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Full-Text Articles in Educational Administration and Supervision

Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox Jan 2003

Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

Faculty learning communities have played a key role in the development of the scholarship of teaching and learning at Miami University for over 20 years. This chapter describes a sequence of developmental steps, evidence of success, and supporting documents and artifacts that can guide faculty developers in a community approach to the development of this scholarship.

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Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith Jan 2003

Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith

To Improve the Academy: A Journal of Educational Development

This article discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that call be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.

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Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos Jan 2003

Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos

To Improve the Academy: A Journal of Educational Development

Two vastly different institutions, the University of Nebraska, Lincoln and Delgado Community College, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: The technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.

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Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler Jan 2003

Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler

To Improve the Academy: A Journal of Educational Development

Faculty members play an important role in making academic programs accessible to postsecondary students with disabilities. However, instructors do not always possess the knowledge, experiences, and attitudes that result in the most inclusive environment for these students. A literature review was conducted to explore what faculty members need to know about accommodating students with disabilities in their courses and how they can best gain this knowledge. These results were used to develop a comprehemive set of training options that can be used with postsecondary instructors nationwide. The content of these options focuses on legal issues, accommodation strategies, and resources. Modes …

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Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson Jan 2003

Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).

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Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler Jan 2003

Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler

To Improve the Academy: A Journal of Educational Development

The Boston Group, drawing upon developmental and clinical research, has identified special moments in human interaction that they call “moments of meeting.” These moments occur spontaneously within the context of ongoing relational interaction and can effectively restructure relationships. We think of these moments of meeting as pivotal moments because of their potentially pivotal effect on relationships. In this chapter we briefly describe the theory underlying these moments of relational change, using examples from education. Then we suggest strategies that may help teachers participate creatively in such moments. Finally, we explore the implications of this theory for the concept of authenticity.

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Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds Jan 2003

Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds

To Improve the Academy: A Journal of Educational Development

Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.

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Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso Jan 2003

Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso

To Improve the Academy: A Journal of Educational Development

Despite much debate among educators over methods to improve the climate and effectiveness of teaching and learning, very limited effort has been directed toward seeking input from students. In this study. a survey of students’ opinions regarding college teaching and learning was given in six courses with 163 students completing the survey. This chapter analyzed the survey results and proposed specific strategies that professors can use to make teaching engaging as well as informative, and thus, to enhance student learning.

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The Essential Role Of Faculty Development In New Higher Education Models, Devorah A. Lieberman, Alan E. Guskin Jan 2003

The Essential Role Of Faculty Development In New Higher Education Models, Devorah A. Lieberman, Alan E. Guskin

To Improve the Academy: A Journal of Educational Development

There is a growing interest in and active discussion about new educational environments, which shift the emphasis of education from faculty and their teaching to students and their learning. This shift enables us to view the education of students in multiple educational environments beyond the traditional model of faculty teaching students in a classroom. Combining both different instructional roles and educational settings into new higher education models of undergraduate education will demand that faculty learn new roles. It also holds out the hope that reducing the demands on faculty time and increasing the availability of other institutional resources will enhance …

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Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin Jan 2003

Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin

To Improve the Academy: A Journal of Educational Development

Traditionally, working with teaching faculty is the primary consulting role for most faculty development professionals. The boundaries, however, are not always clear regarding instructional assistance that is provided to other personnel. This chapter demonstrates how collaboration among faculty consultants and information specialists can result in enhanced library utilization and better research-related instruction. Our model uses problem-based learning (PBL) as a vehicle for teaching research and retrieval skills in either a single class experience or in multiple classroom visits with an engineering librarian.

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Embracing A Philosophy Of Lifelong Learning In Higher Education: Starting With Faculty Beliefs About Their Role As Educators, Carolin D. Kreber Jan 2003

Embracing A Philosophy Of Lifelong Learning In Higher Education: Starting With Faculty Beliefs About Their Role As Educators, Carolin D. Kreber

To Improve the Academy: A Journal of Educational Development

Recent events on the international political scene point to a need to teach course content and learning skills that focus on issues of equity and diversity, understanding of the local culture and differences among cultures,· learning for ethics, citizenship, and democracy. interpersonal skills; and an ability to make informed and responsible value judgments. These, among others, are important aspects of lifelong learning. To embrace a philosophy of lifelong learning in higher education it seems paramount to focus on faculty beliefs about teaching to encourage a critical interrogation of course and program goals. The chapter concludes with several suggestions for the …

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A Matrix For Reconsidering, Reassessing, And Shaping E–Learning Pedagogy And Curriculum, Laura Bush, Barry Maid, Duane Roen Jan 2003

A Matrix For Reconsidering, Reassessing, And Shaping E–Learning Pedagogy And Curriculum, Laura Bush, Barry Maid, Duane Roen

To Improve the Academy: A Journal of Educational Development

Educational stakeholders are increasingly engaged in discussions about the effective design, distribution, and evaluation of e-learning. We invite educators to build on already existing scholarship as they make future e-learning decisions. Specifically, we combine four categories of academic scholarship from Boyer (1990) with six assessment criteria from Glassick, Huber, and Maeroff (1997) to construct a matrix that may be applied to any post-secondary learning or teaching context. We argue that while each medium in which faculty might find themselves teaching differs from others, the teaching itself, and effective teaching in general, is definable and, therefore, can be evaluated using the …

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Bibliography, Volume 21 (2003) Jan 2003

Bibliography, Volume 21 (2003)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 21 (2003) of To Improve the Academy: A Journal of Educational Development.

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Welcome To A New Journal!, Marilyn L. Grady, Barbara Lacost Jan 2003

Welcome To A New Journal!, Marilyn L. Grady, Barbara Lacost

Journal of Women in Educational Leadership

We are very excited about the possibilities inherent in this new journal. The publishers who identified the need for the journal and who are sponsoring this showcase of scholarship on women in educational leadership deserve acknowledgement for their enterprise. The support we have received from our professional colleagues in many disciplines has been spectacular.

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The Synergistic Leadership Theory: Contextualizing Multiple Realities Of Female Leaders, Genevieve Brown, Beverley J. Irby Jan 2003

The Synergistic Leadership Theory: Contextualizing Multiple Realities Of Female Leaders, Genevieve Brown, Beverley J. Irby

Journal of Women in Educational Leadership

The authors describe the Synergistic Leadership Theory (SLT), which includes four factors: Leadership Behavior, Organizational Structure, External Factors, and Beliefs, Attitudes, and Values. The factors are described and contributions to existing leadership theory are explained. They further apply the factors to four cases in order to illustrate the application of the theory to leadership practice. The authors conclude that SLT, in including the female perspective, provides an expanded framework for taking a macro-perspective of the interactions among beliefs, external forces, people, and organizations.

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Women, Education And The Law - The Children "Left Behind", Patricia F. First Jan 2003

Women, Education And The Law - The Children "Left Behind", Patricia F. First

Journal of Women in Educational Leadership

The No Child Left Behind Act is the newest revised version of the Elementary and Secondary Education Act, first enacted in 1965 and last reauthorized in 1994. The Act further expands the federal role in education and provides the largest dollar increase ever in federal education aid. The provisions getting the most attention concern the testing of all students in grades 3 to 8 in reading and math, participation in the National Assessment of Educational Progress, accountability systems for progression toward academically "proficient" status for all students, changes in Title I state share and use of funds and local targeting …

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Review Of Standing At The Crossroads: Next Steps For High-Achieving Women By Marian N. Ruderman And Patricia J. Ohlott., Jean M. Haar Jan 2003

Review Of Standing At The Crossroads: Next Steps For High-Achieving Women By Marian N. Ruderman And Patricia J. Ohlott., Jean M. Haar

Journal of Women in Educational Leadership

Standing at the crossroads: Next steps for high-achieving women was written to address the changes occurring for woman managers. Rudennan and Ohlott, professionals in the field of leadership development, noted that significant changes occurred for women managers from the 1980s to the 1990s. They observed two changes: First, although the number of women in top positions stayed low, the number in mid level positions grew significantly. Second, the issues for women changed from concern about "gaining access to the boardroom to gaining comfort in the personal life choices associated with a managerial career" (p. 2). Women reached a point …

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The Symbiotic Relationship Of Leadership And Culture, Bernita L. Krumm Jan 2003

The Symbiotic Relationship Of Leadership And Culture, Bernita L. Krumm

Journal of Women in Educational Leadership

This article concentrates on two areas: individual leadership roles and the influence of organizational culture and language on leadership. Women tribal college presidents offered their perspectives on the presidents' leadership roles, visions for the colleges and behaviors, strategies and insights on leadership.

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Soul Sisters: Origins And Accomplishments Of A Unique Partnership, Linda L. Lyman Jan 2003

Soul Sisters: Origins And Accomplishments Of A Unique Partnership, Linda L. Lyman

Journal of Women in Educational Leadership

Leadership in poverty schools is essential for success. This article chronicles the partnership of a principal and a speech and language pathologist who have, together and with some angst, brought teachers in the school together to link language development with reading success. Since 1994, Aurther Perkins and Pat Lindberg have refined a program that is based on common beliefs that children can be successful in schools, that poor parents care much about their children's victories at school, and that reading is the key to success in every subject. Clearly, this documentation of a successful collaboration between a content expert and …

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Standing Side By Side With 'The Brethren': A Study Of Leadership From Female High School Principals' Perspectives, Dru Mcgovern-Robinett, Martha N. Ovando Jan 2003

Standing Side By Side With 'The Brethren': A Study Of Leadership From Female High School Principals' Perspectives, Dru Mcgovern-Robinett, Martha N. Ovando

Journal of Women in Educational Leadership

Educational administration has long been a masculinist enterprise. There is a significant theoretical gap and lack of explanations grounded in the experience and language of women (Blackmore, 1993; Shakeshaft, 1987). In addressing that gap related to the experiences of female educational leaders, predominant research on women has primarily surrounded their dilemmas rather than their contributions (Papalewis, 1995). This study addressed both the challenges and contributions of women principals serving in male-dominated, secondary school arenas. We explored the nature of the leadership experiences of three female high school principals by focusing on the perceptions of leadership from the standpoint of female …

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A Historical Multi-Case Study Of Five Women Who Experienced Pregnancy As Unmarried Teens, Marilyn Valerio Jan 2003

A Historical Multi-Case Study Of Five Women Who Experienced Pregnancy As Unmarried Teens, Marilyn Valerio

Journal of Women in Educational Leadership

Multi-case study methodology was used to explore the experiences of five women from five different decades who became pregnant as unmarried teens. This historical view was developed by interviewing paI1icipants about family. social. and cultural contexts in which the event occurred. A clearer understanding of teen pregnancy resulted when the participants' stories were triangulated with decade literature. Four themes emerged: How They Got There. What Followed. Lifelong Impact, and Literature Over Time. The study supported the need for families and communities to engage in meaningful dialogue with their youth and to implement strategies that foster primary prevention of teen pregnancy. …

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Change As The Convergence Of Energies: Using The Lens Of Postmodern Thinking To Examine Change In Higher Education, Linda Hamption Weston, Jeanne Gray Carr Jan 2003

Change As The Convergence Of Energies: Using The Lens Of Postmodern Thinking To Examine Change In Higher Education, Linda Hamption Weston, Jeanne Gray Carr

Journal of Women in Educational Leadership

Post modern thought, in particular dynamic systems theory, offers explanations for the profound era in which we live. Defining myself as an educational leader with a post modern visionary perspective, I have deconstructed a change effort in higher education to demonstrate the developmental process that took place within me when I acted as an educational change agent. As part of this story, I have added the voice of an executive coach, who volunteered her services to the university and worked with me during the second semester of this change effort. This effort is analogous to a river that is constantly …

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Faculty Activity Report 2003-2004, University Of Northern Iowa. Office Of Information Management And Analysis. Jan 2003

Faculty Activity Report 2003-2004, University Of Northern Iowa. Office Of Information Management And Analysis.

Institutional Effectiveness & Planning Documents

Report of faculty activity broken down by rank and college and compared to the peer institutions

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The Reality And Myth Of The Superintendent Shortage: Implications For Research And Educational Policy, Lars G. Bjôrk, Margaret Grogan, Bonnie C. Johnson Jan 2003

The Reality And Myth Of The Superintendent Shortage: Implications For Research And Educational Policy, Lars G. Bjôrk, Margaret Grogan, Bonnie C. Johnson

Education Faculty Articles and Research

"An examination of research findings on the perception of a precipitous decline in the quantity and quality of superintendent applicants was undertaken by leading scholars in the field and is reported in two consecutive issues of the Journal of School Leadership. We trust that this authoritative body of work adds to the knowledge base, informs the national debate, and will guide policy deliberations in the coming years. The intent of the authors of this brief end piece is to reflect on empirical findings as well as to introduce a number of provocative scholarly observations that will hopefully elevate and focus …

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Swosu Fact Book Fall 2003, Denisa Engelman Jan 2003

Swosu Fact Book Fall 2003, Denisa Engelman

Fact Books

I am proud to introduce the twelfth annual Southwestern Oklahoma State University Fact Book. The reader may note that several of the pages have been changed because of the recent reorganization of the academic colleges. The Fact Book provides a ready source of information to answer frequently asked questions about the University and its operations. Unless otherwise noted, the information in this Fact Book came from computer-generated reports that are printed following the tenth class day of each fall semester. Because of student fluctuations during the semester, numbers will not match other published enrollment numbers that may be based on …

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School Leadership In Pakistan: Exploring The Headteacher’S Role, Tim Simkins, Charles Sisum, Muhammad Memon Jan 2003

School Leadership In Pakistan: Exploring The Headteacher’S Role, Tim Simkins, Charles Sisum, Muhammad Memon

Institute for Educational Development, Karachi

There is a good deal of consensus in the literature about the key role of leadership – especially that of the headteacher – in facilitating school improvement. Yet much of the research in this area has taken place in Western industrialised countries. This article explores the issue of headship in the context of schools in a specific developing country context, that of Pakistan. Drawing on 2 studies of the experience of headteachers in Karachi, the article identifies and explores the key variables that may contribute to a sense of personal efficacy for these heads, namely the expectations generated by the …

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The Impact Of A Professional Development Program: Case Study From Pakistan, John Retallick, Shahzad Mithani Jan 2003

The Impact Of A Professional Development Program: Case Study From Pakistan, John Retallick, Shahzad Mithani

Institute for Educational Development, Karachi

In the context of a developing country with enormous problems in the quality of school education for the majority of children, this article seeks to reveal some insights into the impact of one teacher development program in two schools. The Advanced Diploma in School Management (ADISM) program was conducted by the Aga Khan University, Institute for Educational Development in Karachi, Pakistan, where there is increasing interest in studying the impact of all programs. An action research method was employed to develop case studies of two program graduates as they sought to bring change to their schools based on strategies of …

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Curriculum As Practiced In Pakistan, Nilofar Vazir Jan 2003

Curriculum As Practiced In Pakistan, Nilofar Vazir

Institute for Educational Development, Karachi

From 1995 to 1999, as a teacher educator in Pakistan teaching on professional development programs, my colleagues and I were able to address some needs and interests of primary school teachers. After obtaining a degree in teacher education I was better equipped with the skills required for designing, implementing, and evaluating the curriculum. I also gained further insight into teaching and learning through the fieldbased component. A "need analysis" determined teacher selection for our field component, with the overarching principle being to select teachers who considered change to be relevant. Other selection criteria included teachers who were willing to bring …

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Growth Strategies And Intellectual Capital Formation In New And Emerging Heis, Ellen Hazelkorn Jan 2003

Growth Strategies And Intellectual Capital Formation In New And Emerging Heis, Ellen Hazelkorn

Books/Book chapters

Higher educational institutions are being asked to contribute more effectively and efficiently to economic growth, innovation and intellectual capital. As they do so, the academy has also come under pressure. The content of academic work, the role of faculty, and the balance between teaching, research and service, have, arguably, been restructured, reconfigured and redefined. For academics within traditional universities, pressures for accountability and social relevance have challenged what many valued as ‘their autonomy’. But, for staff within new and emerging HEIs, those formed or reconstituted circa. 1970, there have been different pressures. Many were hired originally as teachers and now …

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A Schoolwide Discipline Plan For Gildo Rey Elementary School, Adam William Couch Jan 2003

A Schoolwide Discipline Plan For Gildo Rey Elementary School, Adam William Couch

All Graduate Projects

This project examined current related literature as well as discipline plans from six other elementary schools. Some basic tenants of quality discipline plans for elementary schools were found to be trne for most situations. The plan should be clear, have full staff buy-in, and stress prevention. Written for current and future staff members of Gil do Rey Elementary School in Auburn, Washington, the project outlines, defines, and provides appropriate tools for all elements of the plan. The plan was broken down into four main sections. The first section clearly explains universal rnles and expectations of Gildo Rey students. Next, in …

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