Education Commons^™

Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury

To Improve the Academy: A Journal of Educational Development

Working remotely and collaboratively, our interdisciplinary team created an educational development workshop, Thinking Skills for the 21st Century: Teaching for Transfer, in which participants not only experience, apply, and reflect on teaching across educational settings but also connect this work to principles that have been demonstrated by learning science to support the transfer of knowledge. We used backward design to develop the workshop and evidence-based pedagogies in its implementation. We facilitated the workshop at two different national meetings for distinct audiences and also as part of an on-campus faculty development program. Here, we report on the workshop development and revision, …

Abandoned Places Of Adult Education In Canada And Germany, Maren Elfert, Bernd Käpplinger, Suzanne Smythe

Adult Education Research Conference

The symposium discusses and compares abandoned places of adult education in Canada and Germany. These are physical (and intellectual) spaces that have been abandoned or moved, or changed its use

Tackling The Bullies In Academe, Jorg Waltje Phd, Laura Trujillo-Jenks Phd

Academic Chairpersons Conference Proceedings

Severely hurtful and undermining behavior is on the increase at university campuses, partly due to the widespread jealousy and competition that is naturally prevalent in higher education. This interactive workshop will provide strategies for chairs who have to deal with difficult faculty, but it will also point out ways to create a departmental atmosphere of civility and collegiality in which bullies cannot thrive. We will use case studies to analyze realistic scenarios that can later be used by chairpersons to encourage discussions on plans of action and solutions in their home departments.

Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne

To Improve the Academy: A Journal of Educational Development

This article offers an exploratory case study of a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers at a retreat in a natural setting. We share faculty learning outcomes, logistics, a retreat agenda, and evaluation data from four writing renewal retreats conducted over two years to present initial insight into a contemplative approach to writing retreats that fosters a connection to self, to scholarship, and to a community of writers—key elements of a successful writing life. Through critical reflection on the role of contemplative practices, scholarly productivity, and faculty well-being, we offer a …

Crucial Moments In The Chair Experience: A Case Study Approach, Shawn T. Wahl, Amy Aldridge Sanford, Chad Mcbride

Academic Chairpersons Conference Proceedings

Department chairs are often called upon to make tough decisions (e.g., personnel, scheduling, strategic planning, curriculum, resources). Presenters of this interactive workshop will share case studies written by higher education administrators from across the nation, offer persepctives, and open it up for interaction, brainstorming and discussion for addressing difficult situations.

Development Of A School District: The Role And Contributions Of Clark County, Nevada School District Superintendents, 1956 – 2000, Patrick W. Carlton

Public Policy and Leadership Faculty Publications

No abstract provided.

Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell

To Improve the Academy: A Journal of Educational Development

In higher education, faculty work is typically enacted—and rewarded—on an individual basis. Efforts to promote collaboration run counter to the individual and competitive reward systems that characterize higher education. Mentoring initiatives that promote faculty collaboration and support also defy the structural and cultural norms of higher education. Collaborative mentoring initiatives, however, support all faculty to be lifelong learners. We analyze a reciprocal model of mentoring—a community of practice for mentoring—that integrates collaborative mentoring into faculty’s daily work. Additionally, we examine the dilemmas, benefits, and costs of institutionalizing a community of practice model for mentoring in higher education. Our analyses indicate …

Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell

Dr Meg O'Reilly

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set …

Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis

Dr Elizabeth Kleinhenz (retired)

This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.

Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis

Jenny Wilkinson (retired)

This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.

Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis

Dr Lawrence Ingvarson (Consultant)

This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.

The Degree Of Congruency Between The Normative And Desired Instructional Leadership Duties Of The Secondary Assistant Principal, Heather A. Wetzel

Seton Hall University Dissertations and Theses (ETDs)

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Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis

Teacher workforce and careers

This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.

A Study Of The Impact Of The New Jersey Core Curriculum Content Standards On The Instructional Practices Of Teachers In Grades 1-4, David H. Dilks

Seton Hall University Dissertations and Theses (ETDs)

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A Study Of The Impact Of The New Jersey Core Curriculum Content Standards On The Instructional Practices Of Teachers In Grades 1-4, David H. Dilks

Seton Hall University Dissertations and Theses (ETDs)

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Site-Based Dropout Identification And Prescription Process For Alternative Education In A Diverse School System, William P. Krupp

Theses and Dissertations in Urban Services - Urban Education

This study developed a school site-based dropout identification and prescription process for student placement in alternative education programs in a school system with diverse residential environments—urban, rural, and suburban. The dropout performance-based and measurable predictor variables selected through discriminate function analysis were total retentions, yearly average of absences, total out-of-school suspensions, the state competency tests passed on time, total administrative hearings, and yearly average of poor grades. The combination and nature of these variables allow for early detection of potential dropouts.

While subtle differences existed between the urban, suburban, and rural prediction formulas, the variables selected produced prediction formulas with …

Thoughts And Feelings Of A Beginning Tertiary Group Of Adult Learners In A Human Resource Development Course, Bryan W. Smith

Theses: Doctorates and Masters

This is a study of a case of adults entering tertiary study for the first time, and their mental life concerning their own self-performance, constructed across four instances. The purposes of the study were to identify some characteristics of the four participants’ covert behaviour during their learning in a course on Human Resource Development (1-IRD), to gain some insight into the conception of self-performance held by the participants and the attributions of this self-performance, to examine the approaches to learning held by each participant, and to contribute to closing the gap between adult education and educational psychology. Three consecutive three-hour …