Teacher Education and Professional Development Commons^™

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.

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 …

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.

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 …

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 …

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

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.

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.

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

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 …

“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen

To Improve the Academy: A Journal of Educational Development

Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.

The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee

To Improve the Academy: A Journal of Educational Development

In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …

Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

The purpose of this study was to compile updated information on resources and programs of faculty/instructional development centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further study and discussion.

A Study Of How Elementary School Principals Spend Their Time With Different Quality Levels Of Teachers As A Correlate Of Principal Focus And Time, Gloria Gibba Kieley

Seton Hall University Dissertations and Theses (ETDs)

.

Understanding The Headteachers’ Role In Pakistan: Emerging Role Demands, Constraints And Choices, Muhammad Memon, Rana Nazir Ali, Tim Simkins, Viv Garret

Institute for Educational Development, Karachi

Little effort is made to study the role of headteachers in the eastern context, including Pakistan. This paper is based on the study conducted in the government and non-government schools in Pakistan in order to understand headteachers ' role in terms of the emerging demands, constraints and choices. The study suggests that the government school headteachers seem to be less proactive and more interested in maintaining status quo because of the influence of the 'topdown management model'. The study also suggests that the government headteachers have limited choices and many constraints because of the influence of the bureaucratic system. Their …

The Impact Of School Reform On Teacher Professionalism Lessons From Case Studies To Inform Future Professional Development Initiatives, Meher Rizvi

Institute for Educational Development, Karachi

This paper will outline a number of issues faced by Government Primary Schools in Pakistan. Specifically, it will identify a research agenda that needs to be addressed if these schools are to progress. Pakistan's educational system is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the low quality, the poor morale and the dejected professional status of the teachers. I say that because I believe that schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their …

Persepsi Guru Terhadap Peranan Pengetua Dalam Melaksanakan Program Pembangunan Staf Di Sekolah Menengah Daerah Bachok Kelantan, Wan Mohd. Nor Kadir

Student Works (2000-2009)

This research is carried out to view teachers perception of the school principals' role in implementing staff development programmes. A few sets of questionnaires were distributed to 55 teachers from 2 secondary schools in Bachok. Based on the descriptive statistic and chi-square test it shows that most of the teachers (respondents) have positif perceptions toward their principal's role in staff development programmes. Factor such as sex, age, academic achievement, length of service and teachers interest did not have any influence to their perception. A conclusion and some suggestions are forwarded in this research.

Motivasi Kerja Di Kalangan Guru-Guru Jabatan Agama Islam Selangor (Jais) Di Sabak Bernam, Siti Jamiaah Ishak

Student Works (2000-2009)

A research has been carried out on 100 secondary school teachers of JAJS, Sabak Bernam. The aims of this research are, firstly, to detect the teachers' working motivation level: secondly, to detect the teachers' level of satisfaction towards motivator and hygiene/actors; thirdly, to detect the significant correlation between the satisfactory level towards motivator and hygiene factors, and the working motivation level; and fourthly lo detect the extend in which individual characteristics cause differences in working motivation factor. The results of this research shows that 32% of the teachers have very high motivation level, 64% high and 4% low. 96% of …

Kajian Terhadap Stres Di Kalangan Guru, Wan Anna Salwa Wan Mat Saman

Student Works (2000-2009)

Pendidikan mempunyai fungsi kepada negara bagi mewujudkan sumber manusia yang berkemampuan mengisi keperluan pembangunan negara dan kepada individu untuk memperkayakan hidup supaya berupaya mengambil bahagian sepenuhnya dalam kehidupan masyarakat dan kemanusiaan sejagat. Untuk itu pendidikan harus diselarikan dengan perubahan sekitar agar ianya tidak ketinggalan dalam mencanai pemikiran dan budaya manusia. Namun begitu di tengah-tengah kepesatan pembangunan sistem pendidikan, ada pihak yang merasa tersepit, iaitu guru. Penilaian dan pemerhatian yang sewajarya diperlukan bagi mengatasi masalah yang menimpa rnereka. lni dikukuhkan lagi dengan hasil kajian yang membuktikan bahawa masalah stres memang berlaku dalam dunia perguruan. Terdapat banyak faktor-falctor yang mempengaruhi kepuasan guru …

Koinonia, Michael Lastoria, Denise Campbell, David Guthrie, Ron L. Coffey, Michael W. Row

Koinonia

In This Issue
Student Affairs and The Personal Affairs of Students: Our Role, Michael Lastoria

Check the Tortillas and Other Whispers From God: Seers for the New Millennium, Denise Campbell

In The Field
At Home at School: CCCU Student Leaders Evaluate Their College Experience, David Guthrie

Around Campus
Money Week, Ron L. Coffey

Redemptive Criminology, Michael W. Row

Regular Features
President's Corner

Editor's Disk

Annual Conference: Highlights of ACSD 1999 at Biola University

Book Review: Leadership Games: Experiential Learning for Organizational Development

Perspective: Leaders Who Make a Difference

Volume 13, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 01 of Reaching Through Teaching.

The Nairobi Model: A Focus On Primary Science Classroom Practice, Harcharan Pardhan, Alan E. Wheeler

Institute for Educational Development, Karachi

This (school based approach) complements the other advantage which comes with school-based teacher education: the opportunity to take stock of a learner-teacher’s needs, and, over an extended period, to cater for these needs, to monitor the ways they develop, and toe respond to these developments.

Staff Development Programs In Public Elementary Schools In Northeast Tennessee, Richard A. Mcinturf

Electronic Theses and Dissertations

The purpose of this study was to collect and report on the perceptions of elementary school teachers as to the quality of staff development programs being offered in schools and school systems throughout Northeast Tennessee. A second purpose was to study the relationship between certain school district characteristics and teacher perception scores related to the staff development programs. The National Staff Development Council's Self-Assessment and Planning Tool was used to collect data related to teacher perceptions. Mean scores were calculated and t-test analysis completed for each variable named in the study. Conclusions of the study are consistent with most findings …

An Investigation Of Servant-Leadership In Public School Superintendents In The State Of Indiana, Michael P. Livovich Jr.

All-Inclusive List of Electronic Theses and Dissertations

This study investigated the extent to which the "Ten Critical Characteristics of Servant-Leadership," according to Spears (1995, 1998), exist in public school superintendents in the state oflndiana. All 289 public school superintendents in the state of Indiana were sent a survey instrument which operationalized these characteristics. Alternative hypotheses were tested, and an analysis was conducted comparing the responses of the superintendents based on personal information and school district demographics. Personal information was defined as age, highest degree earned, and length of experience as a public school superintendent. School district demographics were defined as the number of students served based on …

Volume 12, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 12, Number 02 of Reaching Through Teaching.

Identifying Catalysts For Sustained Innovation Of Inclusion Teachers, Laura J. Switzer

Electronic Theses and Dissertations

The researcher examined nine areas of support that can be of assistance to sustaining innovative methodology in four school systems in Upper East Tennessee. Five types of innovation were examined. This study looked at nine supports as well as years of involvement by the practicing educator. The research design was a comparative study with forty hypotheses used to test differences in perceived degree of assistance to commitment. Teachers were surveyed and asked to rate supports for sustained innovation. Teachers also rated actual and ideal involvement. The research questions were tested and statistically analyzed using t-test and analysis of variance. Significant …

Koinonia, Hugh Hewitt, Debra L. Elliott, Scott Preissler, Dana Alexander, Dennis A. Sheridan, Theresa Hanneman, Sarah Marcum

Koinonia

In This Issue
People are Hungry to Talk About Deep Things (Reprint from The Embarrassed Believer: Reviving Christian Witness in an Age of Unbelief), Hugh Hewitt

The Legacy of Ernest L. Boyer, Sr.: The Boyer Center at Messiah College, Debra L. Elliott

Filling the Voids in Christian Leadership Training Today: Connecting Student Development, Stewardship & Nonprofit Education with Emerging Leaders, An Interview with Scott Preissler, The Christian Stewardship Association

Reply to an Idealistic Job-Searcher, Dana Alexander

In The Field
Beyond the Horizon: Student Affairs Practice in the 21st Century, Dennis A. Sheridan

Around Campus
And God Created . . …

Nefdc Exchange, Volume 9, Number 2, Spring 1999, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Developing New and Junior Faculty Careers - Mary Deane Sorcinelli. University of Massachusetts, Amherst

From the President - Susan J. Pasquale, Harvard Medical School

2nd Annual NEFDC Faculty Development Roundup May 26, 1999 Keene State College, Keene, New Hampshire

Review: Two very different books of teaching cases - Jeffrey Halprin, Nichols College

Board of Directors

Koinonia, James Kanning, Melissa J. Schermer, Eileen Hulme, Kadi Cole

Koinonia

In This Issue
Vocation and an Integrated Christian Worldview: Reprint from Love Your God with All Your Mind: The Role of Reason in the Life of the Soul by J.P. Moreland

SWOT, MBO, and Other Life Perils, James Kanning

Contemporary Christian Music Challenges Activity Directors to Assess Campus Spiritual Climate, Melissa J. Schermer

In The Field
Anticipatory Consciousness: A Learning Paradigm for College Students, Eileen Hulme

Around Campus
Using Technology in Wellness Programming, Kadi Cole

Regular Features
President's Corner

Editor's Disk

Annual Conference: Sunny Southern California Welcomes ACSD 1999

News from the Regions: Spotlight on the Lake Region

Coalition of …

1999-00 Unopa Executive Board Minutes

UNOPA: Minutes

No abstract provided.