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Articles 271 - 300 of 316
Full-Text Articles in Education
An Evaluation Of The Involvement Component Of The Educational Planning And Resource Management System (Eprms) In The Orange County Florida Schools, Michael E. Mekdeci
An Evaluation Of The Involvement Component Of The Educational Planning And Resource Management System (Eprms) In The Orange County Florida Schools, Michael E. Mekdeci
Retrospective Theses and Dissertations
The purpose of the study was to determine if the Educational Planning and Resource Management System (EPRMS), implemented by the Orange County Public Schools, increased parent and/or teacher involvement and communication in the school level decision making process. The study surveyed parents, teachers, and principals about their perception of the communication and involvement at their school during 1982-83 and 1983-84 (the year EPRMS was fully implemented). It was assumed that any increase in communication and/or involvement would be due to the Educational Planning and Resource Management System. A questionnaire was developed after an extensive literature review and input by a …
The Evaluation Of College Teaching, L. Dee Fink
The Evaluation Of College Teaching, L. Dee Fink
To Improve the Academy: A Journal of Educational Development
There are few tasks at a university more important than the evaluation of teaching. Without it, professors themselves are unable to determine the direction of needed improvement and thereby become vulnerable to the process of stagnation. Without it, academic units are unable to identify and encourage professors who truly are effective in the classroom with their students.
Individualized Consulting To Improve Teaching, Richard G. Tiberius
Individualized Consulting To Improve Teaching, Richard G. Tiberius
To Improve the Academy: A Journal of Educational Development
Many of the readers of this volume are educational consultants or teachers whose primary interest lies in action. The first thing we want to know is how a method works and what it can do for us. Moreover, most of us are aware that methods are usually developed by trial and error and then justified within a set of assumptions about teaching and about human nature. Yet we often write about our methods of improving teaching as though they were logically derived from basic principles or suggested by a review of the literature. I will resist this tendency by relating …
Cognitive Growth Through Expressive Writing All That Jazz, Christopher C. Burnham
Cognitive Growth Through Expressive Writing All That Jazz, Christopher C. Burnham
To Improve the Academy: A Journal of Educational Development
I want to develop jazz as a metaphor for growth. Jazz, generally considered, signals incongruity in music. Something happens where it was not originally to happen or where nothing was scheduled to happen-and nobody minds. In fact, the surprise-the incongruity-is the energy of jazz. In more formal terms, the creative impulse of the musician assumes power. He or she improvises between set notes, or in a void the composer leaves for such improvisational purposes. The musician is free to play, literally and figuratively. Each influences the other; they enlarge each other and expand potentialities.
Faculty Helping Themselves To Improve Their Instructional Abilities, Henry B. Slotnick
Faculty Helping Themselves To Improve Their Instructional Abilities, Henry B. Slotnick
To Improve the Academy: A Journal of Educational Development
The question of how to go about self-improvement is a continuing one, and one that is aggravated by scarce resources. How, in the absence of time, for example, do groups of faculty go about developing their competencies and expanding their awareness of professional issues? A Study group - as the one described here - is an approach that can work well for a variety of reasons, reasons which can be understood in terms of research on small groups and adult learners.
Editorial Matter 1984
To Improve the Academy: A Journal of Educational Development
Foreword
Contents
About POD
Being Professional Academically, R. Eugene Rice
Being Professional Academically, R. Eugene Rice
To Improve the Academy: A Journal of Educational Development
Over the past decade we have learned a great deal about faculty lives. New programs to address a wide-range of needs have been initiated and assessed, and research on faculty has moved ahead significantly. Much of the activity and concern with faculty development has come to focus on the academic career itself-the structure and meaning of academic work.
Career And Instructional Consulting With Higher Education Faculty, Daniel W. Wheeler, Lynn L. Mortensen
Career And Instructional Consulting With Higher Education Faculty, Daniel W. Wheeler, Lynn L. Mortensen
To Improve the Academy: A Journal of Educational Development
Career Mindsets
Factors Contributing to Career Mindsets
Role of the Consultant
A Final Word
References
Hidden Opportunities For Faculty Development And Curricular Change, Russell Lee, Michael Field
Hidden Opportunities For Faculty Development And Curricular Change, Russell Lee, Michael Field
To Improve the Academy: A Journal of Educational Development
Introduction
Development Benefits of Team-Teaching
Research and Curricular Development
Conclusions
References
Section V: Student Development: Intellectual Growth And Writing, Michael Davis
Section V: Student Development: Intellectual Growth And Writing, Michael Davis
To Improve the Academy: A Journal of Educational Development
A major tradition of higher education is excellence in written expression. In part, the tradition continues because many scholars are excellent writers and because writing shapes and clarifies our understanding of our own thoughts and actions. Students are urged to emulate quality writing with the expectation that quality thinking will be fostered. We do understand that the use of language is an instrument of thinking (Bruner, 1966) and that there is an interplay between writing and thinking (Vygotsky, 1962). The developmental theories of Jean Piaget (1968), Lawrence Kohlberg (1981), and William Perry (1981), suggest that the quality of writing may …
Section Iv: Using Evaluation For The Improvement Of Teaching, Laura A. Wilson
Section Iv: Using Evaluation For The Improvement Of Teaching, Laura A. Wilson
To Improve the Academy: A Journal of Educational Development
One of the most important processes that takes place at any college or university is the evaluation of teaching. In spite of the fact that such evaluation has been done quarter after quarter, or semester after semester, for hundreds of years, we continue to search for new and better ways to relate the process to the improvement of classroom teaching. Questions are raised as to what kind of information to gather and from what sources; further, we ask how can the information be fed back to faculty so that they can use it to make changes that will make their …
Developmental Perspectives On Writing And Intellectual Growth In College, Joanne Kurfiss
Developmental Perspectives On Writing And Intellectual Growth In College, Joanne Kurfiss
To Improve the Academy: A Journal of Educational Development
Piaget's Theory of Cognitive Development
Kohlberg's Theory of Moral Development and Gilligan's Critique
Perry's Theory Of Epistemological Development
Developmental Process
The Interdependence of Writing and Intellectual Development
Bibliography
Stages In The Development Of Analytic/ Argumentative Writing Abilities During The College Years, Janice N. Hays
Stages In The Development Of Analytic/ Argumentative Writing Abilities During The College Years, Janice N. Hays
To Improve the Academy: A Journal of Educational Development
For over a decade now, we have been bombarded with public reports about the wretched state of high school and college students' writing skills. In response to such publicity, the general public has called for a "return to the basics" in writing instruction, by which most people seem to mean return to an emphasis on grammar, usage, and spelling. In response to such pressures, the competency-testing movement appears to be focusing upon sentence-level "correctness" as the criterion of competency in writing.
Stages 1-6
Notes
Appendix
Topic B
Writing About Tougher Drunk Driving Laws for a Hostile Audience
Background
Essay Assignment …
Year-Long Faculty Discussion Groups: A Solution To Several Instructional Development Problems, L. Dee Fink
Year-Long Faculty Discussion Groups: A Solution To Several Instructional Development Problems, L. Dee Fink
To Improve the Academy: A Journal of Educational Development
People trying to establish an instructional development program on a college or university campus frequently face two major problems. One of these is simply the difficulty of acquainting the faculty with and interesting them in an activity that is generally not familiar to them. Compounding this problem is the not uncommon belief among faculty members that participating in something called instructional development is tantamount to admitting that they have a problem with their teaching, i.e., a "professional disease" that they cannot solve by themselves.
Staff Development In A Climate Of Retrenchment, Christopher K. Knapper
Staff Development In A Climate Of Retrenchment, Christopher K. Knapper
To Improve the Academy: A Journal of Educational Development
The Crisis Facing Higher Education
The Impact of Staff Development
The Promise of Instructional Technology
The Concept of Lifelong Education
Learning to Learn
Some Possible Solutions
Notes
References
Section Iii: Professional Development Interventions, Lance C. Buhl
Section Iii: Professional Development Interventions, Lance C. Buhl
To Improve the Academy: A Journal of Educational Development
The successful pursuit of our business requires skillful interventions-in professional habits of mind and action. In truth, in peoples' lives. Probably more thought has gone into this issue than into any other aspect of professional development work. Interventions are the stuff of ethics, even when-as is usual in the case with the articles in this section-the focus is almost exclusively on techniques. The sensitivity to contexts, to rationale for choice, to outcomes, to people displayed by each author affirms the ethical dimension of specific interventions. Considered thus, the choice of techniques is important indeed.
Faculty Development As An Organizational Process, C. Edward Kaylor Jr., J. William Smith
Faculty Development As An Organizational Process, C. Edward Kaylor Jr., J. William Smith
To Improve the Academy: A Journal of Educational Development
Background
Two Forms of Faculty Development
Management, Leadership, and Missions
Faculty Involvement as Development
Planning for Excellence Through Participation
Incentives and Personal Recognition
Conclusion
References
Motivating Faculty To Pursue Excellence In Teaching, Dean N. Osterman
Motivating Faculty To Pursue Excellence In Teaching, Dean N. Osterman
To Improve the Academy: A Journal of Educational Development
Introduction
Patience
Getting a Start, Curriculum of Seminars, Advisory Committee, Networking Campus Resources, Innovative Funds, Establishing Ownership of a Program, Using Student Assistant/Volunteers, Individual Consultation
Priorities
Two Approaches at Innovation, Faculty Day Orientation and Departmental Presentations, Faculty Recognition for Quality Teaching, Establishing Visibility, Gaining Support from Administration, Faculty, and Students, Serving on Committees, Developing Materials and Using Micro-Computers, Teaching Courses on Campus, GTA Workshop, Evaluating Faculty, Informal Involvement with Faculty, Writing with Faculty
Polish
Keeping Innovation Alive
References
Footnotes
Reading Students' Written Comments On Evaluations Of Teaching, Joyce T. Povlacs
Reading Students' Written Comments On Evaluations Of Teaching, Joyce T. Povlacs
To Improve the Academy: A Journal of Educational Development
College teachers who make use of student surveys evaluating instruction frequently invite written comments, too. These remarks can clarify data gathered by use of a standard set of objective questions. Sometimes, however, the students' comments present a wide diversity of opinions. Statements in one class might range from "the material is interesting and very applicable" to a flat "the poorest teacher I have ever had." Instructors who venture to invite students to comment express frustration over seeming contradiction and consequently are tempted to dismiss the importance of written comments. Yet written comments can provide valuable insights leading to the improvement …
The Development Of Faculty As Teachers: A Multi-Faceted Approach To Change, Alton O. Roberts, John H. Clarke, David Holmes
The Development Of Faculty As Teachers: A Multi-Faceted Approach To Change, Alton O. Roberts, John H. Clarke, David Holmes
To Improve the Academy: A Journal of Educational Development
The Problem
Toward a Theory of Change
Figure 1: A Force Field Analysis of Influence on Faculty Self Improvement Efforts
The Vermont Program
Figure 2: Intended Impact of Programs on Forces for Change Driving Forces
A Scenario of Development
Conclusion
Figure 3: Interaction of one Professor with Development Options over Four Years
References
Section Ii: Renewing Centers For Professional Development, Lance C. Buhl
Section Ii: Renewing Centers For Professional Development, Lance C. Buhl
To Improve the Academy: A Journal of Educational Development
What do we know about infusing life into professional development programs? This is something we have struggled with throughout the fifteen (+3) year history of the contemporary professional development movement in postsecondary education. The question is especially pertinent during a time when "retrenchment" has lost its shock value and has become a tired, but accurate, descriptor of what most POD members live with daily. Is there programmatic life after retrenchment? If so, what can be done to ensure it and give it meaning?
Starting A Faculty Development Program: Strategies And Approaches, Luann Wilkerson
Starting A Faculty Development Program: Strategies And Approaches, Luann Wilkerson
To Improve the Academy: A Journal of Educational Development
Who Should be Involved in Program Planning?
What is the Purpose of the Proposed Program?
How Will the Proposed Program Affect Desired Changes?
Who Should Participate?
How do We Determine the Needs of Our Constituency?
What Goals and Objectives Should We Pursue?
What Institutional Structure Will Best Encourage Success?
What Activities Shall the Program Provide?
How Should we Finance These Lofty Schemes?
What Type of Staff Does the Program Require?
Table 1: Characteristics Required in Faculty Development Leaders
How Do We Publicize Our Programs and Reward Participants?
How Do We Evaluate Our Accomplishments?
References
Appendix A: Planning and Implementing a …
Instructional Support Centers And The Art Of Surviving: Some Practical Suggestions, Robert M. Diamond
Instructional Support Centers And The Art Of Surviving: Some Practical Suggestions, Robert M. Diamond
To Improve the Academy: A Journal of Educational Development
Steps to Survival
1. Identify the priorities of your institution
2. Identify the key decision-makers
3. Identify the criteria the decision-makers will use to judge the agency
4. Develop goals that are clearly defined
5. Select your projects with care
6. Those who need to know must know
In Summary
Table I
Project Selection: Some Factors to Consider
Options
References
Note
Writing For Learning: The Student/Content Connection, Lois Barry
Writing For Learning: The Student/Content Connection, Lois Barry
To Improve the Academy: A Journal of Educational Development
The Restricted Role of Writing in the Schools
Writing as a Means of Thinking
Writing as an Active Form of Learning
Table 1
''What Kinds of Writing Have Been Helpful in What Ways" EOSC Students Answer
Using Ungraded Writing to Improve Students' Learning
As an Aid to Class Discussions
As Feedback to Students on the Clarity of their Thinking
As a Way to Prepare Students to Listen and Observe Critically
As a Source of Feedback on Content Needing Further Attention
A Note of Using Journals
Broadening the Audience
Implications for Instruction
References
Section I: The Keynote Address To The 1983 Annual Conference, Lance C. Buhl
Section I: The Keynote Address To The 1983 Annual Conference, Lance C. Buhl
To Improve the Academy: A Journal of Educational Development
It is a special thing to introduce Gene Rice and the substance of remarks he made to POD'ers gathered last October at Arlie House. Gene is a special person. He models the best qualities of the academic humanist: the personal presence of a Friend, the sensibility of a Jeffersonian, the rigor of a Talmudic scholar, and the vision of an ethnicist. And all of this is a contemporary twentieth century person. He's been with and of POD since the network's first days. And across that span, Gene's wisdom, bred equally of careful research, hands-on professional development experience and a lively …
Creating A Model For A Career Planning And Placement Center At Kaskaskia College, D. Rennie Minton
Creating A Model For A Career Planning And Placement Center At Kaskaskia College, D. Rennie Minton
Masters Theses
Statement of Purpose
The primary purpose of this field study was to create a model in the form of a comprehensive career planning and placement program for those individuals served by Kaskaskia Community College, District No. 501. Besides students cur rently enrolled, those who are temporary dropouts and return, early semester leavers, adults in the community and other individuals who could benefit from such services will be encouraged to make use of the facilities and personnel available.
While there has always been some type of placement activities taking place in the public schools in·the past, for the most part they …
Ua66/8/3 Annual Report, Wku Geography & Geology
Ua66/8/3 Annual Report, Wku Geography & Geology
WKU Archives Records
Annual report of activities of the WKU department of Geography & Geology.
Ua21 Wku Affirmative Action Plan Volume Iv, Wku Office Of Equal Opportunity / 504 / Ada Compliance
Ua21 Wku Affirmative Action Plan Volume Iv, Wku Office Of Equal Opportunity / 504 / Ada Compliance
WKU Archives Records
This volume contains the workforce analyses, availability rates, goals and timetables for the 1983-84 academic year by departmental units. The ultimate goals are scheduled for 1987.
Ua1d Tate Page Personnel File, Wku Human Resources
Ua1d Tate Page Personnel File, Wku Human Resources
WKU Archives Records
Tate Page personnel & biographical file.
Ua3/6/9 Scrapbook Xv, Part 2 Athletics, Wku President's Office - Zacharias
Ua3/6/9 Scrapbook Xv, Part 2 Athletics, Wku President's Office - Zacharias
WKU Archives Records
Scrapbook regarding WKU athletics for the period August 1983 through August 1984 compiled by the president's office.