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Articles 31 - 60 of 95
Full-Text Articles in Education
Making Connections: A Review Of International Policies, Practices And Research Relating To Quality In Early Childhood Care And Education, Noirin Hayes, D. Mcgrath
Making Connections: A Review Of International Policies, Practices And Research Relating To Quality In Early Childhood Care And Education, Noirin Hayes, D. Mcgrath
Reports
Report commissioned by the Centre for Early Childhood Development and Education (CECDE), 2004.
Teen Health Web Sites, Carol Watwood
Teen Health Web Sites, Carol Watwood
DLPS Faculty Publications
Teens, like other age groups, often use the World Wide Web to search for health information. The health-related needs and interests of teens differ somewhat from other age groups. Good health Web sites for teens are hard to construct. Health Web sites for older teens may include content inappropriate for some school and library settings. No single site can be recommended overall. The age of users and the setting in which the information is to be used are important considerations.
Music Education In Remote Aboriginal Communities, Graham Chadwick, George Rrurrambu
Music Education In Remote Aboriginal Communities, Graham Chadwick, George Rrurrambu
Aboriginal Policy Research Consortium International (APRCi)
These papers deal with some of the complex cultural and pedagogical issues involved in the delivery of a secondary-school music education program to remote Aboriginal communities. The papers outline the history of the program, the challenges in its delivery and some of the prospects for its future.
Focus, 2004, Office Of Research And Sponsored Programs. Morehead State University.
Focus, 2004, Office Of Research And Sponsored Programs. Morehead State University.
Office of Research and Sponsored Programs Reports and Publications
Focus magazine from Morehead State University for 2004.
Time To Make History, Time To Educate Women: A Narrative Of The Life And Work Of Christiana Thorpe Of Sierra Leone, Whitney Mcintyre Miller
Time To Make History, Time To Educate Women: A Narrative Of The Life And Work Of Christiana Thorpe Of Sierra Leone, Whitney Mcintyre Miller
Education Faculty Articles and Research
An examination of the life of Christiana Thorpe, a former nun from Sierra Leone who worked to improve education for girls and served as the only woman in a cabinet of nineteen members (as Minister of Education), then worked with the United Nations Development Programme and UNESCO amidst war and rebellion in her country.
Support Or Spoon Feeding? Research Skills Training For First Year Marketing Students In A Large Class, S. R. Lambert, V. K. Yanamandram
Support Or Spoon Feeding? Research Skills Training For First Year Marketing Students In A Large Class, S. R. Lambert, V. K. Yanamandram
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
This paper describes the work done by the authors to develop and evaluate a new worksheet and quiz assessment developed to explicitly teach the skills required by marketing students to complete their studies and to be successful professional marketers. While concerns were raised in the teaching faculty that such interventions might amount to spoon feeding, the authors felt that there was sufficient evidence to suggest that such an activity was an effective learning support, especially in such a large first year class. Student survey results indicate that for many students the activity successfully taught a repeatable process of how to …
Introduction, Volume 23 (2004)
Introduction, Volume 23 (2004)
To Improve the Academy: A Journal of Educational Development
Introduction to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.
Instructional Perspectives Of Nurse Educators Engaged In Teaching Via Distance Education, John A. Henschke Edd
Instructional Perspectives Of Nurse Educators Engaged In Teaching Via Distance Education, John A. Henschke Edd
IACE Hall of Fame Repository
The purpose of this study was to contribute to knowledge regarding instructional perspectives of 35 University of Missouri-St. Louis nurse faculty, who were teaching via distance education formats. The study was designed to identify differences of respondents rating the seven factors of the Instructional Perspectives Inventory (IPI), which include: teacher empathy with learners; teacher trust of learners; planning and delivery of instruction; accommodating learner uniqueness; teacher insensitivity toward learners; learner-centered learning processes; and teacher-centered learning processes (Henschke, 1994). This study also identified differences between the seven factors and specific demographic data (age, number of years teaching nursing, number of semesters …
Nebline, January 2004
NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County
Rural Living Carries Rewards, Responsibilities
Monthly “Acreage Insights” Clinics Focus on Rural Living Topics
Caring for Florist Azaleas
Garden Guide
Starting Avocado Seeds
Growing Norfolk Island Pines
Prevention and Control of Rabbit Damage
Don’t Let the Bed Bugs Bite!
Birds Need Water in Winter Too
Use Compact Fluorescent Lamps to Save Energy
Crop Protection Clinic Scheduled for Jan. 7
Off-Farm Income Important to Farm Families
Private Pesticide Applicator Training
Sorghum Seminars Scheduled
Use Portable Generators Carefully
Unused and Abandoned Wells
Put In The Big Rocks First!
Touchdown Beef Chili Recipe
10,000 Steps for Health
Serving Soup - Safely!
Tips for …
Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree
Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree
To Improve the Academy: A Journal of Educational Development
A common goal of educational development is to create a neutral, “safe” place for clients in individual consultations. Such an approach, while well intentioned, obscures the multifaceted web of power threading through and around our work. Using Michel Foucault’s theories of sovereign and disciplinary power, we trace the forms that power can take in specific types of consultations (small group instructional diagnosis, course evaluations, and videotape). While power is always “dangerous,” it is less likely to be damaging if we are conscious of its presence and impact—and of our own participation in its complexity.
Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer
Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer
To Improve the Academy: A Journal of Educational Development
In Leading Change, John Kotter (1996) outlines an eight-step process to effect major organizational change. At Shepherd College, the assessment process that evolved into a culture of assessment mirrors the sttps that Kotter describes. In 1998, Shepherd College found itself in a predicament that many colleges and universities can relate to: slated for an accreditation visit in 2002 with campus assessment efforts stalled at every turn. A new director organized an assessment task force, established a template for assessment plans and reports, and began grassroots education about assessment. Over the four years, a vision that aligned assessment with improving student …
Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell
Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell
To Improve the Academy: A Journal of Educational Development
To enhance assessment of student learning, the Brigham Young University (BYU) Faculty Center undertook a needs assessment to guide new initiatives. Researchers reviewed results from the National Survey of Student Engagement and an earlier BYU faculty survey. In addition, they conducted a qualitative study with faculty and administrators. The qualitative study can serve as a model for other faculty developers considering new initiatives. The findings raised thought-provoking issues for faculty development, particularly faculty readiness. As a result of this research, the center bolstered current services and developed new ones to support the assessment of student learning.
The Roles Of Teaching And Learning Centers, Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, Joann Canales, David E. Swee
The Roles Of Teaching And Learning Centers, Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, Joann Canales, David E. Swee
To Improve the Academy: A Journal of Educational Development
This chapter shares findings from a survey of teaching and learning centers on college and university campuses in the United States. Topics addressed include organizational infrastructure, assessment and accountability, factors/challenges contributing to successful implementation, and a list of functions and program offerings found in teaching and learning centers across the country.
Color–Coded Course Design: Educating And Engaging Faculty To Educate And Engage Students, Marlene M. Preston
Color–Coded Course Design: Educating And Engaging Faculty To Educate And Engage Students, Marlene M. Preston
To Improve the Academy: A Journal of Educational Development
In a weeklong seminar, “Course Design to Foster Student Engagement and Learning,” faculty created course charts to reflect their various plans for an upcoming semester. With colorful Post-it Notes, they applied theoretical principles of course design. Participating in the kind of active environment they might want to create for students, faculty constructed their charts, rearranged the components to achieve balance across the semester, and discussed the plans with their colleagues. This case study includes the rationale for and description of “Color-Coded Course Design,” a process that allows faculty to recognize and experience the power of an active classroom.
Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke
Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke
To Improve the Academy: A Journal of Educational Development
Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning. Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission. This chapter describes a faculty development needs assessment project that was implemented at a large public institution. Data collected was used to focus programming and guide decision-making. Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.
Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez
Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez
To Improve the Academy: A Journal of Educational Development
This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers. Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization). The ULO has formal bylaws, elected officers and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college. Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes. The activities include formation of a Research Writing Workgroup, workshops on the …
Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey
Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey
To Improve the Academy: A Journal of Educational Development
Evaluating student performance in learning teams is challenging. This chapter reviews the student learning team and peer evaluation literature. The authors share the results of their experience using four rubrics for peer evaluation in student learning teams. Student learning teams involve forming students into teams for the semester to enhance their active learning. A portion of the course grade is dedicated to team quizzes, activities, and projects. The authors conclude that peer evaluation data should be used both formatively and summatively to enhance team cohesion and accountability and provide their preferred rubric for the peer evaluation process. Usage of forced …
Exploring The Inner Landscape Of Teaching: A Program For Faculty Renewal, Libby Falk Jones
Exploring The Inner Landscape Of Teaching: A Program For Faculty Renewal, Libby Falk Jones
To Improve the Academy: A Journal of Educational Development
To improve the quality of faculty lift, Berea College developed a yearlong program exploring teaching as a vocation. Sixteen faculty from different departments participated in the series of seven experiential, dialogic sessions. Participants reported experiencing increased empathy and patience, deeper engagement with their work, a stronger sense of community, and encouragement to meet the challenges of being educators.
Assessing The Academic And Professional Development Needs Of Graduate Students, Laurie Bellows, Ellen Weissinger
Assessing The Academic And Professional Development Needs Of Graduate Students, Laurie Bellows, Ellen Weissinger
To Improve the Academy: A Journal of Educational Development
This article describes the results of a survey that assessed the self-perceived career goals and academic and professional development needs of master’s and doctoral-level graduate students at the University of Nebraska-Lincoln. Both graduate students (n = 440) and graduate program coordinators (n = 23) were surveyed to provide an empirical basis for developing a strategic plan for graduate student academic and professional development activities. Results suggested that doctoral and master’s students express different developmental needs, and that doctoral students’ needs differed at different stages of their academic career. Implications for practice inherent in the survey findings are discussed, and the …
Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson
Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson
To Improve the Academy: A Journal of Educational Development
How can the return on investment of faculty development be determined? One way to do this is through the application of a highly replicated and reported return on investment (ROI) process. This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning. The process utilizes a five-level framework and a step-by-step ROI process model. These components are reviewed in this chapter and an example of return on investment based …
Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley
Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley
To Improve the Academy: A Journal of Educational Development
Since 1994, the Professional and Organizational Development Network in Higher Education (POD) has articulated a goal of becoming a more multicultural organization. In support of this goal, POD sponsors two key initiatives: travel and internship grants. This chapter offers an historical overview of the first nine years of these programs, selected perspectives from participants on the individual and organizational benefits of these initiatives, and a context within which to explore how POD is evolving as a multicultural organization and how it may benefit from increased attention to diversity related issues in the future.
The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond
The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond
To Improve the Academy: A Journal of Educational Development
Higher education is going through significant changes stimulated by the rapid growth of the internet, tht increasing globalization of hightr education, and the ever-pressing question of institutional quality. New modts of educational dtlivery through virtual networks art breaking the traditional mold of instructional provision. New players, new pedagogies, and new paradigms are redefining higher education. The rules art changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist.
Preface, Volume 22 (2004), Catherine M. Wehlberg
Preface, Volume 22 (2004), Catherine M. Wehlberg
To Improve the Academy: A Journal of Educational Development
Preface to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development, by Catherine M. Wehlberg of Texas Christian University.
Introduction, Volume 22 (2004)
Introduction, Volume 22 (2004)
To Improve the Academy: A Journal of Educational Development
Introduction to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development.
Preface, Volume 23 (2004), Sandra Chadwick-Blossey
Preface, Volume 23 (2004), Sandra Chadwick-Blossey
To Improve the Academy: A Journal of Educational Development
Preface to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwisk-Blossey of Rollins College.
A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll
A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll
To Improve the Academy: A Journal of Educational Development
The purpose of the faculty development program for teaching Introduction to Psychology in this study is to further develop skills for new and seasoned faculty to enable them to teach and inspire students more effectively. This Systematic, Hands-On, Reflective, and Effective (SHORE) approach provides a forum to practice teaching skills, gain familiarity with course material, incorporate classroom management techniques, evaluate teaching effectiveness, and build a cohesive teaching team. Evaluative feedback indicates the approach positively affects both the faculty and 1,100 students annually. Implications for faculty development programs and research are also discussed.
A Versatile Interactive Focus Group Protocol For Qualitative Assessments, Barbara J. Millis
A Versatile Interactive Focus Group Protocol For Qualitative Assessments, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
A highly flexible focus group protocol captures efficiently and economically useful data for immediate and longitudinal course and program assessment. Special features include an index card activity that deals with satisfactions levels and a Roundtable/Ranking activity that allows participant-generated judgments about the most positive and the most negative features of a course or program. These latter activities, with data displayed in an Excel histogram and in a colored-coded Word table, can be used for what is called a “Quick Course Diagnosis” (QCD).
Problem–Based Service–Learning: Rewards And Challenges With Undergraduates, Kenneth France
Problem–Based Service–Learning: Rewards And Challenges With Undergraduates, Kenneth France
To Improve the Academy: A Journal of Educational Development
Students in three Abnormal Psychology sections participated in problem-based service learning (PBSL). Desired learning outcomes included humanizing persons diagnosed with mental health disorders and more fully appreciating challenges experienced by such individuals. Students completing the PBSL projects evidenced decreased negative feelings and increased positive feelings toward consumers of mental health services. According to the community partners, students made valuable contributions to both the organizations and the mental health consumers served by those organizations. Students saw the activity as being challenging and rewarding.
Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin
Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin
To Improve the Academy: A Journal of Educational Development
Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GS Instructors from multiple departments, 2) the vast array of duties GS Instructors need training in, and 3) the continual sophistication of GS Instructors. Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors). GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers. We discuss how the GS Mentors are selected, trained, and supervised, and how they have …
About The Authors, Volume 23 (2004)
About The Authors, Volume 23 (2004)
To Improve the Academy: A Journal of Educational Development
About the authors of articles in volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.