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Full-Text Articles in Education
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
Educational, School, and Counseling Psychology Faculty Publications
The purpose of this article is to analyze the strategy used to develop a collaborative professional development process that focused on the implementation of the common core state standards. In addition, the author will report findings, and discuss the effectiveness of the initiative for postsecondary faculty. Faculty can verify that not every student comes to a two or four year college program prepared to succeed in credit bearing coursework. To facilitate improvement of student success, states across the country collaborated with teachers, researchers and leading experts to design and develop the common core state standards. The standards were developed to …
Instruction Matters: Purdue Academic Course Transfomation, Chantal Levesque-Bristol, Tomalee Doan
Instruction Matters: Purdue Academic Course Transfomation, Chantal Levesque-Bristol, Tomalee Doan
IMPACT Presentations
Webinar presentation given at Wiley Learning. Summarizes Instruction Matters Purdue Academic Course Transformation (IMPACT). Describes IMPACT goals, campus-wide collaboration, professional development program, IMPACT classrooms, assessment plan and progress to date. Discrusses student perceptions and learning gains.
Policies That Enhance Teaching And Learning, Shannon Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, Jen Harvey
Policies That Enhance Teaching And Learning, Shannon Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, Jen Harvey
Conference papers
Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated …