Educational Administration and Supervision Commons^™

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.

Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson

To Improve the Academy: A Journal of Educational Development

My initial teaching practices were based on nine “dysfunctional illusions of rigor.” Overcoming them required revision of my ideas on the value of “hard” courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula. I present the initial illusions and some more realistic views. These more realistic views are framed in terms of key research findings and some readily accessible models for improved practices.

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.

Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt

To Improve the Academy: A Journal of Educational Development

Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …

Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling

To Improve the Academy: A Journal of Educational Development

One of the challenges in discussion facilitation is creating a climate that allows multiple voices to be heard. Although the practice of calling on students whose hands are not raised has been used to engage the entire class in discussions, many believe that cold calling sabotages the communication climate and makes students extremely uncomfortable. This study examines the impact of cold calling on student comfort and communication climate. The results suggest that when instructors choose to cold-call, they must create a supportive communication climate to ensure student comfort. This study challenges the assumption that cold calling makes students uncomfortable.

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.

Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop, Susanna Calkins, Denise Drane

To Improve the Academy: A Journal of Educational Development

Faculty who consider themselves primarily researchers can be difficult to engage in faculty development activities. However, as agencies such as the National Science Foundation now require educational activities in research grants, proposal writing may represent a new avenue for engaging research faculty in their teaching. In this chapter, we outline an innovative workshop on writing the pedagogical component of a grant proposal that was developed for faculty at Northwestern University. During the workshop, while learning how to structure an education plan for their grant, faculty engaged in a lively discussion about formulating learning objectives and aligning them with pedagogical methods …

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.

Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic

To Improve the Academy: A Journal of Educational Development

Faculty in academic medical centers are under tremendous stress and report low satisfaction. The need for faculty development in medical schools is great, yet it remains largely unmet across the United States. To ensure ongoing success in academic medicine, medical schools must institute comprehensive faculty development programs. In this chapter, we describe the development of an office for faculty affairs and professional development at the Indiana University School of Medicine, including key collaborations, budget trends and infrastructure development, strategic planning, ongoing assessment planning, goal setting, and early patterns of participation.

The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Dorothe J. Bach, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long-term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.

Survivor Academe: Assessing Reflective Practice, Laurel Johnson Black, Terry Ray, Judith Villa

To Improve the Academy: A Journal of Educational Development

Reflective practice is a goal for many academic professional development programs. What do faculty participants gain from a reflective practice program, and how much reflection do they actually practice? Using interviews and grounded theory, we identified three crucial needs being met by such a program at our university. In addition, we compared participants’ comments to the elements of reflection established by Dewey and Rodgers to determine the extent of their reflection. The results call for more assessment to better align the structures of reflective practice programs with participant needs as well as further research on the effects of reflective practice …

Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change, Cassandra Volpe Horii

To Improve the Academy: A Journal of Educational Development

The Departmental Teaching Fellows (DTF) program of the Derek Bok Center for Teaching and Learning at Harvard University employs doctoral students as peer teaching mentors. Four years of program assessment data include quantitative work inventories, surveys and self-reports, interviews of faculty and administrators, and a survey of all graduate students recently teaching in arts and sciences. Observed program outcomes include (1) better informal support for teaching, (2) higher quality and quantity of interactions between graduate students and faculty on teaching, and (3) more systematic opportunities for teaching-related professional development. Qualitative assessment data suggest that the DTFs occupy several liminal positions …

Access To Success: A New Mentoring Model For Women In Academia, Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach

To Improve the Academy: A Journal of Educational Development

The scarcity of women leaders in academia influences policies, procedures, and expectations and in turn perpetuates a climate that deters development of future women leaders. Despite research supporting the need for institutional change to create leadership avenues for women faculty, little evidence of such change exists. The Presidential Leadership Program for University Women was developed as a proactive, integrative mentoring model to link female academics. Crucial to the program’s success are networking opportunities, peer mentoring in a group setting, and a culminating “legacy project” designed to improve the campus climate and services for women.

Examining The Relationship Between Early College Credit And Higher Education Achievement Of First-Time Undergraduate Students In South Texas, Carl A. Saltarelli Ph.D.

Electronic Journal for Inclusive Education

The purpose of the study was to examine the relationship between early college credit and the success of first-time undergraduate students in South Texas. Many high school graduates are entering college with credits earned while they were enrolled in high school. Researchers have examined the value of early college credit in easing students’ transition from high school to college. Additionally, researchers have investigated the value of early college credit in enhancing students’ early college persistence rates. This researcher focused on the relationships between early college credit and college student achievement of first-time undergraduate students. In the study, student achievement was …

Co-Teaching Beliefs To Support Inclusive Education: Survey Of Relationships Between General And Special Educators In Inclusive Classes, Ida Malian Ph.D., Erin Mcrae

Electronic Journal for Inclusive Education

Co-teaching is a prevalent approach to providing effective instruction in inclusive classes. The purpose of this study was to determine teachers’ perceptions of compatibility and discrepancy between their approaches to teaching, personal characteristics and efficacy of co-teaching. Noonan’s Co-teacher Relationship Scale was adapted to survey the co-teachers statewide. Results of the statewide survey of Arizona general and special educators teaching in inclusive classes are presented as they relate to their responses. Various aspects of co-teaching relationships and teacher implementation of co-teaching models are discussed. The authors derive attributes of co-teachers in Arizona that indicate compatibility and sustainability of co-teaching arrangements. …

What Teachers Wish Administrators Knew About Co-Teaching In High Schools, Geraldine M. Nierengarten Ph.D., Trudie Hughes

Electronic Journal for Inclusive Education

This article presents the results of individual and focus group interviews with the co-teaching partner teachers comprised of general and special educators. In particular, the analysis reveals the teachers’ perceptions regarding what principals need to know and understand to support co-teaching in their schools. The co-teaching teams identified the following factors as important for the success of co-teaching in a high school classroom: teacher training, administrator training, compatibility, planning time, student schedules, natural proportions, respect and value for the teaching assignment, administrative support, and professional development. The teams also identified student and teacher benefits from participating in a co-taught classroom.

Ua97/7 Ogden College Publications, Wku Archives

WKU Archives Collection Inventories

Publications created by and about Ogden College. Series includes a full run of the Course Catalogs/Bulletins, Cardinal Newspaper and Yearbook as well as several histories of Ogden College.

Ua100/2/1 Training School & College High Administration, Wku Archives

WKU Archives Collection Inventories

Records created by administrators of the school. Records include accreditation reports, attendance data, curriculum guides, textbook reports, letterhead, student teacher evaluations and commencement programs.

Resident Orientation: A Baseline Assessment, Amy B. Smith Phd, James P. Orlando Edd, Julie Dostal Md, Joseph E. Patruno Md

Department of Education

No abstract provided.

Standard Patients On Labor And Delivery, Amy B. Smith Phd, Melissa Walsh Bs, Kristin Friel Md, Meredith Rochon Md

Department of Education

No abstract provided.

The Evolution Of A New College Course In Behavior Management: A Case Study In Collaboration And Compromise, Richard L. Mehrenberg Ph.D.

Electronic Journal for Inclusive Education

This article describes the development of a new behavior management course for both elementary and special education pre-service teachers at a Pennsylvania college. The evolution of the course is detailed through a four stage process:(a) identifying stakeholders, (b) defining priorities, (c) content collaboration, and (d) reaching a compromise. The study concludes with a discussion of what yet needs to be accomplished and strategies for implementation.

Response To Intervention: Right On Track, Charmion B. Rush, Nicole Dobbins Ph.D., Stephanie A. Kurtts Ph.D.

Electronic Journal for Inclusive Education

The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identified with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identification models that include RTI may lead to better achievement and behavior outcomes for all students. …

Inclusive Practices In Tennessee: An Investigation Of Co-Teaching In Middle Tennessee Schools, Vance L. Austin Ph.D.

Electronic Journal for Inclusive Education

With the advent of Inclusion (circa 1992) predicated on the principle of the “Least Restricted Environment” (USDOE, 2003) and the recent “No Child Left Behind” legislation, schools and school districts around the country began educating students with disabilities in general education classrooms. Arguments for and against the efficacy of this practice flourished among teachers and researchers alike. Nevertheless, state education and local education agencies (SEAs and LEAs) adopted the recommended initiative and began to institute inclusive practices within most of their schools. This service delivery change created a dilemma for the general education teachers who considered themselves unprepared for the …

Pondok Pesantren Wakaf Al-Mukhlisin : Sejarah Dan Peranannya Terhadap Pendidikan Islam Di Batubara (1997-2010) Sumatera Utara, Indonesia., Muhammad Faishal

Student Works (2010-2019)

Islamic Boarding Schools are the earliest formal educational institutions in Indonesia that have been growing rapidly since the early 19th century. These institutions are getting marginalized since National Education System had been introduced. However, traditional educational institutions still survive despite their underprivileged. On the basis, this study examines what extent Pondok Pesantren Wakaf Al-Mukhlishin as one of Islamic Boarding Institutions plays its role in conveying Islamic teachings to Batubara community. This study intented on answering these questions: 1 . What are the success factors Pondok Pesantren Wakaf al-Mukhlishin does as to maintain its education system traditionally? 2.What does Curriculum and …

A Comparison Of Career Technical Education - 16 Career Pathway High School Participants With Non-Participants On Academic Achievement, School Engagement, And Development Of Technical Skills, Edith Aimee Orozco

Open Access Theses & Dissertations

The objective of this research was to compare Career Technical Education- 16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS) 2008-2009 scale scores. Development of technical skills and school engagement was examined through a developed survey using the High School Survey of Student Engagement (HSSSE) as a reference. TAKS scale scores employed to measure academic achievement was obtained from secondary data and perceptions regarding development of skills and school engagement were obtained …

Empowering Adolescents: A Multiple Case Study Of U.S. Montessori High Schools, Wendy J. Larue

Walden Dissertations and Doctoral Studies

The standards-based, teach-and-test methods that have come to proliferate secondary education since the inception of the No Child Left Behind Act (NCLB) fail to adequately prepare students for higher education and employment. This system lacks opportunities for developing 21st century skills such as higher-level thinking, problem solving, and group dynamics, as well as opportunities for fostering spiritual growth and personal development. This problem impacts graduates of U.S. high schools because they are unprepared for higher education and the 21st century workplace. Using qualitative multiple case study methodology, this study examined five U.S. Montessori high schools through the lens of cultural-historical …

High School Teachers' Perspectives On Effective Approaches For Teaching Biology To Students With Special Needs, Agnieszka Kos

Walden Dissertations and Doctoral Studies

The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via …

Grounded Theory Approach To Understanding Student Perceptions Of Asynchronous High School Learning Environments, Paige N. Morabito

Walden Dissertations and Doctoral Studies

Although the development of cyber high schools over the last 10 years has increased, no data are reported in the literature regarding the factors that have contributed to the increased enrollment or student perceptions of success. The purpose of this grounded theory study was to develop a theory describing why students currently enrolled in an online high school program chose an asynchronous setting and their subsequent perceptions of success. Critical pedagogy, as a basis of transformational experiences through education, served as the conceptual framework. An attitudinal survey, provided as a limited data set by the high school, was used to …

Madrasah Idrisiah Bukit Chandan Kuala Kangsar Perak : Sejarah Dan Sumbangannya Terhadap Pendidikan Islam Dari Tahun 1985-1999., Nor Adina Abdul Kadir

Student Works (2010-2019)

The main purpose of this study is to explore the history of Madrasah Idrisiah Kuala Kangsar Perak and its contribution towards Islamic Education from 1985 to1999. The three main research questions are; 1) how does Madrasah Idrisiah developed historically?; 2) what are the type of courses and teachings implemented in Madrasah Idrisiah before and after Malaysia independence?; and 3) who are the mastermind in redeveloping the Madrasah and what are his contibutions in developing the Islamic education in Madrasah Idrisiah from 1985 to 1999. Data in this dessertation is collected from library research and documentation method. Interviews were also done …

The Effects Of A Sustained, Job-Embedded Professional Development On Elementary Teachers' Math Teaching Self-Efficacy And The Resulting Effects On Their Students' Achievement, Krista Louise Althauser

Online Theses and Dissertations

This study investigated the impact of a district-wide mathematics professional development program on elementary teachers' general and personal efficacy. It also explored connections among teacher efficacy and socioeconomic status with student achievement.

Using a quantitative approach, a job-embedded professional development initiative sustained over a 2-year period with 35 teachers was found to increase teachers' general and personal efficacy in teaching mathematics. The investigation of the professional development work was based on the principles of effective mathematics professional development, efficacy theory, and student achievement. To measure perceptions of teachers' general and personal efficacy, teachers of third graders in 10 Kentucky elementary …