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Full-Text Articles in Education
Instructionally Dense Literacy Practice In The Middle Grades: A Qualitative Study, Marissa A. Jorgenson
Instructionally Dense Literacy Practice In The Middle Grades: A Qualitative Study, Marissa A. Jorgenson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This qualitative, practitioner inquiry examined how a group of novice and experienced middle-grade reading teachers integrated facets of instructional density (Pressley, Wharton-McDonald, & Mistretta-Hampston, 1997) into their practice. Instructional density is a descriptor of effective teaching whereby practitioners layer their instruction in individual lessons with other elements of the curriculum. This occurs in the planning of instruction as well as during dialogic exchanges with students that are the natural outcrop of instruction. The researcher’s role was to conduct a series of observations and post-observation reflections and provide coaching that helped participants generate understanding of instructional density and how it could …
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
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 …
Good, Fast, Cheap: How Centers Of Teaching And Learning Can Capitalize In Today’S Resource Constrained Context, Michael H. Truong, Stephanie Juillerat, Deborah H. C. Gin
Good, Fast, Cheap: How Centers Of Teaching And Learning Can Capitalize In Today’S Resource Constrained Context, Michael H. Truong, Stephanie Juillerat, Deborah H. C. Gin
To Improve the Academy: A Journal of Educational Development
This article provides leaders and educational developers of Centers for Teaching and Learning (CTL) with innovative and practical strategies on how to increase their centers’ capacity and impact by focusing on quality, efficiency, and cost. This “good, fast, cheap” model represents a promising way that CTL can continue to grow, scale, and innovate in the midst of limited resources. By leveraging existing campus resources, external vendor products, and low cost technologies, CTL are able to remain effective and impactful, without compromising quality or requiring abundant resources. This article will include real use case examples from a CTL at a mid …
A Faculty Wellness Workshop Series: Leveraging On Campus Expertise, Thomas M. Brinthaupt, Arielle Neal, Sheila Otto
A Faculty Wellness Workshop Series: Leveraging On Campus Expertise, Thomas M. Brinthaupt, Arielle Neal, Sheila Otto
To Improve the Academy: A Journal of Educational Development
Centers for Teaching and Learning (CTL) that suffer from funding and staffing issues must rely on outside resources to enhance their effectiveness. Even if funds and staff are adequate, most CTL can improve their reach and effectiveness by the partnerships they establish across their campuses. In this article, we describe a faculty wellness workshop series that illustrates the strategic leveraging we have been able to accomplish on our campus. The series included free standing faculty workshops devoted to stress management (partnering with Counseling Services), work life balance and workplace civility (with members of our faculty learning communities), voice coaching (with …
Improv(Ing) The Academy: Applied Improvisation As A Strategy For Educational Development, Jonathan P. Rossing, Krista Hoffmann Longtin
Improv(Ing) The Academy: Applied Improvisation As A Strategy For Educational Development, Jonathan P. Rossing, Krista Hoffmann Longtin
To Improve the Academy: A Journal of Educational Development
Improvisational theater training (or “improv”) is a strategy employed by many business leaders and educators to cultivate creativity and collaboration amid change. Drawing on improv principles such as “Yes, And…” and “Make your scene partners look good,” we explore the ways in which educational developers might apply principles of improv in 3 contexts: teaching and building classroom community, organizational development, and research collaboration. Faculty developers who successfully engage the principles of improv have the potential to help colleges and universities respond more effectively to complex problems and to manage the uncertainty of the future. By highlighting successful applications of improvisation …