Social and Behavioral Sciences Commons^™

Improving Teaching And Learning Through Instructional Partnerships: Building Librarian Relationships With One-On-One, In-Depth Conversations, Rebecca Payne, Sheila Stoeckel

LOEX Conference Proceedings 2008

How can librarians work to improve their teaching and student learning and build relationships and community? One solution at the University of Wisconsin-Madison Libraries is the creation of an Instructional Partnerships Program. The Program enables librarians to work on individual instructional goals with the help of a partner. Partner librarians help each other improve their teaching through self-directed activities of reflection, discussion, and observation. Presenters will discuss how the Program was developed and how partnerships are currently helping librarians improve their teaching skills and build supportive relationships with colleagues. With input from attendees, presenters will consider how the Program might …

The Debate Authors Working Group Model For Collaborative Knowledge Production In Forensics Scholarship, Gordon R. Mitchell, Carly Woods, Matthew Brigham, Eric English, Catherine E. Morrison, John Rief

Department of Communication Studies: Faculty Publications

The disconnect between modes of knowledge production in forensics (mostly collaborative) and academic study in the humanities (mostly solo work) is a chasm that can complicate the transition from tournament competitor to professional scholar. Might arrangements that promote joint authorship help harmonize the two modes of knowledge production and convert creative energy from the forensics setting to the academic publishing enterprise? This essay considers the possibility, reflecting on how efforts to coordinate collaborative knowledge production in debate authors working groups relate to professional development challenges isolated in the 1974 Sedalia Conference, the 1984 National Developmental Conference on Forensics, the 1993 …

A Happy Employee Is A Productive Employee, Erin L. Davis

Erin Davis

No abstract provided.

A Happy Employee Is A Productive Employee, Erin Dini Davis

Library Faculty & Staff Publications

No abstract provided.

An Evaluation Of The Process And Outcomes Of Teacher Collaboration In Vocabulary Instruction, Joanne Morgan

Open Access Dissertations

The current case study evaluates a program of professional development aimed at engaging two groups of elementary teachers in communities of practice (CoPs) focused on improving teachers' vocabulary instruction and students' vocabulary learning. The professional development program took place over five months in the 2008-2009 school year. The purpose of the evaluation was to evaluate the merit and worth of the professional development program and identify changes that could be implemented by the primary evaluator in future efforts to develop and refine an effective method for teaching teachers about vocabulary instruction. An explanatory case study design was used to achieve …

The Efficacy Of Emotional And Instructional Support (Eis) Training And Consultation On Head Start Teacher-Child Interactions, Rory Brown Sipp

UNLV Theses, Dissertations, Professional Papers, and Capstones

There is an increased need for quality in the field of early care and education and, teachers interactions with his or her students are the catalyst for providing and ensuring quality within early childhood environments (La Paro, Pianta, & Hamre, 2008). The study examined the effect of training and consultation on Head Start teacher and child interactions as measured by the Classroom Assessment Scoring System, also known as the CLASS.

Twenty-one Head Start teachers located in Southern Nevada served as participants in the study where non-threatening and evidence based training and consultation was provided over six weeks. Trainings were provided …

Examining Professional Development At The Organizational Level Through The Lens Of Teachers And Administrators, Lori Kelsey Edd

Dissertations

The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Educational reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student achievement. School district personnel abide by making systemic changes in professional development. For organizations to make such systemic changes, first the culture must change. In an era of ongoing educational reform, it remains important to continually build upon the evidentiary body of literature so that the nation's …

What Went Wrong? Therapists' Reflections On Their Role In Premature Termination, Alessandro T. Piselli

Masters Theses 1911 - February 2014

Consensual Qualitative Research methodology was used to explore how experienced therapists understood and learned from cases of premature termination. Eleven board certified therapists participated in semi-structured interviews concerning a case of a former client who had left treatment prematurely. They offered their reflections on the client’s presentation, the structure of the treatment, successful aspects of the therapy, problems in the treatment, the process of termination, and the impact on their own professional development. Core ideas were identified in each interview, and were cross-referenced to highlight the most common experiences described by the therapists. Premature terminations resulted from multiple, concurrent problems …

Sabbatical Leave Final Report, John Sheahan

Sabbaticals

My plan for sabbatical leave is to renew my commitment to personal counseling by: 1) Reacquainting myself with the current manual used to diagnose psychiatric disorders - DSM-IV-TR, the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision; 2) Reading the latest professional journals and texts; 3) Attending several professional workshops, either live, on line, or through audio recordings; and 4) Immersing myself in the study, diagnosis, and treatment of students with Asperger's Syndrome, an autistic spectrum disorder.

Library Annual Report

Library Annual Reports

No abstract provided.

Women And Authority: Transitioning Into A Role Of Assigned Authority As A Graduate Teaching Assistant In A Leadership Class, Lorri L. Sulpizio Phd

Dissertations

Women are assuming positions with significant formal authority, yet women still remain underrepresented in many areas of the public sector (Kellerman & Rhode, 2007). Additionally, women in formal positions of authority have increased opportunities to exercise leadership and address challenges while mobilizing people toward change. Formal positions of authority include the role of mother, schoolteacher, senator, or senior executive. It is rare for women to receive any practice for the authority roles they assume and as such may find the roles accompanied by interactions and processes that are unfamiliar to them. The role of Graduate Teaching Assistant (GTA) provides women …

Examining The Role Of Meaning-Making And Cultural Competence In How Teachers Understand And Approach Their Work With Culturally And Linguistically Diverse Students, Sarina Chugani Molina Edd

Dissertations

The tapestry of classrooms today is transforming into a mosaic of colors, languages, and backgrounds. As the population of culturally and linguistically diverse (CLD) students continues to rise, a deeper understanding of how teachers construct meaning and understand their internal and relational experiences when working with these students has become an important area to examine. The purpose of this study was to gain a deeper understanding of teachers' meaning-making systems and their cultural competence as it relates to their work with CLD students. Kegan (1982, 1994) provides a constructive developmental lens, which was used in this study, to understand how …

The Professional Development Of Future Professors Of Foreign Languages:, Heather W. Allen, Eduardo Negueruela-Azarola

Heather Willis Allen

Although the professional development of graduate students in foreign language (FL) departments is of critical importance, discussion of its significance and evolution was all but absent in the 2007 MLA Report “Foreign languages and higher education: New structures for a changed world," a document advocating curricular and structural reforms of FL departments in forthright terms. This lacuna drove the current review which traces the foci and forms of research appearing from 1987 to 2008 on the professional development of future professors of foreign languages. Although empirical studies on the relation of graduate students' beliefs and identities to their FL teaching …