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Articles 1021 - 1050 of 1751

Full-Text Articles in Curriculum and Instruction

Challenges For Curriculum Leadership In Contemporary Teacher Education, Robert J. Parkes Jun 2013

Challenges For Curriculum Leadership In Contemporary Teacher Education, Robert J. Parkes

Australian Journal of Teacher Education

This paper outlines the complex contemporary milieu of Australian teacher education within which curriculum leaders responsible for designing teacher education programs must make their program design decisions. Particular attention is paid to the collision of vertical (‘hierarchical’ or 'academic rationalist') and horizontal (‘flat’ or 'student-centred') curriculum discourses as a program design problem that has emerged within the current context; how it is intensified by an unexpected alliance between progressivist and new managerial curriculum discourses; and how this problem may be amplified in graduate entry teacher education programs. This paper concludes with a provocation to see the curriculum tensions and conditions …

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Bringing Online Peer Review Into Blended Teaching, Susan White May 2013

Bringing Online Peer Review Into Blended Teaching, Susan White

Blended Learning in the Liberal Arts Conference

Motivated by my experience as a student in a MOOC, I have incorporated online peer review of writing assignments into my advanced undergraduate biochemistry courses. Each student submits her review of a course reading or report online, then evaluates work submitted by two or three of her classmates based on a rubric I provide. As peer reviewers, students anonymously assign low-stakes grades and receive credit for their reviews, but they also get an opportunity to write for each other and read their classmate's responses to course topics. Moodle’s Workshop activity was used to manage the submission and review process. I …

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Using Blended Learning To Take Advantage Of Learning Science Research, Jennifer Spohrer May 2013

Using Blended Learning To Take Advantage Of Learning Science Research, Jennifer Spohrer

Blended Learning in the Liberal Arts Conference

Why does blended learning work? Some observers have suggested that students simply spend more time with the material in a blended course, but evidence from studies of blended courses is mixed. Learning science research suggests that how learners study also matters, and a blended learning approaches incorporate many tactics shown to be effective, such as formative assessment, repetition at intervals, and metacognitive prompting.

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Keynote: Nglc Blended Learning Study Report And Where Do We Go From Here?, Kimberly Cassidy, Jennifer Spohrer May 2013

Keynote: Nglc Blended Learning Study Report And Where Do We Go From Here?, Kimberly Cassidy, Jennifer Spohrer

Blended Learning in the Liberal Arts Conference

Drs. Cassidy and Spohrer will give an update on the Next Generation Learning Challenges Wave I grant-funded study of blended learning, including an overview of preliminary findings from courses taught at our partner colleges over the 2012-2013 academic year. We will also present and discuss possible next steps for 2013-2014.

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Cooking Up A Course: Food Education At Pomona College, Christina A. Cyr May 2013

Cooking Up A Course: Food Education At Pomona College, Christina A. Cyr

Pomona Senior Theses

Cooking skills are important but declining, with significant health, social, cultural, political, economic, and environmental implications. Food and cooking education can begin to address some of the negative effects of the cooking skills decline. This thesis makes the case for cooking classes in the education system, especially in higher education. The paper begins with a history of cooking education and skills, outlines the implications of the decline in skills, and discusses the potential for cooking education in higher education. The second part consists of a course syllabus, designed for Pomona College. The third section includes a discussion of the implementation …

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“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation At A Teacher Training Institution In Jamaica, Carmel G. Roofe, Paul Miller May 2013

“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation At A Teacher Training Institution In Jamaica, Carmel G. Roofe, Paul Miller

Australian Journal of Teacher Education

The issue of teacher preparation continues to occupy academic discourse relating to student outcomes and student achievement (Stronge, Ward & Grant, 2011). Research has supported the view that there is an inextricable connection between student outcomes, quality of teaching and teachers, and teacher preparation (Darling-Hammond 2005; Grover 2002). Similarly, theories about students’ self efficacy beliefs (e.g. Bandura, 1977; Dweck, 2000) and Institutional Habitus (Bourdieu, 1977) have been advanced in relation to students’ study experience, motivation and coping mechanisms. Using data from a focus group comprising 30 third year students enrolled in a four year teacher training pogramme in Jamaica, this …

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Culturally Proficient Teachers, Lori R. Piowlski May 2013

Culturally Proficient Teachers, Lori R. Piowlski

Department of Educational Administration: Dissertations, Theses, and Student Research

Action needs to be taken by teacher preparation programs to prepare culturally proficient educators who are able to deliver equitable instruction and inspire all students to strive for greatness if the achievement gap is to be closed. Existing literature mainly describes the importance and urgency to prepare future teachers for the changing demographics with classrooms across the United States. There is not significant literature on how it is being done. Therefore the purpose of this qualitative study was to discover how university teacher education programs are preparing teachers to be culturally proficient. A cross-reference of data collected from Adequate Yearly …

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Principled Approaches In Online Teacher Education: Migrating Sit’S Masters In Teaching Program, Katrina N. Baran Jan 2013

Principled Approaches In Online Teacher Education: Migrating Sit’S Masters In Teaching Program, Katrina N. Baran

MA TESOL Collection

Delivery methods for teacher education at the post-graduate level are changing to accommodate in-service professionals and take advantage of technology. To shift the SIT Graduate Institute’s Masters in Teaching program to a low-residency format, an evaluation of underlying principles in teacher education, online education and the MAT program itself is necessary in order to preserve the integrity of the program and ensure success in this new format. Within the context of these principles and an analysis of a sampling of program areas, recommendations are provided.

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Plagiarism Avoidance In Academic Submissions, Philip Cully Jan 2013

Plagiarism Avoidance In Academic Submissions, Philip Cully

Other resources

The purpose of this paper is to provide undergraduate students with an introductory resource focusing on plagiarism avoidance. It sets out to identify often confusing associated nuances. From the perspective of paraphrasing, the requirements attaching to the necessary provision of proper citations are explored. The paper concludes by pondering the topic of reliability of sources.

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Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para Jan 2013

Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para

To Improve the Academy: A Journal of Educational Development

Faculty socialization and satisfaction are critical to retaining quality teacher/scholars and key to a well-functioning teaching-intensive, research-driven university (Ponjuan, Conley, and Trower, 2011). This chapter reports on a year-long research project aimed at investigating faculty work life and satisfaction at a large, urban, comprehensive state university. Our goal was to use empirical evidence to understand and support faculty work under the "new normal" conditions characterized by reduced state funding and increased faculty workload. We discuss the results in terms of a revitalized direction for facuity and explore directions for organizational development within the context of the new normal.

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Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks Jan 2013

Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks

To Improve the Academy: A Journal of Educational Development

Faculty developers must often mediate conflicts resulting from differences between seemingly mutually exclusive cultures that university technolo gists and university teachers inhabit. Activity theory embraces workplace conflict as normal and as contributing to organizing health and adapta tion, in contrast to a functionalist approach that focuses on how to maintain system equilibrium. Engestrom’s (1987) interpretation of activity theory provides a theoretically informed framework for under standing different forms of human activity, mediated by culturally mol ded rules, values, and division of labor, without suffering from the polarizing effects of an us-versus-them approach.

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Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino Jan 2013

Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino

To Improve the Academy: A Journal of Educational Development

Based at LaGuardia Community College, the Connect to Learning (C2L) project has developed an innovative hybrid professional development model using e-portfolios, online conversations, and face-to-(ace meetings to support campus leadership teams as they strengthen e-portfolio initiatives on twenty-five diverse campuses nationwide. The C2L model adapts a conceptual framework of inquiry, reflection, and integration to a hybrid context and addresses the challenge of local professional devel opment leadership for classroom and institutional change.

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Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten Dibartolo, Kevin M. Shea Jan 2013

Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten Dibartolo, Kevin M. Shea

To Improve the Academy: A Journal of Educational Development

This chapter describes a multiyear professional development effort undertaken by a learning and teaching center at a liberal arts college. As part of its founding mandate, the center helps faculty improve teaching by paying attention to the current literature about how people learn. This core commitment of our center is pursued through support of a year-long faculty seminar. Now in its fourth year, the seminar has had a significant impact on its faculty participants and their thinking about teaching and learning. Moreover, the seminar has seeded a number of teaching and assessment initiatives at the college.

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Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011, Kathryn E. Linder, Suzanna Klaf Jan 2013

Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011, Kathryn E. Linder, Suzanna Klaf

To Improve the Academy: A Journal of Educational Development

As To Improve the Academy enters its thirty-second year, this chapter offers a retrospective to honor the history of the field through a timely analysis of the content published in TIA and editorial and authorship trends over the previous three decades. Frequency distributions identify the most published authors, their institutional affiliations, the most written about topics, and patterns of collaborative authorship in volumes 1 (1982) through 30 (2011), and findings from a citation analysis of ten years of TIA (volumes 21-30), highlight trends in resources cited and types of resources.

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Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder Jan 2013

Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder

To Improve the Academy: A Journal of Educational Development

As educational developers working with multiple constituencies and demands on our time, how can we efficiently and creatively improve our programming and prioritize our efforts? In this chapter, we offer a simple heuristic to prompt quick yet generative examination of our goals or programs in relationship to three key characteristics of effective educa tional development on three different institutional levels. We then describe uses and applications of the tool and reflective process, which allow developers to efficiently gain insight into their work and effectively frame priorities for planning and improvement.

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A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi Jan 2013

A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi

To Improve the Academy: A Journal of Educational Development

The role of the facuity development center in supporting the academic environment of the institution often includes creating or sustaining a culture of teaching excellence, responding to individual faculty members’ needs, and advancing new initiatives in teaching and learning (Sorcinelli, Austin, Eddy, and Beach, 2006). The varied programs, resources, and services offered routinely result from efforts to meet the expressed needs of faculty. While workshops and seminars are effective for introducing new pedagogical approaches or emerging technologies, faculty often have unique questions within specialized contexts that cannot be fully addressed in a large group setting. In such instances, a more …

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From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner Jan 2013

From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner

To Improve the Academy: A Journal of Educational Development

We assess graduate assistant competency in key skills that employers in and outside of academia value and examine whether these skills are developed in the context of the graduate assistantship (GA) at a specific state comprehensive university. The GAs in our sample rate themselves as competent or very competent on all skills and report their GA experience somewhat influenced or influenced their skill competencies. Furthermore, perception of how one’s graduate assistantship influenced skill compe tency was significantly associated with perceived skill competency level. Based on these findings, we qiscuss distinct gaps that could be addressed to facilitate GA development at …

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Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little Jan 2013

Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little

To Improve the Academy: A Journal of Educational Development

The University of Virginia’s Tomorrow’s Professor Today (TPT) pro gram is a broadly conceived graduate student professional development program designed to facilitate the transition from student to academic professional. Begun in 2005 in response to the recommendations of a number of national reform initiatives, TPT focuses on improving pre paredness in three key areas: teaching, research, and service. We describe the key elements of the program and ongoing assessment efforts. Pre- and postprogram participant surveys from the first eight years show that TPT is improving perceptions of preparedness in twenty-one competencies tracked; follow-up studies support long-term impact.

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Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu Jan 2013

Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu

To Improve the Academy: A Journal of Educational Development

Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and facuity members with whom they work. In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.

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Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong Jan 2013

Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong

To Improve the Academy: A Journal of Educational Development

Twenty-first-century learning is increasingly defined by the use of mobile devices and applications. Centers for teaching and learning can help facuity and students acquire greater familiarity and fluency with just-in-time learning using mobile apps by creating informal, inviting, and informative learning spaces on their campuses. This chapter features the Mobile App Learning Lounge (MALL), a low-cost, high impact initiative of a center for teaching and learning at a California research university. Beyond sharing how MALL works, this chapter offers practical suggestions and strategies for replicating a similar ini tiative at other institutions.

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Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development, Peter A. Shaw, Jennifer L. Russell Jan 2013

Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development, Peter A. Shaw, Jennifer L. Russell

To Improve the Academy: A Journal of Educational Development

Key concepts and values in the Slow Living movement speak to many questions and tensions arising around calls for change in higher educa tion, porous work/life boundaries, rapid developments in technology, concerns about sustainability, and a desire to question assumptions and move beyond tips and tricks to more fundamental issues in curriculum and pedagogy. We propose a framework for Slow learning and teaching that incorporates various trends in curriculum, pedagogy, and assessment with implications for the role of technology and for professional development.

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Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions, Gwendolyn Mettetal, Gail M. Mcguire Jan 2013

Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions, Gwendolyn Mettetal, Gail M. Mcguire

To Improve the Academy: A Journal of Educational Development

We analyze interviews from sixty-five faculty and administrators to understand the formal and informal types of support that pretenure faculty use to navigate their way to tenure. By understanding the different types of support that pretenure faculty need, institutions can better address the diverse issues that junior facuity confront when preparing for tenure and can ensure that all candidates receive some type of support. We conclude that institutions need to be intentional about offering both formal and informal support to pretenure faculty at various points in their careers.

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Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen Jan 2013

Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen

To Improve the Academy: A Journal of Educational Development

This study was designed to explore the long-term impact of a year-long facuity development program on participants. Three guiding questions focused the study: In what ways did the program influence the profes sional lives of participants five years after completion? How did the participants integrate those experiences into their professional lives? and What recommendations for best practices in the field of facuity devel opment can be drawn? Donald Kirkpatrick’s four-level evaluation model was the template for this qualitative research. Results indicated that participants retained program learning over time.

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Enhancing Vitality In Academic Medicine: Faculty Development And Productivity, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird Jan 2013

Enhancing Vitality In Academic Medicine: Faculty Development And Productivity, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird

To Improve the Academy: A Journal of Educational Development

The prevalence of low satisfaction and increased stress among faculty in academic medicine makes understanding facuity vitality in this field more important than ever before. To explore the contributors to and outcomes of faculty vitality, we conducted a multi-institutional study of faculty in academic medicine (N = 1,980, 42 percent response rate). Faculty were surveyed about climate and leadership, career and life management, satisfaction, engagement, productivity, and involvement in faculty development. Analysis reveals that controlling for other factors, academic medicine faculty who participate regularly in facuity development activ ities are significantly more satisfied, engaged, and productive.

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In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack Jan 2013

In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack

Literatures in English Faculty Research and Scholarship

No abstract provided.

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Researching Pds Initiatives To Promote Social Justice Across The Educational System, Gail Shroyer, Amanda Morales, Sally Yahnke, Lisa A. Bietau Jan 2013

Researching Pds Initiatives To Promote Social Justice Across The Educational System, Gail Shroyer, Amanda Morales, Sally Yahnke, Lisa A. Bietau

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The examples and data shared in this chapter provide evidence that our comprehensive mission to understand and impact issues of social justice and equity within education is being achieved as the PDS Partnership continues to improve K-16 teaching and learning and enhance the teaching profession across all levels of education. The major implication of our findings is that systemic reform is achievable and the outcomes can be exceptionally rewarding. Of course, such initiatives require time, continuous effort, resources, broad-based participation of all stakeholders, and a sense of need for change. Developing human capital across the educational continuum requires a commitment …

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Cssc Program [2013], Cssc Jan 2013

Cssc Program [2013], Cssc

Curriculum Studies Summer Collaborative (2011-2025)

N/A

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Fostering A Growth Mind-Set: Integrating Research On Teaching And Learning And The Practice Of Teaching, Beth A. Fisher, Carolyn L. Dufault, Michelle D. Repice, Regina F. Frey Jan 2013

Fostering A Growth Mind-Set: Integrating Research On Teaching And Learning And The Practice Of Teaching, Beth A. Fisher, Carolyn L. Dufault, Michelle D. Repice, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

Centers for teaching and learning have a crucial role to play in helping facuity learn about and apply research on learning. The approach we have developed integrates discussion of recent research with specific recom mendations of teaching modifications that can be adapted for different disciplines and courses. Preliminary evaluation suggests the effectiveness of this approach in fostering a growth mind-set about teaching--a mind-set that helps faculty develop, implement, and assess effective teaching modifications, thereby transforming facuity into scholars of teaching and learning and further developing a collaborative, innovative culture that integrates research on teaching and learning with the practice of …

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Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin Jan 2013

Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin

To Improve the Academy: A Journal of Educational Development

Recent reports indicate that at some colleges and universities, as many as one in three professors are age sixty or older. This increase in senior faculty raises the question of what institutions do to support this large and important cohort. Historically, faculty development programs have focused on early-career faculty, with less attention paid to more seasoned professors. Based on a national web-based investigation, this chapter reviews the strategies some institutions have implemented to support senior faculty. It also provides recommendations for how senior faculty and their administrator colleagues can provide new meaning and purpose to this phase of academic life.

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Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty, Warren E. Christian, Brian J. Rybarczyk Jan 2013

Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty, Warren E. Christian, Brian J. Rybarczyk

To Improve the Academy: A Journal of Educational Development

This chapter describes how undergraduates may be used in the training of international teaching assistants (IT As) in three ways: as conversation partners, classroom consultants, and guest instructors. Increasing the contact between undergraduates and international graduate students before they meet in the classroom as students and instructors can benefit each group. After a brief review of the literature that explores the chal lenges IT As face in the American university classroom, we describe the roles that undergraduates may perform in training IT As, explain the benefits to both IT As and undergraduates, and provide a list of best practices for …

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