The State Of Human-Animal Studies,
2010
Animals and Society Institute
The State Of Human-Animal Studies, Kenneth Shapiro, Margo Demello
Attitudes Towards Animals Collection
The growth of human-animal studies (HAS) over the past twenty years can be seen in the explosion of new books, journals, conferences, organizations, college programs, listserves, and courses, both in the United States and throughout Europe, Australia, New Zealand, and Canada. We look as well at trends in the field, including the increasing popularity of animal-assisted therapy programs, the rise of new fields like trans-species psychology and critical animal studies, and the importance of animal welfare science. We also discuss the problems continuing to face the field, including the conservative culture of universities, the interdisciplinary nature of the field, the …
Ua97/5 Ogden College Departments,
2010
Western Kentucky University
Ua97/5 Ogden College Departments, Wku Archives
WKU Archives Collection Inventories
Records created by and regarding the departments of Ogden College. Series contains brief records from the Athletic, English and Science departments.
Journal Of Outdoor Education, Recreation, And Leadership (Jorel),
2010
Western Kentucky University
Journal Of Outdoor Education, Recreation, And Leadership (Jorel)
TopSCHOLAR® Presentations and Reports
No abstract provided.
Quality Of Sports Participation By Pupils With Disabilities In Inclusive Education Settings In Masvingo Urban,
2010
University of the Witwatersrand
Quality Of Sports Participation By Pupils With Disabilities In Inclusive Education Settings In Masvingo Urban, Martin Musengi Ph.D., Tapiwa Mudyahoto Ph.D.
Electronic Journal for Inclusive Education
The study sought to analyze the extent to which pupils with disabilities participated in sports and Physical Education in inclusive education settings. To this end, it examined how sports are adapted to suit these pupils and explored other factors which contributed to the pupils’ benefit or lack of benefit from sports. A qualitative descriptive survey design which employed questionnaires and structured interviews collected data from 30 primary school pupils with disabilities, 20 primary schoolteachers and five school heads. The study found that teachers and non-disabled peers have low expectations of pupils with disabilities as potentially competent athletes. The teachers view …
Students With Learning Disabilities: The Application Of Goffman's Stigma In The Inclusive Classroom,
2010
McMaster University
Students With Learning Disabilities: The Application Of Goffman's Stigma In The Inclusive Classroom, Christina Deroche
Electronic Journal for Inclusive Education
This case study provides a qualitative glimpse into one inclusive classroom in Northern Ontario. It explores the nature of peer interactions of students with learning disabilities (LD) and uses Goffman's concept of stigma to analyze how students with LD react or act within the classroom. Twenty-five children were observed on a daily basis for seven weeks and participant observation was the primary method of data collection. Of these 25 children, 9 had a LD. This study found that sadness, aggression, and competence were recurring themes in student-peer interactions. This study reveals that the major themes presented reflect what studies have …
Early American Literature In The Elementary School Classroom,
2010
Bridgewater State University
Early American Literature In The Elementary School Classroom, Amanda Sullivan
Undergraduate Review
The goal of the American educational system should be to teach an individual to become an independent thinker who can form his or her own view. This goal is very hard to obtain, because textbooks often provide a skewed view, but if educators make creative use of literature, students can learn to become independent thinkers. Students need to acquire this deeper understanding in order to learn critical literacy or the ability to “question, examine or […] dispute” texts (McLaughin 14). One important tool educators can use to help develop this critical capacity is literature, in particular literature about slavery. Grade …
What Would Yoda Do? A “Jedi” Approach To Curriculum Development,
2010
Western University
What Would Yoda Do? A “Jedi” Approach To Curriculum Development, Rood Lucier, Ben Hazzard, Kathy Hibbert
Education Publications
No abstract provided.
Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue,
2010
University of Western Ontario
Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue, Debra Dawson, Judy Britnell, Alicia Hitchcock
To Improve the Academy: A Journal of Educational Development
Recent research by Chism (2007); Sorcinelli, Austin, Eddy, and Beach (2006); and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions—entry-level, senior-level, and director—within a teaching and learning center. We used World Café, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.
A Conceptual Framework For Higher Education Faculty Mentoring,
2010
Towson University
A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield
To Improve the Academy: A Journal of Educational Development
There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and evaluation of faculty mentoring. To learn from this diversity, we review the literature on facuity mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that program administrators, participants, and evaluators can use to adapt mentoring to the unique needs of particular faculty and institutions.
The Value Of The Narrative Teaching Observation To Document Teaching Behaviors,
2010
Western Oregon University
The Value Of The Narrative Teaching Observation To Document Teaching Behaviors, Niki Young
To Improve the Academy: A Journal of Educational Development
A central mission of teaching and learning centers is to help faculty members improve their teaching. The teaching observation is an established tool to support this effort. Although educational developers have created general guides and forms for conducting teaching observations, the literature contains few examples of observation narratives. This chapter offers detailed examples of these narratives, deconstructing the process and demonstrating the value of narrative to document teaching behaviors. This chapter extends and develops the literature, showing how—and making explicit why—we do what we do, in the interest of making our work transparent and replicable.
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback,
2010
Texas Technological University
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp
To Improve the Academy: A Journal of Educational Development
Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …
Class Size: Is Less More For Significant Learning?,
2010
Columbia College
Class Size: Is Less More For Significant Learning?, John Zubizarreta
To Improve the Academy: A Journal of Educational Development
Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.
Theoretical Frameworks For Academic Dishonesty: A Comparative Review,
2010
Carnegie Mellon University
Theoretical Frameworks For Academic Dishonesty: A Comparative Review, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Academic dishonesty has so far been understood using theoretical frameworks derived from criminology literature. These frameworks contribute pieces of the puzzle and even enjoy some empirical support, but conceptualizing students as delinquents is problematic and ultimately ineffective. This chapter reviews the current frameworks, including their theoretical underpinnings, empirical support, and strategies they suggest, and goes on to analyze their limitations and suggest alternative frameworks.
Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training,
2010
University of Michigan, Ann Arbor
Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training, Mary C. Wright, Constance E. Cook, Chris O'Neal
To Improve the Academy: A Journal of Educational Development
Most faculty development centers offer limited resources for leadership development, and most existing programs focus on training the new chair. The key questions we address are: What role do teaching centers play in administrative professional development? How can we develop programs that assist new chairs with their immediate questions, while also promoting continued growth in institutional leadership? We present one model at the University of Michigan, initiated by the provost and organized by the Center for Research on Learning and Teaching, which involves an extensive needs assessment process, a developmentally oriented leadership training program, and an evaluation.
The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency,
2010
Wayne State University
The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency, Alfadley A. Anam
Wayne State University Dissertations
The purpose of this study is to examine the following the relationships between: 1) formal education (adequate and limited) in the Arabic language and English language proficiency and academic achievement in mathematics of Arabic-speaking students and 2) their attitudes towards L1 (Arabic) and L2 (English) and English language proficiency and academic achievement in mathematics. Eighty-six Arabic speaking third graders through eighth graders in the Midwestern state were selected on non-random sampling to participate in this study. Four main measures were used to collected data: (1) Parent Demographic Survey, (2) students' attitudes survey, (3) Math component of the Michigan Educational Assessment …
An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives,
2010
Wayne State University
An Inquiry Into Situational Interest In A Tenth Grade History Class: Lesson Design And Implementation From Berlyne And Bergin Perspectives, Christine Louise Morgan
Wayne State University Dissertations
No
Social Studies For The Secondary School,
2010
Wright State University - Main Campus
Social Studies For The Secondary School, Ronald G. Helms Ph.D.
Books Authored by Wright State Faculty/Staff
No abstract provided.
About The Authors, Volume 28 (2010),
2010
University of Nebraska - Lincoln
About The Authors, Volume 28 (2010)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 28 (2010) of To Improve the Academy: A Journal of Educational Development.
Ethical Guidelines For Educational Developers,
2010
University of Nebraska - Lincoln
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference,
2010
Queen’s University
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox
To Improve the Academy: A Journal of Educational Development
To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experiences of teaching. The project gave us valuable opportunities to examine our interactions with faculty and enabled us to identify approaches to educational development that help postsecondary faculty understand and improve their practice.
