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Articles 3061 - 3090 of 3921

Full-Text Articles in Curriculum and Instruction

Implications Of School Achievement At A Junior High School That Serves Children Of Military Parents: A Case Study, Martha H. Gabriel Jan 2004

Implications Of School Achievement At A Junior High School That Serves Children Of Military Parents: A Case Study, Martha H. Gabriel

Seton Hall University Dissertations and Theses (ETDs)

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Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell Jan 2004

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.

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Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree Jan 2004

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.

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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 Jan 2004

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 …

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Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey Jan 2004

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 …

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An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis Jan 2004

An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

The value of group work for enhancing learning is well documented. However, to maximize the impact of group work on student learning, faculty should carefally consider course design and assessment. This chapter draws on research, policy, and practice from the US, Canada, Australia, and New Zealand to emphasize the importance of adopting an integrated approach to group work through careful planning. Guidelines emphasize ways to provide for the responsive, responsible assessment of group projects.

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The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman Jan 2004

The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Service learning now has a prominent home in hundreds of diverse campuses across the nation. Developing service-learning expertise and other community-campus partnership enhancement strategies for faculty requires innovation. Recently, Portland State University’s Center for Academic Excellence received the Theodore M. Hesburgh Certificate of Excellence for Community-University Partnerships. This chapter outlines the center’s three-tiered approach to supporting and sustaining civic engagement practices that are sensitive to individual needs on campus and in the community, while also working toward ongoing departmental and institutional transformation.

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Preface, Volume 23 (2004), Sandra Chadwick-Blossey Jan 2004

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.

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Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner Jan 2004

Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner

To Improve the Academy: A Journal of Educational Development

This chapter addresses academic leaders and summarizes research findings on the conditions needed to produce learning and student development in higher education at the level required by society, and our relative success in doing this. It attempts to make clear the urgency for change that exists in the way in which we conduct our educational affairs. It describes the causes of less-than-optimal learning, outlines 10 key elements for effectively managing learning in complex institutions, presents eight steps required to lead a successfull transformation in an institution or unit, and provides resources with detailed information and guidance.

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The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond Jan 2004

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.

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Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson Jan 2004

Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson

To Improve the Academy: A Journal of Educational Development

This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.

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A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper Jan 2004

A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper

To Improve the Academy: A Journal of Educational Development

Assessing the work of teaching and learning centers is crucial to maintain the support of our institutions; however, collecting and interpreting the right data can be a challenge. This chapter explores practical strategies for integrating assessment into daily work flow in order to generate information that accurately measures our impact, helps others understand and value our work, and enables us to improve what we do, without creating a major “add-on” task. We discuss ways to measure, track, and report work, and share means to use data for both summative and formative purposes that we hope will make the work of …

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Junior Faculty Participation In Curricular Change, Judi Hetrick Jan 2004

Junior Faculty Participation In Curricular Change, Judi Hetrick

To Improve the Academy: A Journal of Educational Development

Participation in curriculum change can be both a necessity and a professional landmine for junior faculty members. They do not, however, have to choose between sitting on the sidelines or sacrificing young careers by working for large-scale change. This chapter presents the elements of successful curriculum change, roles junior faculty can play, and roles they should avoid—or accept with caution.

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Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant Jan 2004

Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant

To Improve the Academy: A Journal of Educational Development

Historically, part-time faculty have not received the same development opportunities as fall-time faculty. This study surveyed current practices in faculty development for both full-time and part-time faculty in 232 public two-year colleges throughout the United States. Over 90% reported that they had a formal faculty development program for both faculty cohorts, funded with 1%–5% of their operating budgets. About one half of the colleges designated a faculty development coordinator, used needs assessment to determine program content, and evaluated program outcomes. Results of this study were used to design a generic model for part-time faculty development.

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2003-2005 Otterbein College Undergraduate Course Catalog, Otterbein University Oct 2003

2003-2005 Otterbein College Undergraduate Course Catalog, Otterbein University

Course Catalogs

No abstract provided.

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2003-2005 Otterbein College Master Of Business Administration Course Bulletin, Otterbein University Oct 2003

2003-2005 Otterbein College Master Of Business Administration Course Bulletin, Otterbein University

Course Catalogs

No abstract provided.

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Action Items, Wku Graduate Council Sep 2003

Action Items, Wku Graduate Council

Graduate School

Overview of action items handled by the Graduate Council.

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Comparison Of Grade Point Average Of Honor Senior Students And College Of Liberal Arts Senior Students At A Florida University, Iwasan D. Kejawa Jul 2003

Comparison Of Grade Point Average Of Honor Senior Students And College Of Liberal Arts Senior Students At A Florida University, Iwasan D. Kejawa

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

Attrition rates in theHonor College program division of Florida Atlantic University have risen in recent years. It has been determined that even though a higher high school grade point average is required for admission into the honor program of the university, many applicants to the program were under-prepared to asumme the workload demanded of the students by the Honor College. The requirements for admission into the honor program of the Florida Atlantic University is an overall high school grade point average of 3.5 and a score of 1000 points on the SAT examination while the requirement into the College of …

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Volume 15, Number 01, G. William Hill Editor May 2003

Volume 15, Number 01, G. William Hill Editor

Reaching Through Teaching

Full text of Volume 15, Number 01 of Reaching Through Teaching.

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The Influence Of Teacher Attitude About Professional Development, Master's Degree Training, And Teacher Certification On School Performance Scores In Selected Louisiana Parishes, Kay Lynn Tettleton Apr 2003

The Influence Of Teacher Attitude About Professional Development, Master's Degree Training, And Teacher Certification On School Performance Scores In Selected Louisiana Parishes, Kay Lynn Tettleton

Doctoral Dissertations

The purpose of this study was to investigate the relationship among three independent variables: teacher attitudes about professional development, earning a master's degree, and teacher certification on School Performance Scores. Independent variables included teacher attitude about professional development, proportion of teachers with masters' degrees, and proportion of certified and uncertified teachers. The researcher used a correlational design to test the hypothesized relationships among these three independent variables and school and district School Performance Scores. A ten item self-report instrument was constructed to assess teacher attitudes about professional development in the school or district. This instrument, Teacher Perception of Professional Development …

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Effects Of Block Scheduling And Specific Demographic Factors On Teacher Job Satisfaction Among Small Secondary Schools In Arkansas, Brenda Jared Holder Apr 2003

Effects Of Block Scheduling And Specific Demographic Factors On Teacher Job Satisfaction Among Small Secondary Schools In Arkansas, Brenda Jared Holder

Doctoral Dissertations

The purpose of this study was to explore the effects of block scheduling, as well as the effects of specific demographic factors, on teacher job satisfaction. All 25 of the 82 size AA schools in Arkansas which use block scheduling were asked to participate, and a systematic sampling of every third traditional schedule AA school yielded 27 schools with which to compare results. Of these 52 schools, teachers in 22 block scheduled schools and teachers in 18 traditional scheduled schools participated, yielding a total field of 601 respondents. The Minnesota Satisfaction Questionnaire was administered to teachers at each participating secondary …

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Students' Perception Index Of The Mugc School Psychology Practicum : A Correlation Of Course Work With Practicum Experiences, C. Lee Chandler Iii Jan 2003

Students' Perception Index Of The Mugc School Psychology Practicum : A Correlation Of Course Work With Practicum Experiences, C. Lee Chandler Iii

Theses, Dissertations and Capstones

The perceived consistency between the course work and practicum of the Marshall University Graduate College school psychology program was investigated. The magnitude of consistency was determined by a Spearman correlation coefficient comparing students’ subjective rankings of the relative importance of various school psychologist activities as emphasized in the program’s course work with the relative importance of those same activities as relevant to the practicum setting. The findings suggest a significant degree of correlation at the (.05) significance level between what is emphasized in the program’s coursework and what is relevant to practicum experience.

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Bridgewater State College Undergraduate/Graduate Catalog 2003-2004, Bridgewater State College Jan 2003

Bridgewater State College Undergraduate/Graduate Catalog 2003-2004, Bridgewater State College

Bridgewater State College Catalogs, 1960-2009

No abstract provided.

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2003-2005 Catalog, Wku Graduate School Jan 2003

2003-2005 Catalog, Wku Graduate School

Graduate School

Graduate School catalog regarding admissions, curriculum and policies.

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Preface, Volume 21 (2002), Catherine M. Wehlburg Jan 2003

Preface, Volume 21 (2002), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Preface to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

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Introduction. Volume 21 (2003), Catherine M. Wehlburg Jan 2003

Introduction. Volume 21 (2003), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Introduction to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

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September 11, 2001, As A Teachable Moment, Edward Zlotkowski Jan 2003

September 11, 2001, As A Teachable Moment, Edward Zlotkowski

To Improve the Academy: A Journal of Educational Development

The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer’s concept of the scholarship of engagement.

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The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro Jan 2003

The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

What is the best thing to do in the classroom in the face of a tragedy like the terrorist attacks of September 11, 2001? What should instructors do to help students, if anything? This article describes the results ofa faculty survey at Carnegie Mellon University. Faculty reported what actions they took in the classroom to help their students (or their rationales for not mentioning the attacks), and their degree of confidence on the effectiveness of their behaviors. Statistical techniques are used to assess the significance of some trends, and implications for faculty developers are discussed in light of cognitive, motivational, …

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Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure Jan 2003

Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure

To Improve the Academy: A Journal of Educational Development

In the wake of the World Trade Center disaster, many faculty developers are asking themselves what they do to promote international peace and understanding. But even before these events, there has been an indication that there was a pressing need to focus on global competencies as an important part of higher education for the 21st century. The purpose of this essay is threefold: 1) to summarize the research on the status of internationalization on American campuses, 2) to make the case for the active involvement of faculty developers in internationalizing higher education, and 3) to offer strategies with which we …

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The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp Jan 2003

The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp

To Improve the Academy: A Journal of Educational Development

Knowledge surveys provide a means to assess changes in specific content learning and intellectual development. More important, they promote student learning by improving course organization and planning. For instructors, the tool establishes a high degree of instructional alignment, and, if properly used, can ensure employment of all seven best practices during the enactment of the course. Beyond increasing success of individual courses, knowledge surveys inform curriculum development to better achieve, improve, and document program success.

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