are to become proficient at using social skills, parents must be involved in teaching and reinforcing these skills at home. Parent involvement is associated with increased student success, especially when it includes a two-way exchange of information between home and school. As the traditional family has changed, new methods of eliciting parent involvement are needed. This article presents a description and evaluation of a school-wide home note program used to encourage generalization of social skills taught in school to home settings. Teachers (n = 20), parents (n = 107), and students (n = 383) at an elementary school …
A State Level Analysis Of Teach For America's Impact On Student Achievement,
2010
Claremont McKenna College
A State Level Analysis Of Teach For America's Impact On Student Achievement, Steven Ferguson
CMC Senior Theses
Teach For America (TFA) has seen its profile and list of donors expand tremendously in recent years. Despite its success in attracting support, research on the effectiveness of the program has been inconclusive. This study investigates the impact of TFA on student achievement measured at the state level. Panel data from grades 4 and 8 are analyzed to examine how the presence of TFA corps members in a state impacts student test scores compared to states which have no TFA corps members.
Practical Approaches To Learning And Self-Managing Social Emotional Behavior In Elementary Schools,
2010
Brigham Young University
Practical Approaches To Learning And Self-Managing Social Emotional Behavior In Elementary Schools, Paul Caldarella, Lynnette Christensen, K. Richard Young, Darlene Anderson
Faculty Publications
Children often acquire maladaptive coping strategies (i.e. externalizing and internalizing behaviors). Problems often persist, less treatable if not addressed early (before age 8). 20% of students have emotional or behavioral problems while only 5% receive services.
Unsung Voices : The Transformation Of Writing And Identity Of Korean Esl Students In U.S. Secondary Schools,
2010
University at Albany, State University of New York
Unsung Voices : The Transformation Of Writing And Identity Of Korean Esl Students In U.S. Secondary Schools, Cheonghwa Cheong
Legacy Theses & Dissertations (2009 - 2024)
ABSTRACT
Traditional, Online, And Blended Instruction : An Investigation Of Outcomes In A Graduate Special Education Course Taught In Three Different Learning Environments,
2010
University at Albany, State University of New York
Traditional, Online, And Blended Instruction : An Investigation Of Outcomes In A Graduate Special Education Course Taught In Three Different Learning Environments, Mary C. Gozza-Cohen
Legacy Theses & Dissertations (2009 - 2024)
Nationally and regionally there are insufficient numbers of qualified special education teachers to meet current demand. Online course delivery has been proposed as one way to reach more students and increase the number of special education teachers. A recent meta-analysis conducted by the U.S. Department of Education (2009) reviewed the research on online learning and reported that on average, students in online learning conditions performed better than those in traditional classes. However, among other issues noted in the meta-analysis, it was specified that many of the included studies did not control for curriculum materials and various aspects of pedagogy. This …
A Community Coalition Promotes Family Literacy With Story Celebrations,
2010
University of Nebraska at Omaha
A Community Coalition Promotes Family Literacy With Story Celebrations, M. Susan Mcwilliams
Teacher Education Faculty Publications
A coalition is typically formed between individuals or groups to bring unique strengths together in a cooperative manner to address a common cause. In our community, an alliance was formed to raise public consciousness about the impact of family reading on children's literacy development. As a coalition, we planned, organized and funded literacy-related events or story celebrations in multiple locations throughout the community. In this article, I describe and provide rationale for creating a coalition that advocates for family literacy.
Increasing Teachers' Metacognition Develops Students' Higher Learning During Content Area Literacy Instruction: Findings From The Read-Write Cycle Project,
2010
Chapman University
Increasing Teachers' Metacognition Develops Students' Higher Learning During Content Area Literacy Instruction: Findings From The Read-Write Cycle Project, Margaret Sauceda Curwen, Roxanne Greitz Miller, Kimberly A. White-Smith, Robert C. Calfee
Education Faculty Articles and Research
Success in the 21st century, for individuals and societies, requires competence in comprehending and communicating in the academic disciplines--the natural sciences, history, geography, and more. The Read-Write Cycle (RWC) Project, a three year longitudinal research study conducted from 2005-2008 in ten public elementary schools in southern California, explored the effectiveness of curriculum and instructional strategies that integrate literacy with disciplinary knowledge with the simultaneous goals of: (1) enhancing students' literacy outcomes; and (2) broadening and deepening knowledge of the content area. Funded by the U.S. Institute of Education Sciences, the RWC Project concentrated over years one and two on 1,024 …
Well-Prepared Middle School Teachers: Common Ground Or Subtle Divide Between Practitioners And University Faculty In The State Of Oregon, United States,
2010
George Fox University
Well-Prepared Middle School Teachers: Common Ground Or Subtle Divide Between Practitioners And University Faculty In The State Of Oregon, United States, Linda L. Samek, Younghee M. Kim, Jay Casbon, Micki M. Caskey, William L. Greene, Patricia Maureen Musser
Curriculum and Instruction Faculty Publications and Presentations
This qualitative study followed a survey study that investigated university faculty, classroom teachers, and principals' perceptions of well-prepared middle school teachers in the state of Oregon in the United States. A qualitative approach allowed the researchers to explore and interpret the participants' views (Denzin & Lincoln, 1998). In spite of many similarities, a number of differences in emphasis or priority were found among the groups, including views on assessment, curriculum development, and the importance of family and community connections for beginning classroom teachers. This study provides a foundation for deeper analysis and discussion among university faculty and practitioners concerning the …
Discontinuities And Differences Among Muslim Arab-Americans: Making It At Home And School,
2010
University of Nebraska-Lincoln
Discontinuities And Differences Among Muslim Arab-Americans: Making It At Home And School, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Cohen and Neufeld (1981) have remarked that schools are a great theater in which conflicts of culture get played out. The same can be said about homes and families in relation to schools. In fact, scholars and educators have attempted to understand, define, and refine the parameters and connections that bind schools and homes together. In this chapter, I explore the ways in which students’ success at home and school has been conceptualized in scholarly literature, and then connect this literature to the lives of Arab-American youth and their families. The underlying premise undergirding the ideas in this chapter is …
Teacher Education For Social Justice:
What’S Pupil Learning Got To Do With It?,
2010
Boston College
Teacher Education For Social Justice: What’S Pupil Learning Got To Do With It?, Marilyn Cochran-Smith, Ann Marie Gleeson, Kara Mitchell
Department of Teaching, Learning, and Teacher Education: Faculty Publications
There are many controversies related to the increasingly widespread theme of “social justice” in teacher education, including debates about whether and/or how promoting pupils’ learning is part of this theme. This article briefly discusses the concept of teacher education for social justice in terms of pupils’ learning and then considers this notion in terms of the current press to hold teacher education accountable for learning. The article then presents the results of the “Teacher Assessment/Pupil Learning” (TAPL) study, an analysis nested inside a larger qualitative study about learning to teach over time in a preparation program with a stated social …
Research-Based Strategies To Promote Academic Integrity,
2010
Kennesaw State University
Research-Based Strategies To Promote Academic Integrity, Michele Dipietro
Professional and Organizational Development Network in Higher Education: Archives
A cursory glance at the literature on cheating paints a bleak picture. In the past decades, the prevalence of cheating has hovered at discouragingly high level, with about 75% of students admitting to some sort of cheating, and with peaks of over 90% in some prevalence studies. Given these figures, where does a wellintentioned instructor start? A good place to start untangling this complex problem is to understand it better. Academic dishonest behaviors vary in their frequency, seriousness, and motivations behind them, but they have been extensively researched, and we can abstract general principles to conceptualize this problem. Once we …
