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Teacher Education and Professional Development

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2018

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Articles 331 - 360 of 374

Full-Text Articles in Education

It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner Jan 2018

It’S A Balancing Act: A Self-Study Of Teacher Educators’ Feedback Practices And The Underlying Tensions, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

While there are documented benefits of full-time faculty participating in clinical supervision, challenges, such as conflicting time demands, personal bias, adherence to common evaluation forms, and power differentials, can create impediments to effective practicum supervision (Ciuffetelli Parker & Volante, 2009). We, as teacher educators, turned to reflection through self-study to investigate our professional practice with the aim of better understanding and overcoming those challenges. Like Bullock (2017), we utilized teacher candidates’ perspectives to disrupt, confirm, and extend our narratives. We focused on the practice of giving teacher candidates feedback on their developing teaching during their clinical placement in elementary schools. …

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Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller Jan 2018

Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller

To Improve the Academy: A Journal of Educational Development

Educational development philosophy statements provide a framework to communicate the values and beliefs that guide the practices and approaches of individual educational developers across various career stages. This paper presents narratives to illustrate how seven educational developers conceptualize the one thing that guides our work through the process of reflecting on the beliefs that we articulate through our educational development philosophy statements. Although each narrative illustrates our diverse backgrounds and philosophies, common themes are revealed relating to reflective practice, scholarly approaches, and facilitating change, which lead to improvements in student learning. This exploration suggests further opportunity to conduct research on …

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The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro Jan 2018

The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

As my interests and job duties have shifted toward holistic educational development beyond teaching support, I have sought a conceptual framework to organize my efforts. Joining my identities of educational developer and yogi, I have adapted the chakra system from yoga philosophy. The One Thing in my personal life has become The One Thing in my professional life too, informing programming and pointing out voids to fill. This essay reviews the classic articulation of the chakra system in the seven major chakras and offers examples of how the chakras can illuminate our institutional work, both individually and as an integrated …

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Seeking And Doing Justice Through Educational Development, Wayne Jacobson Jan 2018

Seeking And Doing Justice Through Educational Development, Wayne Jacobson

To Improve the Academy: A Journal of Educational Development

One thing that has shaped my understanding of educational development more than anything else is a commitment to seeking and doing justice. I see this commitment as the animating force that breathes life into the best of what educational developers do and the core value that continually challenges us to do better. In the many contexts in which we work, the one thing that defines the role of educational development is the recognition that we need to continually examine and improve how well our institutional systems are doing justice to the communities that we are trusting them to serve.

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From The Editors: The One Thing: A Pluralistic Approach To Research And Practice, Gary Hawkins, Brian Smentkowski Jan 2018

From The Editors: The One Thing: A Pluralistic Approach To Research And Practice, Gary Hawkins, Brian Smentkowski

To Improve the Academy: A Journal of Educational Development

From the editors of volume 37, issue 1 of To Improve the Academy: A Journal of Educational Development (2018), Gary Hawkins of Hampshire College and Brian Smentkowski of the University of Idaho.

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“Once A Scientist…”: Disciplinary Approaches And Intellectual Dexterity In Educational Development, Katherine Kearns, Molly Hatcher, Mara Bollard, Michele Dipietro, Devon Donohue-Bergeler, Leslie E. Drane, Elizabeth Luoma, Andrew E. Phuong, Laura Thain, Mary C. Wright Jan 2018

“Once A Scientist…”: Disciplinary Approaches And Intellectual Dexterity In Educational Development, Katherine Kearns, Molly Hatcher, Mara Bollard, Michele Dipietro, Devon Donohue-Bergeler, Leslie E. Drane, Elizabeth Luoma, Andrew E. Phuong, Laura Thain, Mary C. Wright

To Improve the Academy: A Journal of Educational Development

The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part- or full-time work in a teaching center. The authors hope that this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational …

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One Thing For All Learners, Linda B. Nilson Jan 2018

One Thing For All Learners, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

This essay showcases cognitive psychology and neuroscience research as the “one thing” that guides my work. This research shows how to learn on one’s own, paves the way for student success, and fosters inclusive teaching. These principles have implications for concrete classroom and online instructional practices that are easy for both faculty and students to implement. Because students have to attend to and process their learning experiences, faculty must motivate them to do so. Psychology offers us some useful, albeit limited, tools, and more research on ways we can help students set goals can reduce the limits.

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Invitations And Expeditions, But Hardly Ever Destinations, Tracy W. Smith Jan 2018

Invitations And Expeditions, But Hardly Ever Destinations, Tracy W. Smith

To Improve the Academy: A Journal of Educational Development

This essay characterizes educational development as an invitation. The author provides a rationale for using Invitational Theory (IT) to guide educational development programming and practice. The five assumptions of IT are included and linked to scholarly literature that grounds educational development. Examples of invitational educational development initiatives or programs are provided for each assumption.

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Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart Jan 2018

Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart

To Improve the Academy: A Journal of Educational Development

In recent years, many college campuses across the United States witnessed a significant increase in campus activism regarding the range of experiences and conditions facing racially minoritized communities in higher education. As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications …

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Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury Jan 2018

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, …

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Publish & Flourish: Helping Scholars Become Better, More Prolific Writers, Tara Gray, Laura Madson, Michelle Jackson Jan 2018

Publish & Flourish: Helping Scholars Become Better, More Prolific Writers, Tara Gray, Laura Madson, Michelle Jackson

To Improve the Academy: A Journal of Educational Development

Some scholars want help from educational developers to become better, more prolific writers. This study examines one such program, Publish & Flourish, that holds participants accountable for writing daily and for receiving weekly feedback from peers on drafts of writing. In this mixed methods study, 95% of participants (N = 93) reported that they improved their writing by making it more organized and reader centered. Participants also reported that they increased their extrapolated average of submissions of scholarly manuscripts per year from about two to almost six. We then compared Publish & Flourish to several other studies of scholarly writing …

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Toward Learning And Justice, Through Love, Isis Artze-Vega Jan 2018

Toward Learning And Justice, Through Love, Isis Artze-Vega

To Improve the Academy: A Journal of Educational Development

This chapter responds to the call for educational developers to isolate the one perspective that guides our work. It retraces the author’s career steps, seeking the origin of love as a guiding principle, and describes its evolution and application during her career. To do so, the piece includes a theoretical perspective on love and argues that its utility as a characterizing perspective for our profession stems from its significance to learning and justice. It suggests the timeliness and urgency of elevating the role of love in our field, notes associated risks and rewards, and suggests resources for doing so.

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Equity-Minded Faculty Development, Aeron Haynie Jan 2018

Equity-Minded Faculty Development, Aeron Haynie

To Improve the Academy: A Journal of Educational Development

A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.

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Good To Great In Educational Development, Bruce Kelley Jan 2018

Good To Great In Educational Development, Bruce Kelley

To Improve the Academy: A Journal of Educational Development

We have been asked to describe One Thing that guides us as educational developers. For me, this is the strategic planning process described in Jim Collins’ Good to Great (2001). Collins provides a model that helps leaders navigate through change to build effective and influential centers. This framework has allowed me to develop a successful center despite periods of transition and uncertainty. Much of what I experience in my professional life is good. The challenge is to take it to the next level—to turn good into great. Collins’ strategic model provides a roadmap for how this might be accomplished.

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The Idea Of Educational Development: An Historical Perspective, Laura Cruz Jan 2018

The Idea Of Educational Development: An Historical Perspective, Laura Cruz

To Improve the Academy: A Journal of Educational Development

This essay examines the idea of educational development, inspired both in content and approach by John Henry Newman’s influential 19th century work on the idea of a university.

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A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider Jan 2018

A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider

To Improve the Academy: A Journal of Educational Development

We describe a research-based mentoring program for new full-time faculty at a small residential college, which emphasizes the empowerment of the new faculty themselves to identify and obtain the resources they need for success. In our model, the mentor takes on a role of primarily providing accountability, easing the burden on mentors, thereby making for a more sustainable program. Our mixed methods assessment of the program suggests that, paradoxically, these lessened expectations foster closer personal relationships between mentor and protégé than might have occurred if that were a programmatic expectation.

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Measuring Transparency: A Learning-Focused Assignment Rubric, Michael S. Palmer, Emily O. Gravett, Jennifer Lafleur Jan 2018

Measuring Transparency: A Learning-Focused Assignment Rubric, Michael S. Palmer, Emily O. Gravett, Jennifer Lafleur

To Improve the Academy: A Journal of Educational Development

By combining recommendations for effective assignment design with principles of transparency and the value-expectancy theory of achievement motivation, we developed a rubric capable of for assessing the quality and guiding the design of assignment descriptions. This rubric defines criteria characteristic of well-designed assignments; breaks the criteria down into concrete, measurable components; and suggests what evidence for each component might look like. While the full rubric is valid for major, signature assignments, it can accommodate a diverse range. It can also provide summative, quantitative information to educational developers for research and formative, qualitative feedback to instructors for gauging the quality of …

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Mentoring Graduate Student Staff In A Center For Teaching And Learning: Goals And Aligned Practices, Kristin Rudenga, Joseph Lambert Jan 2018

Mentoring Graduate Student Staff In A Center For Teaching And Learning: Goals And Aligned Practices, Kristin Rudenga, Joseph Lambert

To Improve the Academy: A Journal of Educational Development

Graduate student staff (GSS) positions, commonly used in centers for teaching and learning (CTL) to expand capacity and extend disciplinary connections on campus, also offer the potential for a meaningful developmental experience for the students who fill them. Drawing on the literature on graduate student mentorship, we lay out goals and aligned practices to inform the mentoring of GSS in CTL aimed at advancing their pedagogical, professional, and personal development. Such deliberate attention to mentoring in a CTL context can enhance the experience and development of the GSS themselves, as well as improve the work of the CTL.

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Balancing Direction And Response: Four Dimensions Of Transformative Facilitation In Educational Development, Roben Torosyan, Alison Cook-Sather Jan 2018

Balancing Direction And Response: Four Dimensions Of Transformative Facilitation In Educational Development, Roben Torosyan, Alison Cook-Sather

To Improve the Academy: A Journal of Educational Development

In this article we present 4 dimensions of transformative facilitation, each conceptualized using the “wisdom of practice” (Weimer, 2006, p. 54) gathered through our experience facilitating educational development and through the experiences posted by participants in a POD Network conference session. Composed of theoretical underpinnings we drew from several bodies of literature and practical applications generated by us and participants during the session, these dimensions include: (a) liminality (context); (b) organization (structures); (c) attitudinal stance (tone); and (d) process. Through their multidirectional interactions with one another, these dimensions aim to transform facilitation as enacted across educational development contexts.

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The Four Rs: Guiding Ctls With Responsiveness, Relationships, Resources, And Research, Mary C. Wright, Debra Rudder Lohe, Tershia Pinder-Grover, Leslie Ortquist-Ahrens Jan 2018

The Four Rs: Guiding Ctls With Responsiveness, Relationships, Resources, And Research, Mary C. Wright, Debra Rudder Lohe, Tershia Pinder-Grover, Leslie Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

We offer a framework for guiding an effective Center for Teaching and Learning: Responsiveness, Relationships, Resources, and Research. Our intention is to fill a gap in the literature on guidance for CTL leadership. These four principles are grounded in both scholarly and experiential evidence, drawing from multiple CTL directors with a range of experience levels at different center and institutional types.

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Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis Jan 2018

Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis

To Improve the Academy: A Journal of Educational Development

One core concept in educational development is reframing, which involves new labels, new perspectives, and the examination of assumptions. In this reflective article, I explore the use of reframing at different levels of educational development work via the 4M framework (micro, meso, macro, and mega) in an effort to assess the utility of this concept to practitioners. I conclude that reframing has utility at all levels and posit why it may assist with change management. Connections to educational developer identity are also explored.

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Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick Jan 2018

Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick

To Improve the Academy: A Journal of Educational Development

In this article, we focus on questions that come into view when we look at educational development through the lenses of signature pedagogies and the Scholarship of Teaching and Learning (SoTL). We offer this as a thought experiment in which we consider if SoTL is a signature pedagogy of educational development, simultaneously enacting and revealing the practices, values, and assumptions that underpin the diverse work of our field. By envisioning SoTL in this way, we may more clearly see the purposes and practices that unite—and that ought to guide—educational developers and educational development.

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Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen Jan 2018

Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

In response to the recent special call in To Improve the Academy, we offer the following collaborative essay that describes how feminism is our characterizing perspective on educational development. The essay details various, interrelated facets of feminism that inform our work in the field: gender, intersectionality, power, privilege, standpoint theory, and collaboration. Not only do these facets characterize our own feminist approach to educational development—from consultations to organizational development to publications—but, we argue, they also align well with the values and approaches of the field as a whole.

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The Researchers' Perspective: For And By The Community: Processes And Practices From The Development Of National School Library Standards, Elizabeth A. Burns, Marcia A. Mardis Jan 2018

The Researchers' Perspective: For And By The Community: Processes And Practices From The Development Of National School Library Standards, Elizabeth A. Burns, Marcia A. Mardis

STEMPS Faculty Publications

In this study, we describe the innovative and rigorous phased process used to compose the American Association of School Librarians (AASL) National School Library Standards (AASL, 2018). We begin by recounting previous standards iterations and compared their development processes to the most recent process used during the development of the AASL Standards. After we detail the development timeline and process phases, we conclude with implications for best practices in standards development for school librarians, professional leaders, and practitioners.

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Summary Report Of The 2018 Educator Focus Groups On The Nebraska Social Studies Standards, Connie Schaffer Jan 2018

Summary Report Of The 2018 Educator Focus Groups On The Nebraska Social Studies Standards, Connie Schaffer

Teacher Education Faculty Publications

In June and July, 2018, the Nebraska Department of Education invited teachers and administrators to provide feedback on the Nebraska Social Studies Standards. Nebraska educators provided input by participating in eight focus groups intended to complement a previous survey of Nebraska’s elementary and secondary social studies teachers. Individuals submitted written input if they were not able to participate in a scheduled focus group. The information gathered from the focus group participants offered opportunity to: 1) develop insights and a deeper understanding regarding K-12 educator perceptions of the current Nebraska Social Studies Standards and 2) solicit input for the upcoming review …

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What Does An Anthropologist Of Educational Policy Do? Methodological Considerations, Edmund T. Hamann, Thirusellvan Vandeyar Jan 2018

What Does An Anthropologist Of Educational Policy Do? Methodological Considerations, Edmund T. Hamann, Thirusellvan Vandeyar

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Although Margaret Mead (Hughes, 1952; Mead, 1961), Manuel Gamio (1916), and other leaders of 20th-century anthropology often made pronouncements regarding what schooling should and shouldn't do-in essence proposing to be educational policymakers of a sort-the turn of anthropology to the study of policy and particularly education policy is relatively new (Shore & Wright, 1997). It follows that what an anthropologist of educational policy implementation should do is therefore not yet depicted all that clearly or in detail. The groundbreaking work of Sutton and Levinson (2001) and their contributing authors in some senses stands out as an important exception to that …

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William Frantz Public School: One School, One Century, Many Stories, Connie Schaffer, Corine Meredith Brown, Meg White, Martha Graham Viator Jan 2018

William Frantz Public School: One School, One Century, Many Stories, Connie Schaffer, Corine Meredith Brown, Meg White, Martha Graham Viator

Teacher Education Faculty Publications

William Frantz Public School (WFPS) in New Orleans, Louisiana, played a significant role in the story of desegregation in public K-12 education in the United States. This story began in 1960 when first-grader, Ruby Bridges, surrounded by federal marshals, climbed the steps to enroll as the school’s first Black student. Yet many subsequent stories unfolded within WFPS and offer an opportunity to open the discourse regarding systemic questions facing present-day United States public education - racial integration, accountability, and increasing support for charter schools. In this article, these stories are told first in the context of WFPS and then are …

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Effective And Interactive Group Assignments In An Online Course, Teresa Focarile, Lana Grover Jan 2018

Effective And Interactive Group Assignments In An Online Course, Teresa Focarile, Lana Grover

CTL Teaching Gallery

The current standard paradigm for online learning involves asynchronous learning. We propose to expand that paradigm to include synchronous elements to the general course design, specifically cooperative learning (CL). Cooperative learning in any classroom, traditional or online, must include a synchronous event: all members are present at the same time in the same space. A synchronous form of online CL simulates face-to-face interaction available in a live classroom but conducted through screen-to-screen communication. The inclusion of synchronous components carries the benefit of increased student engagement and community-building, thereby maximizing the potential for student learning and successful completion.

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Language Ideologies And Epistemic Exclusion, Lydiah Kananu Kiramba Jan 2018

Language Ideologies And Epistemic Exclusion, Lydiah Kananu Kiramba

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace multilingualism in education or to reposition local languages as resources in classrooms. This article draws on qualitative data from a multilingual, rural, fourth-grade classroom in Kenya to interrogate the articulated ideologies and their effects on communicative practices as voiced by the participants and by observing actual classroom practices. Bourdieu’s notions of habitus, legitimate language, and symbolic …

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“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes Jan 2018

“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes

Publications and Research

As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community

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