Educational Administration and Supervision Commons^™

Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin

Walden Dissertations and Doctoral Studies

This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to …

Ability Grouping And Student Achievement In Four Rural Elementary Schools In The Southern United States, Rhonda Denise Kelley

Walden Dissertations and Doctoral Studies

School personnel are concerned that reading gaps of grade 3 and grade 4 students have persisted in 4 rural elementary schools in the southern United States despite the use of ability grouping to improve student reading proficiency scores. Between the 2014-2016 school years, less than 50% of students in grades 3 and grade 4 scored at the proficient level in reading at the 4 target rural schools. The purpose of this qualitative case study was to examine the teachers' and administrators' perceptions regarding the influence of grouping on the reading performance of students in grades 3 and 4. Using Vygotsky's …

Breaking Barriers In Teaching And Learning: Foreword, Richard Badenhausen

National Collegiate Honors Council Monographs: Chapters

When I first stumbled upon honors education over two decades ago while team-teaching a seminar called “Poetry and the Condition of Music,” it was the freedom inside and outside the classroom that most caught my attention. Sprung from the shackles of my usual British Literature survey, one in which students trudged through a rigid chronology of canonical authors, I was free to design a course with the university’s choral director that put ancient oral poets in dialogue with rap musicians; that explored the collaboration between W. H. Auden and Benjamin Britten; that set Langston Hughes against crucial jazz influences. Additionally, …

Breaking Barriers In Teaching And Learning: Reading To Improve Teaching And Learning, John Zubizarreta

National Collegiate Honors Council Monographs: Chapters

Scholarship on teaching and learning has exploded in volume and influence in recent decades, providing all of us who are dedicated to improving our roles as professors with a dizzying array of books and other resources. Faculty development as a specific area of study and professional growth and centers designed to promote and support better teaching (often called CETLs for Center for Excellence in Teaching and Learning or CATLs for Center for the Advancement of Teaching and Learning) have multiplied on campuses around the globe.

Breaking Barriers In Teaching And Learning: Teaching For Learning In Honors Courses: Identifying And Implementing Effective Educational Practices

National Collegiate Honors Council Monographs: Chapters

Teaching and learning are interesting endeavors. As faculty members, we spend a great deal of time working with students to help them understand a concept, a fact, or a point of view, but we often do not spend equal time better understanding and improving teaching and learning. Time and again, individual educators note that they were trained in a given discipline, not in the process of teaching. In most states, it takes more credentialing in teaching to become a first-grade instructor in math than it does to teach a graduate seminar in psychology. Because of the assumption that those who …

Breaking Barriers In Teaching And Learning: Using Student-Generated Questions To Promote Learning

National Collegiate Honors Council Monographs: Chapters

Faculty who teach gifted honors students often ask themselves, “How can I ask questions that foster higher-order thinking?” “How can I get more students to respond?” “How can I ensure that students are learning from question-based discussions?” Another key concern: “How can I get students to begin interacting with each other rather than conducting a discussion much like a ping-pong match where the rapid exchanges occur only between a single student and me and then another student and me?” This last question can lead faculty to a different model of questioning, one in which students generate questions that are then …

Breaking Barriers In Teaching And Learning: Honors Components In Honors Faculty Development

National Collegiate Honors Council Monographs: Chapters

In this chapter we describe the design characteristics of a professional development course about honors teaching. We claim that the principles of learning and teaching in honors are also applicable to the design of a course for honors faculty.

The context of our research is Utrecht University in The Netherlands, a large and high-ranking research university that offers undergraduate and graduate programs in a wide variety of academic disciplines. Dutch higher education does not have a longstanding

tradition in honors; Utrecht University was among the first research universities that started experimenting with honors programs in the 1990s. The rationale was …

Breaking Barriers In Teaching And Learning: Linking Honors Courses: A New Approach To Defining Honors Pedagogy

National Collegiate Honors Council Monographs: Chapters

The shift in higher education toward outcome-based learning represents a significant opportunity for honors. By removing disciplinary boundaries related to teaching content knowledge, outcome-based learning increases opportunities for connecting student learning across courses within well-defined honors curricula. It also empowers honors students, many of whom are eager to take leadership of their educational experiences, to extend their learning in new ways. This essay presents an example of how drawing connections across honors courses within a curriculum creates unique opportunities for engaged, transformative learning and, unexpectedly, for the development of an honors program identity.

Breaking Barriers In Teaching And Learning: Perspectives On Twentieth-Century American Identity

National Collegiate Honors Council Monographs: Chapters

At Southern Oregon University, a course designated as HON 315: Perspectives on Twentieth-Century American Identity has been developed and offered with a high degree of success for several terms. Its pedagogical flexibility, high level of student participation, and exceptionally high course-evaluation ratings from students indicate that it might serve as a useful model for honors programs and colleges as a lower-level honors course in United States history or perhaps adapted to other disciplines. The course description is as follows:

This course is a study of the development of the United States in the twentieth century and early twenty-first century, focusing …

Breaking Barriers In Teaching And Learning: Innovative Discussion-Based Pedagogy

National Collegiate Honors Council Monographs: Chapters

Psychologists have identified a series of specific kinds of learning experiences that confer broad and lasting educational benefits, contributing to overall professional success regardless of field. These benefits include developing creativity, problem-solving, cognitive complexity, and flexibility (Maddux et al.); working well in diverse or dispersed groups; negotiating interpersonal problems (Tadmor et al.); tolerating ambiguity; pursuing cultural engagement; appreciating diversity; and being open to experience (Shadowen et al.). This research is important because it provides evidence for the longterm impact of certain experiences on ways of thinking rather than their short-term ability to help students pass exams. The research argues powerfully …

Breaking Barriers In Teaching And Learning: Bending Time And Space: Three Approaches For Breaking Barriers In The Honors Classroom

National Collegiate Honors Council Monographs: Chapters

Varying the typical format of the honors classroom is a great way to encourage creative thinking. When students become accustomed to what to expect from a class, they are often able to fulfill requirements with minimal effort. An unusual and challenging course experience requires students to focus, to think in new ways about their learning. This is part of why courses abroad are often so transformational: students constantly have to adjust to their new environment. The challenge for teachers like me who love leading courses abroad is how to create similarly engaging experiences at home. Using unusual course structures, meeting …

Breaking Barriers In Teaching And Learning: Growing Pains In Honors Education: Two Courses Designed To Build Community

National Collegiate Honors Council Monographs: Chapters

Honors programs and colleges that seek substantial growth face a number of challenges. Two of the most prominent are maintaining a strong sense of community within the honors student population and finding sufficient faculty to teach honors courses. A different, but not entirely unrelated, challenge is presented by part-time students, some of whom may be excellent candidates for honors but whose outside commitments make it impossible for them to carry a full course load or regularly attend classes during business hours. In what follows, I will provide an overview of two honors courses whose design can help meet the two …

Breaking Barriers In Teaching And Learning: Introduction

National Collegiate Honors Council Monographs: Chapters

At times, when honors education comes up in academic or popular conversations, a common and automatic response seems to prevail: an assumption that honors means faster, broader, more complicated, and more expert delivery of content information on the part of the teacher and greater, more efficient acquisition of disciplinary knowledge and higher achievement on tests or essays on the part of the student. What the instructor teaches in terms of countable amounts of information and what the student produces in terms of quantitatively measurable outcomes rule the day.

Breaking Barriers In Teaching And Learning: The Importance Of The First-Semester Experience: Learning Communities And Clustered Classes

National Collegiate Honors Council Monographs: Chapters

I served as Director of the Honors College at William Paterson University for ten years in a half-time capacity while I also worked as a Professor of History. Last year, I took a new position as the Dean of the Pforzheimer Honors College at Pace University. Both honors colleges have special courses for first-semester honors students that are meant to help successful high school students transition into successful college students. First-semester consolidated courses can offer honors students an experience that is challenging and rigorous and that helps them to better understand the expectations of professors and the staff of the …

Breaking Barriers In Teaching And Learning: Selected Book Resources

National Collegiate Honors Council Monographs: Chapters

Achacoso, M. V., and M. D. Svinicki, editors. Alternative Strategies

for Evaluating Student Learning. New Directions for Teaching

and Learning, No. 100. Jossey-Bass, 2005.

Allen, M. J. Assessing Academic Programs in Higher Education,

Jossey-Bass, 2004.

Anderson, L. W., D. R. Krathwohl, and B. S. Bloom. A Taxonomy

for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy

of Educational Objectives. Longman, 2001.

Angelo, T. A., and K. P. Cross. Classroom Assessment Techniques: A

Handbook for College Teachers. 2nd ed., Jossey-Bass, 1993.

Arreola, R. A. Developing a Comprehensive Faculty Evaluation System:

A Handbook for College Faculty and …

Honors In Practice, Volume 14 (2018) [Complete], Ada Long , Editor

Honors in Practice Online Archive

In This Issue

Dedication to Katherine E. Bruce

Editor’s Introduction, Ada Long

HIP Now

Including Families in the Honors Experience, Melissa L. Johnson

Hearing the Marginalized Voice in the Great Books Curriculum, Jennie Woodard

Student Preferences for Faculty-Led Honors Study Abroad Experiences, Nicholas R. Arens, Hanna Holmquist, and Rebecca C. Bott-Knutson

A Structured Course for Personal and Professional Development, Deirdre D. Ragan

HIP Then: The First Ten Years

Tenure and Promotion in Honors (Vol. 1, 2005), Rosalie Otero

Honors in Chile: New Engagements in the Higher Education System (Vol. 2, 2006), Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, and Frederick …

Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang

Education Faculty Articles and Research

Despite the overwhelming body of research suggesting that students with intellectual disability benefit from access to general education placements, students with intellectual disability continue to be educated primarily in segregated settings. Furthermore, the percentage of students with intellectual disability included in general education classrooms varies greatly among and within states across the United States. In an effort to explore such variability in New York State, we examined trends in general education placement rates of students with intellectual disability across districts and possible predictors of placement in regular classes. Results suggest that although descriptive patterns of placement exist, a more definitive …

Exploring Nontraditional Learner Engagement And Motivation Through Music Integration, Jessa Rae Hershner

Walden Dissertations and Doctoral Studies

The increase in population of nontraditional adult learners paired with a demand for multisensory learning created a need for further research in best pedagogy in higher education. Thus, the purpose of this qualitative case study was to explore the central question on how the integration of music, lyrics, or music videos into higher education classrooms affected the motivation and engagement levels of nontraditional adult learners. The conceptual framework was based upon self-determination theory, andragogy, multiple intelligences, and visual literacy. A multiple case design was used to collect data from 8 nontraditional higher education students. Data were collected via telephone interviews …

A Simple Low-Cost Institutional Learning-Outcomes Assessment Process, Andrea A. Curcio

Faculty Publications By Year

Law school institutional learning outcomes require measuring nuanced skills that develop over time. Rather than look at achievement just in our own courses, institutional outcome-measures assessment requires collective faculty engagement and critical thinking about our students’ overall acquisition of the skills, knowledge, and qualities that ensure they graduate with the competencies necessary to begin life as professionals. Even for those who believe outcomes assessment is a positive move in legal education, in an era of limited budgets and already over-burdened faculty, the new mandated outcomes assessment process raises cost and workload concerns. This essay addresses those concerns. It describes a …

Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa

Journal of Communication Pedagogy

Graduate Teaching Assistants (GTAs) are often the first college instructors who new students meet when they arrive for their first day of class, and as instructors and as students, GTAs are the future of the discipline. As such, GTAs need to receive comprehensive training in a variety of pedagogical, procedural, and professional areas to help graduate students continue to develop as instructors and, eventually, into full-time faculty. To assist basic course directors, department chairs, and faculty in creating and supporting a comprehensive and ongoing GTA training program, this article provides 10 best practices for training new GTAs who will be …

Journal Of Communication Pedagogy, Complete Volume, 2018

Journal of Communication Pedagogy

No abstract provided.

The Mind As A Weapon: A Phenomenological Exploration Of How Elementary Teachers Use Mental Imagery To Prepare For Active Shooter Events, Aaron Wheeler

Doctoral Dissertations and Projects

The purpose of this transcendental, phenomenological study was to understand how teachers use aspects of mental imagery as a preparatory stress inoculation tool for potentially confronting active shooters at Truman Elementary School (pseudonym). The theory guiding this study was self-efficacy theory as theorized by Albert Bandura; self-efficacy theory rationalizes the way one views oneself will be the source of motivation in subsequent performance. In the context of this study, if teachers saw themselves as successful, then they were successful. Mental imagery was generally defined as visualization techniques that prepared teachers to mentally condition themselves to deal with active shooter events. …

The Effects Of Academic Parent Teacher Teams On Latino Student Achievement, Barbara Dee Bench

Walden Dissertations and Doctoral Studies

Decades of research have noted the importance of parent involvement in students' academic success. Less is known about parent engagement models that aim to increase Latino students' reading achievement. This project study examined the effectiveness of a 2-year parent engagement program implemented to address poor reading achievement of Latino elementary school students in a small urban district. The purpose of this study was to determine disparities in student scores between those parents who participated in the program and those parents who did not participate. The research questions examined parent engagement levels in comparison to increased summative reading scores. Based on …

Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson

Walden Dissertations and Doctoral Studies

In an urban Title 1 school district, the average number of Grade 3-5 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 3-5 students countywide and 19.4% below Grade 3-5 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that students learn. The …

Conscious Conclusions: The Effect Of Positive-Attitude Cues On Teacher Candidate Dispositions About Mathematics, Shelletta Baker

UNF Graduate Theses and Dissertations

The purpose of this study was to use elements for developing teacher identity, personal philosophy, beliefs about teaching and learning, and reflection to frame an examination of the effect of Positive-Attitude Cues (PACs) on teacher candidates’(n = 135) mathematics anxiety and expressive writing. Participants were randomly assigned to a treatment (PACs) or control group (No-PAC) and their dispositions about mathematics were examined using the Revised Mathematics Anxiety Rating Scale (MARS-R); which had a Cronbach’s alpha of 0.96 and an expressive writing task before and after the intervention. A significant main effect of test time showed that participants …

Historical Perspectives On Large Schools In America, Robert L. Hampel

Occasional Paper Series

Hampel evaluates the large school versus small school debate from a historical perspective. Until the 1970's, the small school was seen as the problem, not the answer. This essay will look at five beliefs, each firmly held for a long time by most educators.

Best Practices Used By Assistant Superintendents Of Curriculum And Instruction: Improving Teacher Instruction In A High Accountability Environment, Julie Madden

Electronic Theses and Dissertations

This qualitative multi-case study investigated not only the role of assistant superintendents of curriculum and instruction, but the strategies and best practices used by four assistant superintendents of curriculum and instruction and a deputy superintendent of teaching and learning from East Texas in order to improve classroom instruction and support teachers in the high-stakes testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing environment and the impact they have on instruction for teachers and students. The responses given in this qualitative case study were carefully analyzed in order to …

A Brief History Of Stem And Steam From An Inadvertent Insider, Lisa G. Catterall

The Transdisciplinary STEAM+ Journal

This article traces a history of STEM and STEAM from the perspective of someone involved in arts integration research for the last 35 years, and proposes a vision for the next steps. It also provides an assessment of the risks inherent in current trends of STEAM roll-out in schools, from the lack of resources for professional development to the burgeoning market in STEAM kits and activity books that do not lead to the original learning goals of STEAM.

What Makes That Autistic Student Tick? Strategies For Classroom Behaviors, Amanda Puleo

Capstone Projects and Master's Theses

Inclusion of autistic students in mainstream classrooms may make it difficult for teachers to identify and proactively address disruptive behaviors. That is, mainstream teachers may not know how to respond to these specific behaviors and their standard classroom management techniques may not work with autistic students. It will take commitment and hard work to identify strategies to regulate the disruptive behaviors of students with autism. To address this issue, the perspectives of directors and teachers who specialize in autism, as well as mainstream public or private school teachers were obtained through interviews. Three options for action emerged from an analysis …

The Impact Of Ethics And Faith On The Leadership Styles Of Black Women In Higher Education, Emetrude Lewis

Journal of Research Initiatives

Abstract

This phenomenological study explored the connection between ethics and faith as well as the impact that such connection has on the leadership styles of Black women in institution of public education. For the sake of confidentiality, pseudonyms were used for the participants and to protect their privacy. Multiple data collection and analytical methods were utilized to document the experiences and voices of the participants. Therefore, the purpose of this study is to understand the role and impact of ethics and faith on the leadership styles of Black women in higher education. The major goals of the research are: 1) …