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Teacher Education and Professional Development

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Full-Text Articles in Education

The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron Jan 2006

The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron

To Improve the Academy: A Journal of Educational Development

No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus, the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.

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The New Demand For Heterogeneity In College Teaching, George Keller Jan 2006

The New Demand For Heterogeneity In College Teaching, George Keller

To Improve the Academy: A Journal of Educational Development

The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.

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Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton Jan 2006

Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.

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Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges Jan 2006

Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges

To Improve the Academy: A Journal of Educational Development

How receptive faculty are to changing their pedagogical approach is a complex issue, but one factor that impedes change is the fear of taking a risk. Underlying this fear may be the fear of loss, fear of embarrassment, or fear of failure. Addressing these issues can empower faculty to be more innovative in their teaching. Drawing on research literature, personal teaching narratives, and my own work in faculty development, I discuss some of these underlying fears. I then offer concrete strategies for working with faculty to enable them to overcome these emotional barriers and embrace change.

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Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring Jan 2006

Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring

To Improve the Academy: A Journal of Educational Development

Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.

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Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley Jan 2006

Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley

To Improve the Academy: A Journal of Educational Development

We describe a low-risk, low-cost, high-impact professional development program to help faculty, instructional staff, postdoctoral fellows, and graduate students create space in their lives to explore the diversity of their campus community and reflect on beliefs about teaching and learning in higher education. Along with small group discussions, participants have “expeditions” onto campus to explore learning situations and academic life in ways that they have never before experienced. We describe our theoretical model, programmatic and evaluation structure, and some participants’ insights into why they participated and what they learned from our first implementation.

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Bibliography, Volume 24 (2006) Jan 2006

Bibliography, Volume 24 (2006)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.

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Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix Jan 2006

Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This article documents the effectiveness of a responsive, multilevel, web-based system for identifying and responding to faculty interest and needs for training and development. A case-based description illustrates the advantages of using a web-facilitated approach to schedule sessions according to faculty interest and availability. From needs assessment survey, to session design and scheduling, to registration, communication, and monitoring of participation, to evaluation and feedback, this integrated system has proven effective in engaging faculty. Data collected over two years of program implementation is shared and implications for the design, facilitation, and evaluation of such approaches are considered.

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Faculty Competency By Design: A Model For Institutional Transformation, Helen M. Clarke, Philip E. Bishop Jan 2006

Faculty Competency By Design: A Model For Institutional Transformation, Helen M. Clarke, Philip E. Bishop

To Improve the Academy: A Journal of Educational Development

For a decade, Valencia Community College has striven for a faculty development program with direct impact on student learning. The college succeeded by designing faculty learning with the same logic we apply to student learning. Valencia’s program for new tenure-track faculty focuses on significant faculty learning outcomes, a learning-centered pedagogy, high standards of scholarship, and continuous program assessment. The college’s Teaching/Learning Academy and a coordinated tenure process have cultivated new learning leaders and created a fresh partnership among deans and faculty members. This developing process of new-hire faculty development has been pivotal to Valencia’s learning-centered transformation.

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Perceptions Of Faculty Developers About The Present And Future Of Faculty Development At Historically Black Colleges And Universities, Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman Jan 2006

Perceptions Of Faculty Developers About The Present And Future Of Faculty Development At Historically Black Colleges And Universities, Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman

To Improve the Academy: A Journal of Educational Development

The development of faculty at Historically Black Colleges and Universities (HBCUs) has been a challenge and commitment since their inception before and after the civil war. Historically, faculty have assumed many roles, but they primarily sought to address the needs of black students. The HBCU Faculty Development Network, founded in 1994, has been instrumental in providing a platform to showcase accomplishments and challenges in education at this unique group of colleges and universities. To address future needs, we surveyed the membership to explore current program goals and influences, practices, and new directions. The results are compared with data for the …

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Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin Jan 2006

Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin

To Improve the Academy: A Journal of Educational Development

College faculty progress through a series of sequential career stages. Each is characterized by different motivations and professional development needs. Yet, too often, faculty developers rely on hunches rather than empirical data to guide programming decisions. This chapter describes the important research findings of a just completed national study to determine the different programming interests and needs of more than 500 beginning, mid-career, and senior-level faculty in the United States.

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An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey Jan 2006

An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey

To Improve the Academy: A Journal of Educational Development

Keynote address given at the November 2004 POD Conference in Montreal, Quebec.

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Faculty Attitudes Toward International Education: A Campus Experience, Susan Carley, Sutham Cheurprakobkit, Daniel Paracka Jan 2006

Faculty Attitudes Toward International Education: A Campus Experience, Susan Carley, Sutham Cheurprakobkit, Daniel Paracka

Faculty and Research Publications

Because of the important role of the faculty in the areas of teaching, scholarship, and curriculum development, a crucial component in internationalizing the campus is the internationalization of the faculty itself. Despite the important role played by faculty, little is known about their current support for and interest in internationalization, and available information is largely qualitative and anecdotal. To learn more about faculty views, the authors conducted an empirical study on faculty attitudes about international learning, perceptions of institutional support, perceived benefits of international learning, and the impact of demographic factors and prior international experience on faculty perceptions. Policy implications …

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Professional Development Of Efl Teachers In Mexico: Examining Cross-Cultural And Global Linkages, Influences, And Outcomes, Robert A. Devillar, Binbin Jiang Jan 2006

Professional Development Of Efl Teachers In Mexico: Examining Cross-Cultural And Global Linkages, Influences, And Outcomes, Robert A. Devillar, Binbin Jiang

Faculty and Research Publications

During the past twenty years, the paradigm of professional development in U.S. education has shifted from an analyitco-incremental model to an integrative-systematic model. The integrative-systematic model focuses on the whole-scale improvement of general student performance through the articulation, implementation, and assessment of standards that apply to teachers and teacher preparation institutions as well as to students. This article addresses the basis for this paradigm shift in the U.S. and the global expansion of the professional development mandate. The authors describe the first phase of a three-year, cross-cultural professional development program involving English-as-a-Foreign Language (EFL) teachers at a private school in …

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The Effects Of Multicultural Literature In The Classroom, Maria Boles Jan 2006

The Effects Of Multicultural Literature In The Classroom, Maria Boles

Senior Honors Theses and Projects

No abstract provided.

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Best Practice: Classroom Teachers Who Publish, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.) Jan 2006

Best Practice: Classroom Teachers Who Publish, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.)

STEMPS Faculty Publications

No abstract provided.

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Best Practice: Identifying Exemplary Technology Teachers, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.) Jan 2006

Best Practice: Identifying Exemplary Technology Teachers, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.)

STEMPS Faculty Publications

No abstract provided.

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Best Practice: Contextual Learning, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.) Jan 2006

Best Practice: Contextual Learning, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.)

STEMPS Faculty Publications

No abstract provided.

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Best Practice: National Board Certification, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.) Jan 2006

Best Practice: National Board Certification, Philip A. Reed, G. Eugene Martin (Ed.), Christopher M. Martin (Ed.)

STEMPS Faculty Publications

No abstract provided.

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University Students Of Tomorrow: Changing Experiences, Changing Expectations, Changing Brains, Neal Grandgenett, Neal Topp Jan 2006

University Students Of Tomorrow: Changing Experiences, Changing Expectations, Changing Brains, Neal Grandgenett, Neal Topp

Teacher Education Faculty Publications

The rapid pace of technological change is becoming a catalyst to a growing group of college students who are essentially "digital natives." Metropolitan universities need to become aware that these students have considerably different experiences, expectations, and even brains than past students. Universities must carefully adjust their programs and teaching methods if they are to retain these students and prepare them for a digital society. This article describes the basis for this call to action.

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Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh Jan 2006

Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh

Environmental Science and Management Faculty Publications and Presentations

In this activity, students construct qualitative models of an ecosystem and use the models to gain a better understanding of direct and indirect ecological interactions. Qualitative modeling is described for use in two procedures, each with different educational goals and student backgrounds in mind. Part 1 is designed with the non-major or beginning ecology student in mind, and is intended both to improve student understanding of the ecosystem of interest and to provide a framework for the instructor to assess student learning. Part 2 is designed for more advanced students of ecology and involves the use of modeling software (POWERPLAY) …

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School Violence Prevention Programs And Changes In Violence Incidents In New Jersey (2002-2005), James V. Fiasconaro Jan 2006

School Violence Prevention Programs And Changes In Violence Incidents In New Jersey (2002-2005), James V. Fiasconaro

Seton Hall University Dissertations and Theses (ETDs)

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A Study Of The Qualities Of Effective Mentor Teachers, Eileen Mooney Cambria Jan 2006

A Study Of The Qualities Of Effective Mentor Teachers, Eileen Mooney Cambria

Seton Hall University Dissertations and Theses (ETDs)

A STUDY OF THE QUALITIES OF EFFECTIVE MENTOR TEACHERS The purpose of this study is to identify the attributes of teachers who are master teachers and exemplary mentors. This qualitative inquiry was designed to shed light on the values, attributes, beliefs and practices of these individuals as they relate to the art of teaching and mentoring novice teachers. A stable faculty provides schools with a strong support structure that enables students to achieve high levels of instruction and new teachers the high quality of mentoring needed during the first phase of their careers. Recruiting new teachers to fill the void …

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Closing The Achievement Gap Of The Urban Minority Student Migrating To The Suburban Public High School, Joseph Pompilio Jan 2006

Closing The Achievement Gap Of The Urban Minority Student Migrating To The Suburban Public High School, Joseph Pompilio

Seton Hall University Dissertations and Theses (ETDs)

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A Study Of Demographic Variables And Their Influence On Teachers' Perception Of Bullying Behavior In A Suburban New Jersey High School, Brian Purzak Jan 2006

A Study Of Demographic Variables And Their Influence On Teachers' Perception Of Bullying Behavior In A Suburban New Jersey High School, Brian Purzak

Seton Hall University Dissertations and Theses (ETDs)

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Comparative Assessment Of The Effectiveness Of Online Vs Paper Based Post Graduate Courses In Occupational And Environmental Safety And Health At Edith Cowan University, Perth, Western Australia, Suzanna Paul Jan 2006

Comparative Assessment Of The Effectiveness Of Online Vs Paper Based Post Graduate Courses In Occupational And Environmental Safety And Health At Edith Cowan University, Perth, Western Australia, Suzanna Paul

Theses: Doctorates and Masters

Although online / e-learning is shifting the teaching paradigm at tertiary institutions, there are limited studies that assess the effectiveness of online courses, particularly in the occupational and environmental health field and among mature aged students. The main aim of this study was to evaluate the effectiveness of online "Blackboard" units as compared to traditional "paper based" units taught as part of the Professional Masters in Occupational and Environmental Health at the Edith Cowan University. Unit commencement and completion questionnaires were designed and distributed over two academic semesters (in 2004 and 2005) to evaluate students' perceptions of the effectiveness of …

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The Relationship Between Individual Differences, Training In Second Language Aural Comprehension Strategies And Performance In Year 9 Indonesian Language Students, Wendy L. Young Jan 2006

The Relationship Between Individual Differences, Training In Second Language Aural Comprehension Strategies And Performance In Year 9 Indonesian Language Students, Wendy L. Young

Theses: Doctorates and Masters

There are three distinct but interrelated parts to this research. The first part measures language learning strategies (LLS) and other individual differences (IDs), as well as the relationship between LLS and the other IDs of year 9 students of Indonesian as a foreign language (L2). The second part measures differences in use of LLS between the control and experimental groups, and then over time. The third part measures the effects of training in LLS on listening comprehension. The study had three main aims. One was to determine the relationship between participants' LLS use and their language learning background, affective factors, …

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Catalogue 2006-2007, Bank Street College Of Education Jan 2006

Catalogue 2006-2007, Bank Street College Of Education

Graduate School of Education

This course catalog from a past academic year is a resource for referring to previous course offerings, degree requirements, institutional policies, and more.

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Veterinary Professionals' Workplace Learning In A Corporate Organization: An Ethnographic Study, James F. Steele Jan 2006

Veterinary Professionals' Workplace Learning In A Corporate Organization: An Ethnographic Study, James F. Steele

Doctor of Education (EdD)

The purpose of this study was to investigate learning orientations, strategies and tactics of veterinarians, and generate explanatory theory grounded in ethnographic data. A theory of approaches to transdisciplinary and disciplinary learning emerged from qualitative analysis of interviews, learning journals and field observations. Eleven subjects in 4 regions were newly employed by a corporate veterinary practice. This research is framed by theories of adult learning, workplace learning, and occupational community. The study was guided by 3 research questions about learning orientations, approaches, strategies and tactics veterinarians applied in the workplace. Question 1 asked about orientation toward learning. Question 2 aimed …

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Evaluation Of An Online Community: Australia's National Quality Schooling Framework, Elizabeth Hartnell-Young, Keryn Mcguinness, Peter Cuttance Dec 2005

Evaluation Of An Online Community: Australia's National Quality Schooling Framework, Elizabeth Hartnell-Young, Keryn Mcguinness, Peter Cuttance

Dr Elizabeth Hartnell-Young

This chapter considers the development and implementation of Australia’s National Quality Schooling Framework (NQSF), created particularly for teachers and others involved in improving school education. This large-scale, highly structured, and outcome- focused community space, funded by the Australian government, was developed as a means of building and testing knowledge. Using Wenger’s infrastructure for communities of practice, the chapter evaluates the NQSF in light of its capacity for engagement, imagination, and alignment. Although these three are often intertwined, we conclude that firstly, users value the space for engagement and that this needs to be supported by a national telecommunications infrastructure. Secondly, …

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