Curriculum and Instruction Commons^™

Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

A multidisciplinary group of faculty and staff formed an education research group modeled on a laboratory research group to focus on the scholarship of teaching and learning (SoTL) in science, technology, engineering, and mathematics (STEM). This group has bridged the communication and knowledge gaps between STEM and social science faculty and science education specialists, fostered the development of collaborative SoTL projects, and laid the groundwork for broader institutional support of SoTL.

Using Multimedia Case Stories Of Exemplary Teaching For Faculty Development, Tasha J. Souza, Tom Carey, Flora Mcmartin, Roberta Ambrosino, Joe Grimes

To Improve the Academy: A Journal of Educational Development

Faculty are more likely to embrace the possibility of change when they see change modeled by their colleagues. Through a multimedia case story, faculty can share in the experience of using an innovative teaching strategy and the process of implementing it. Integrating multimedia case stories into our work with faculty can help us meet diverse faculty needs and encourage more faculty to embrace pedagogical change. Such stories can help faculty to realize that they too can overcome pedagogical challenges and institutional constraints in order to better meet the learning needs of students.

Reflecting Together About Tenure And Promotion: A Faculty Learning Community Approach, Leslie G. Mcbride, Janelle Decarrico Voegele

To Improve the Academy: A Journal of Educational Development

What happens when faculty representing various disciplines and career stages reflect together on the tenure and promotion process? How does the learning community they form facilitate development of their academic portfolios, and what insights into various forms of scholarship does it provide? This chapter addresses these questions. It describes the learning community over a five-month period, explains how academic portfolio development was used as a common reference point for addressing tenure and promotion issues, and summarizes insights and perspectives shared among faculty members as they tried to understand the value of diverse forms of scholarship.

About The Authors, Volume 30 (2011)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 30 (2011) of To Improve the Academy: A Journal of Educational Development.

How Mature Teaching And Learning Centers Evaluate Their Services, Susan R. Hines

To Improve the Academy: A Journal of Educational Development

This study investigated facuity development program evaluation practices at thirty-three established, centralized, university-funded teaching and learning centers (TLCs). My prior statewide study (Hines, 2009) revealed that limitations of time, resources, and assessment knowledge resulted in superficial evaluation practices. Since the majority of respondents in the previous study were part-time faculty developers with limited funding and staff, I assumed that established, centralized TLCs would have the knowledge and resources to conduct a more rigorous evaluation. This study reveals that established centralized TLCs have significantly stronger practices for evaluating their services.

Graduate Student Internships As A Pathway To The Profession Of Educational Development, Kathryn E. Linder, Stephanie E. Rohdieck, Alan Kalish, Teresa A. Johnson, Kathryn M. Plank

To Improve the Academy: A Journal of Educational Development

Educational developers can help create a cadre of well-prepared new professionals by mentoring them during graduate study. Through an educational development intern position, we created a mentorship opportunity for graduate students interested in the field of educational development as a career opportunity. Teaching center staff, participating graduate student interns, and the field of educational development benefited from the model.

Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, Michael E. Solt

To Improve the Academy: A Journal of Educational Development

Typically faculty development is not closely aligned with faculty governance. However, faculty development and faculty governance can find opportunities to work together to achieve transparent, rapid, and systematic curriculum revision and cultural change. Specifically, we describe the process of revision of a master’s of business administration (M.B.A.) curriculum in which faculty development and faculty governance worked together to provide continuous assistance, opportunities for frequent discussion, periodic review, and faculty programming to achieve curriculum and course redesign for integrative learning and integrative teaching practice.

Visualizing Economic Development With Arcgis Explorer, Andrew J. Milson, Megan L. Webster

Curriculum and Instruction Faculty Publications - Archive

No abstract provided.

Sig En La Nube: Websig Para La Enseñanza De La Geografía, Andrew J. Milson

Curriculum and Instruction Faculty Publications - Archive

There is no doubt among most geography educators that GIS is an important tool for teaching and learning, but its use has been slowed by issues such as the cost of the software and the management of large spatial data files. The move to cloud computing is one trend that is promising for GIS in education. The "cloud" refers to a virtual network that provides many users with access to files, services, and applications. In this article I argue that cloud computing and WebGIS have the potential to transform geography education. I will describe three case studies that make use …

Ec11-101 Spring Seed Guide, Teshome H. Regassa, Greg R. Kruger, Stevan Z. Knezevic, Charles A. Shapiro, Bruce Anderson, Dipak K. Santra, Jim Krall

University of Nebraska-Lincoln Extension: Historical Materials

Welcome to the 2011 Spring Seed Guide. Corn, soybean, sorghum, and alfalfa are included in this seed guide. This circular is a progress report of variety trials conducted by personnel of the Agronomy Department, West Central, and Northeast Extension Centers, and their associated agricultural laboratories and the associates of the University of Wyoming at SAREC.

Democratic Education Only For Some: Secondary Schooling In Northern Uganda, Philip Kelly, Stephen Odama

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This article analyzes the effects of the political, social and cultural contexts of secondary education in northern Uganda. Specifically, the authors examine interactions between several factors with the schooling system, including

• post-colonial curriculum,
• centralized examination system,
• several decades of war and instability,
• poverty, and
• intra-national and inter-tribal prejudice and discrimination.

Informing the analysis is the fact that Uganda is a democracy and thus has certain democratic responsibilities to its children and students. To explore these issues, the lenses of democratic theory and critical theory are employed.

How To Teach The Art Of “Doing” Research: Lessons Learnt From Teacher Education Program In Pakistan, Nilofar Vazir, Rashida Qureshi

Book Chapters / Conference Papers

No abstract provided.

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Winter/Spring edition of The Electronic Journal for Inclusive Education. This particular edition has a very real international dialogue concerning the inclusion of students with special needs in general education classrooms.

Dr. Tsafi Timor provide a thought provoking discussion and analysis of two approaches to classroom management. This article starts with a great quote from Dr. Harry Wong.

Syed Salma Jameel provides a new perspective concerning students with special needs enrolled in colleges and universities. This article links employability with the need for higher education and highlights the issues of including students with special needs in higher education. …

Preservice Teachers' Confidence Levels In Working With Students With Special Needs: Improving Preservice Teacher Training Programs, Woo Jung Ph.D., Grace Cho Ph.D., Debra Ambrosetti Ph.D.

Electronic Journal for Inclusive Education

Teacher confidence levels have been shown to increase with training, exposure to specific situations, knowledge, and utilization of interventions. The purpose of this study was to investigate preservice teachers’ confidence levels in teaching students with special needs. The 287 participants were from three separate education departments within a college of education. The results indicated that students working toward a teaching credential in the field of special education reported higher confidence levels than did those seeking a credential in secondary and elementary education. In addition, secondary teacher candidates reported higher confidence levels than did elementary teacher candidates. Based on the findings, …

Teachers' Beliefs And Practices Observed In Inclusive Classes, Gyagenda Khamis

Electronic Journal for Inclusive Education

The world over there is a wave towards more inclusive education for children who are disadvantaged in one-way or another. The Salamanca conference of 1994 focused on the child with Special Education Needs (SEN) with a call to governments to ensure that such children were given an appropriate education especially by being included in mainstream classes. Developing countries shows less initiative and effort towards including the child with SEN, with more efforts towards including the girl child. But some schools are implementing the policy on their own initiative. It can be assumed that their belief in inclusive education drive their …

Preparing For Secondary Inclusion: What Educators Can Learn From Parents Of Students With Disabilities, Denise Ousley, Chris O'Brien

Electronic Journal for Inclusive Education

As part of a movement toward collaboration between general and special education teacher preparation, the authors met with focus groups including parents of teenagers with disabilities, English and special education teachers, and pre-service teachers from both programs. Some of our most relevant findings sprang from conversations with parents whose children were placed in inclusive settings. The issues that surfaced highlight several issues relevant to teacher development and support. Most remarkable is the clarification that there are two worlds of education: school for the masses and school for the exceptions. The purpose of this article is to present what we learned …

Bryant University Undergraduate Course Catalog 2011- 2012

Bryant University Undergraduate Course Catalog

No abstract provided.

I Have A Solution To Share: Learning Through Equitable Participation In A Mathematics Classroom, Mary Q. Foote, Rachel Lambert

Education Faculty Articles and Research

Student participation is an issue of equity. Without participation there can be no learning. This study focuses on the participation (and therefore learning) of struggling students (those with individual education plans [IEPs]) during the implementation of a relational thinking routine in a third-grade inclusion classroom. Students with IEPs often initially used direct modeling with linking cubes as a resource for presenting their thinking. In this way, they were able to demonstrate their ability to think relationally. As the year progressed, these students, who had earlier been reluctant to share and had done so only by using several of the resources …

Conference Program [2011], Georgia International Conference On Information Literacy

Georgia International Conference on Information Literacy

N/A

Nsu Master Of Science In Leadership [2011], Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.