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- To Improve the Academy: A Journal of Educational Development (19)
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Articles 1 - 30 of 37
Full-Text Articles in Educational Administration and Supervision
2000-2001 Otterbein College Graduate Studies In Nursing, Otterbein University
2000-2001 Otterbein College Graduate Studies In Nursing, Otterbein University
Course Catalogs
No abstract provided.
Moving A University Or College Toward A Lifelong Learning Orientation, John A. Henschke Edd
Moving A University Or College Toward A Lifelong Learning Orientation, John A. Henschke Edd
IACE Hall of Fame Repository
Extensive research and experiences have been conducted in to the processes necessary for moving a university or college toward a lifelong learning orientation. These ideas are presented here for consideration and assistance for these who wish to implement and test the ideas in new and different contexts. This paper focuses on the following elements: A definition of lifelong learning; Criteria producing a solution to today's lifelong learning issues, Faculty development of good practice oriented toward understanding and helping adults learn; Domains for planning and implementing a successful lifelong learning institution; Understanding developments that will change the environment in which lifelong …
Mentoring For University Outreach And Extension, John A. Henschke Edd
Mentoring For University Outreach And Extension, John A. Henschke Edd
IACE Hall of Fame Repository
No abstract provided.
Volume 13, Number 02, Don Forrester Editor
Volume 13, Number 02, Don Forrester Editor
Reaching Through Teaching
Full text of Volume 13, Number 02 of Reaching Through Teaching.
Site-Based Dropout Identification And Prescription Process For Alternative Education In A Diverse School System, William P. Krupp
Site-Based Dropout Identification And Prescription Process For Alternative Education In A Diverse School System, William P. Krupp
Theses and Dissertations in Urban Services - Urban Education
This study developed a school site-based dropout identification and prescription process for student placement in alternative education programs in a school system with diverse residential environments—urban, rural, and suburban. The dropout performance-based and measurable predictor variables selected through discriminate function analysis were total retentions, yearly average of absences, total out-of-school suspensions, the state competency tests passed on time, total administrative hearings, and yearly average of poor grades. The combination and nature of these variables allow for early detection of potential dropouts.
While subtle differences existed between the urban, suburban, and rural prediction formulas, the variables selected produced prediction formulas with …
Widening Literacy: A Training Manual For Managers Of Adult Literacy Learning Programs, Alan Rogers, Joanie Cohen-Mitchell, Udaya Manandhar
Widening Literacy: A Training Manual For Managers Of Adult Literacy Learning Programs, Alan Rogers, Joanie Cohen-Mitchell, Udaya Manandhar
Methods, Training, & Materials Development
This training manual has been developed to serve two purposes:
- To be used as the basis of a training program. To this end, some comments are addressed to the trainer.
- To be read independently of a training program as a tool for self-directed learning. To this end, some remarks are addressed to the independent reader.
Both sets of users may of course use this manual in whichever way they prefer, starting where they wish to start and finishing where they wish to finish. But we recommend that you look at the introduction before you begin to work on any section …
Counting Quality, John Strassburger
Counting Quality, John Strassburger
Publications
This is the fifth in a series of occasional papers about the challenges confronting students and what Ursinus is doing to help them enter adult life.
A Coordinator's Manual For The Recruitment And Training Of Volunteer, Elementary Level Tutors In Reading And Mathematics, Lara Cole
All Graduate Projects
The purpose ofthis project was to develop a manual for the coordination of a volunteer, elementary level tutoring program. To accomplish this purpose a review of related literature was conducted. Additionally, related information from selected resources was obtained and analyzed.
Graduate Bulletin, 2000-2002 (2000), Minnesota State University Moorhead
Graduate Bulletin, 2000-2002 (2000), Minnesota State University Moorhead
Graduate Bulletins (Catalogs)
No abstract provided.
Welcome, Patricia R. Renick Ph.D.
Welcome, Patricia R. Renick Ph.D.
Electronic Journal for Inclusive Education
WELCOME, to the third edition of the Electronic Journal of Inclusive Education. As you can see this is a work in progress. Articles are being revised and will go on-line when we receive them. So continue to stop in and read how the journal is taking shape.
In the mean time, please take a look at the article concerning creating laboratory access for students with disabilities (C.L.A.S.S.). This project has been chosen by the National Science Foundation as a model for teacher preparation and is an ongoing project here at Wright State University. One of the graduate students involved in …
Bridgewater State College Undergraduate/Graduate Catalog 2000-2001, Bridgewater State College
Bridgewater State College Undergraduate/Graduate Catalog 2000-2001, Bridgewater State College
Bridgewater State College Catalogs, 1960-2009
No abstract provided.
June Moon, Catherine Vance
June Moon, Catherine Vance
Electronic Journal for Inclusive Education
A poem written by Catherine Vance.
Class Document, Michele Wheatly Ph.D., Timothy Wood, Patricia R. Renick Ph.D., Jeffrey A. Vernooy
Class Document, Michele Wheatly Ph.D., Timothy Wood, Patricia R. Renick Ph.D., Jeffrey A. Vernooy
Electronic Journal for Inclusive Education
The purpose of this short communication is to inform readers of the journal about an innovative NSF funded project at Wright State University aimed at "Creating Laboratory Access for Students in Science", commonly referred to as the "CLASS Project". The project, now in its second year and under the leadership of Michele Wheatly (Chair of Biological Sciences), represents a collaboration between academic units (Tim Wood, Biological Sciences and Patricia Renick, Teacher Education) and student services (Jeff Vernooy, Director of Office of Disability Services).
Individuals with physical disabilities are significantly underrepresented in mainstream science. Until recently the enterprise of science has …
Integration: Being Realistic Isn't Realistic, Norman Kunc
Integration: Being Realistic Isn't Realistic, Norman Kunc
Electronic Journal for Inclusive Education
An increasing amount of pressure is being put on school boards to integrate students with physical, mental, and learning disabilities into regular classrooms, and thus teachers, principals, and those within the educational hierarchy are facing a dilemma to which there seem to be no easy answers. The primary concern confronting these educators is which students should be placed within the regular classroom and which students should be placed in segregated settings - whether in segregated schools or in segregated classes within a regular school. Even within the field of Special Education, there is a wide range of ideologies as to …
Variables And Risk Factors In Day Care Settings, Ruth B. Schumacher Ph.D., Rebecca S. Carlson B.M.
Variables And Risk Factors In Day Care Settings, Ruth B. Schumacher Ph.D., Rebecca S. Carlson B.M.
Electronic Journal for Inclusive Education
Objective: This article was developed to identify the variables associated with abuse of children in day care centers and homes, and to specify risk factors to guide professionals and parents.
Method: The literature regarding child abuse [physical (PA), sexual (SA), and ritual (RA)] was reviewed, with emphasis on identification of variables associated with victims, perpetrators, and settings. Three factors increased the complexity of the review: (1) Differences in definition and categorization complicated study comparison. (2) Emotional tone affected some reviewers' definitions, methodology, and conclusions. (3) Some aspects of child abuse in day care homes and centers have not been well …
Classroom Management Issues For Teaching Assistants, Jiali Luo, Laurie H Bellows, Marilyn Grady
Classroom Management Issues For Teaching Assistants, Jiali Luo, Laurie H Bellows, Marilyn Grady
Department of Educational Administration: Faculty Publications
For many graduate teaching assistants, the task of planning, organizing, motivating, and controlling classroom environments can be overwhelming. Empirical research pertaining to major classroom management problems experienced by TAs is scarce. This article is a report of a survey study regarding TA classroom management at a large, land-grant Research 1 University. The study provides specific information about TAs’ perceptions of classroom management experiences and concerns based on TA type, gender, teaching experience, and academic discipline. The results of the study indicate that international and U.S. TAs experienced many common problems, but each of the two types of TAs also had …
The Challenge And Test Of Our Values: An Essay Of Collective Experience, Kay Herr Gillespie
The Challenge And Test Of Our Values: An Essay Of Collective Experience, Kay Herr Gillespie
To Improve the Academy: A Journal of Educational Development
Departing from a specific experience at the 1998 POD conference, the values of the organization—most specifically and directly the “valuing of peopk”—were challenged and put to the test of whether or not we genuinely and sincerely strive to actualize our values. This situation is generalizable to our daily professional and personal lives, and the essay invites readers’ reflection through an examination of our values in combination with the story. The challenge continues, and the test is not finished.
Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson
Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson
To Improve the Academy: A Journal of Educational Development
Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents ofcampus culture. Finally, this chapter raises issues for faculty developers to reflect on as they consider establishing direct connections-partnerships-with students.
Finding Key Faculty To Influence Change, Joan K. Middendorf
Finding Key Faculty To Influence Change, Joan K. Middendorf
To Improve the Academy: A Journal of Educational Development
To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most likely to lead their colleagues to accepting new approaches. Opinion leaders can offer insight into faculty reactions to new approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce frustration and enhance efforts to spread new ideas about …
Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli
Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we’ve developedand summarize lessons we’ve learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt …
Qilt: An Approach To Faculty Development And Institutional Self–Improvement, Mike Laycock
Qilt: An Approach To Faculty Development And Institutional Self–Improvement, Mike Laycock
To Improve the Academy: A Journal of Educational Development
In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty developers have a role in encouraging an enhancement-led culture. Faculty ownership of,and responsibility far, continuous quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to generate this culture.
Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor
Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor
To Improve the Academy: A Journal of Educational Development
As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate …
Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin
Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin
To Improve the Academy: A Journal of Educational Development
In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre-and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.
Preface, Volume 18 (2000), Matthew Kaplan
Preface, Volume 18 (2000), Matthew Kaplan
To Improve the Academy: A Journal of Educational Development
Preface to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.
Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis
Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis
To Improve the Academy: A Journal of Educational Development
Two faculty development conferences held within a six-day period during October 1998 yielded important experiences and lessons for faculty and professionals interested in working with faculty of color. This paper, written from the standpoint of a faculty member of color, outlines the strengths and challenges of working on these issues in higher education institutions.
On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet
On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet
To Improve the Academy: A Journal of Educational Development
Since 1993, the Professional and Organizational Development Network (POD) has made an increasingly stronger commitment to becoming a multicultural organization. Poised at the entrance to a new century, it seems useful to examine the current standing of this goal in the context of the overall growth and development of POD. In this article the authors take stock of the organization’s history related to multiculturalism, discuss POD’s current organizational strengths and challenges related to models of multicultural organizational development, and offer suggestions for further progress on the path to becoming a multicultural organization.
From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald
From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald
To Improve the Academy: A Journal of Educational Development
This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline specific faculty, and writing specialists. Miami University’s Richard T. Farmer School of Business Administration has begun to support a team of writing specialists, led by a faculty developer. This team has worked with business faculty lo build a model of collaboration far using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper recounts the successful use of this new model in one accounting class.
Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta
Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta
To Improve the Academy: A Journal of Educational Development
Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for discussion groups by serving as Partners or Associates. This chapter describes how an inexpensive faculty discussion-group leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.
Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton
Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton
To Improve the Academy: A Journal of Educational Development
Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.
Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill
Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill
To Improve the Academy: A Journal of Educational Development
In this chapter we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion methods. For each of these reasons we suggest …