Teacher Education and Professional Development Commons^™

Cluster-Grouping, Co-Teaching, And Professional Learning Communities Focused On Mathematics Instruction Lead To Improved Engagement And Achievement In Mathematics For Students, K. Schaffner, L. West, A. Miknis, R. Ward, A. Foreman

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Growth No. 13 (2014) - Full Issue

Growth: The Journal of the Association for Christians in Student Development

The full issue of the thirteenth edition of Growth: The Journal of the Association for Christians in Student Development.

Building A Culture Of Faith: University-Wide Partnerships For Spiritual Formation, Brenda K. Bender, J. Scott Self

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Beyond Integration: Inter-Disciplinary Possibilities For The Future Of Christian Higher Education, Ed Jordan

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Christ Across The Disciplines: Past, Present, Future, Genesis J. Delong

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

College Unbound: The Future Of Higher Education And What It Means For Students, Brad Pulcipher

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

College Students’ Sense Of Belonging: A Key To Educational Success For All Students, David A. Lemley

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Soul Care: Christian Faith And Academic Administration, Jean-Noel Thompson

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Exploring The Influence Of Student Affairs Professionals On Learning Outcomes, Christopher S. Collins, Kristin Paredes-Collins

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Captains Of Erudition: How The First-Generation American University Presidents Paved The Way For The Student Development Profession, Drew Moser

Growth: The Journal of the Association for Christians in Student Development

This paper seeks to explore the origins of college administration, particularly student development, as a profession unique from faculty positions by researching the influence of key American university presidents at the dawn of the 20th century. This paper explores precipitating factors leading to the rise of this new type of president, scornfully coined “Captains of Erudition” by Veblen (1918), and the emergence of the student development field. An evaluation of this generation of presidents is offered, followed by a section highlighting key consequences of this pivotal period for higher education today. Original presidential writings from the early 1900s by key …

Athletic Leadership And Chronically Anxious America, Gary Ross

Growth: The Journal of the Association for Christians in Student Development

We are fast becoming (or perhaps already have become) a society that to its detriment values security over risk and safety over adventure. As such, we consistently sacrifice opportunities to grow through challenge. Perhaps the most unfortunate consequence of this orientation toward safety is that our nation, now more than ever, lacks leaders of character. Consequently, America is faced with what I believe to be the defining problem of our time. We need a way to develop leaders who can forge ahead with self-control and moral clarity in the midst of growing uncertainty. Thankfully, while it may appear there are …

Funding The Future: Preparing University Leaders To Navigate The Coming Change, Jeff Strietzel

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Mindfulness And The Beginning Teacher, Ross S. Bernay

Australian Journal of Teacher Education

This article reviews a hermeneutic phenomenological study of five beginning teachers who were introduced to mindfulness during their initial teacher education programme. The participants kept fortnightly journals and engaged in three interviews with the researcher to assess the benefits of using mindfulness during the first year of teaching. The participants in this study discovered through their lived experiences of using mindfulness in their first year of teaching that their personal wellbeing was enhanced, stress was reduced, and they could focus greater attention on their lesson planning and their students. They responded rather than reacted emotionally to student needs. The results …

Triad Relationships And Member Satisfaction With Paired Placement Of Student Teachers, Carol Wilkinson, Todd R. Pennington, Erin Whiting, Melissa Newberry, Erika Feinauer, Janet Losser, Liz Haslem, Amber Hall

Australian Journal of Teacher Education

Abstract: This study determined triad (a mentor teacher and two student teachers) members’ level of satisfaction (LOS) with paired-placement student teaching, focusing on mutuality and homophily to explore how triad relationships were linked to LOS. The constant comparative method was used to code interview transcripts and field notes. Results showed that of the six satisfied triads, five had mutuality, homophily, strong triad cohesion, and collaborative student teachers. Partially satisfied (four) and dissatisfied (two) triads experienced lack of mutuality and homophily, weak triad cohesion, and uncollaborative student teachers. Recommendations include providing formal training about triad relationships, considering mutuality and homophily when …

Pre-Service Visual Art Teachers’ Perceptions Of Assessment In Online Learning, Jeanne M. Allen, Suzie Wright, Maureen Innes

Australian Journal of Teacher Education

Abstract: This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including that of assessment, the focus of this paper. Authentic assessment tasks were designed within the University’s learning and teaching framework of constructive alignment and were sequenced across the three semesters of the visual art program. Analysis of data collected through a questionnaire and semi-structured interviews revealed that participants …

Supporting The Transference Of Knowledge About Language Within Teacher Education Programs, Lisl Fenwick, Michele Endicott, Marie Quinn, Sally Humphrey

Australian Journal of Teacher Education

Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year course on planning for effective learning in diverse contexts. Questionnaires and discourse analysis of assessment tasks provided insight into the extent to which the strategies designed to support transference succeeded. The findings indicate that transference of language knowledge occurs when this goal permeates curriculum and assessment design, as well as teaching practices.

Teacher Education And Experiential Learning: A Visual Ethnography, Maureen F. Legge, Wayne Smith

Australian Journal of Teacher Education

Abstract: This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate teacher education Bachelor of Physical Education in Aotearoa New Zealand. The research method involved photo-elicitation of selected photographs representing students’ experiences and our practices. We each wrote about the photographs using introspection and recall to create a layered narrative analysis reflecting on the educative focus of the images. We responded to …

The Perceived Importance And Impact Of Instructor Actions In Online Graduate, Education Students' Satisfaction, Rochelle Franklin

Doctoral Dissertations and Projects

This study examined the impact of online instructor actions on student satisfaction in online, graduate education courses. Students at an online institution that offers graduate degrees in Educational Leadership, Curriculum and Instruction, and Educational Technology completed the Priority Survey of Online Learners, which included questions about various aspects of their online learning experience, specifically focusing on timeliness, responsiveness and frequency of online instructor actions. This causal-comparative, quantitative research study employed survey strategy of inquiry. The sample consisted of 256 graduate, education students at an online, private institution. Paired t-tests were employed in data analysis. The results of this study revealed …

The Effects Of A Technology-Driven Science Application On Postsecondary Chemistry Student Achievement And Self-Efficacy, Darrell Byrum

Doctoral Dissertations and Projects

The purpose of this study was to establish if distinction exists in both student achievement and self-efficacy through the application of technology-based instructional approach in the laboratory environment of undergraduate chemistry courses. The achievement of 52 college students in the southeastern region of the United States was measured through one posttest assessment. Following this assessment, students were examined through a self-efficacy scale to determine preexisting thoughts of working in an undergraduate chemistry laboratory environment, as well as peer interaction. Accordingly, three separate college chemistry I courses were used to generate data via a nonequivalent control group design. From the three …

Education Policy And Social Justice: Exploring Possibilities Within Education Policy Context Of Pakistan, Sajid Ali

Institute for Educational Development, Karachi

One of the major purposes of education policy is to ensure social justice in a society. The social justice needs to be thought of not only in conventional sense of ‘distributional’ justice, but also in the sense of ‘relational’ justice. Looking from this perspective the policies in Pakistan have historically focused only on distributional justice, albeit with dismal progress on this front. However, they have completely ignored the attainment of ‘relational’ justice as a policy objective. As a result power differentials not only exist but worsened through educational policies such as undermining of public schooling while encouraging privatization of education …

Improving Enrollment In The Construction Management Graduate Program Through Students’ Perspectives, Mouloud Messaoudi

Master of Technology Management Plan II Graduate Projects

Low enrollment and the decrease in graduation and retention rates are challenges facing the growth of the Master’s in Technology Management – Construction Management (MTM-CM) program at BGSU. In addition, the competition between the universities to enroll and retain more in-state, out-of-state, and international students is aggressive. There is a need for a revaluation for the MTM-CM program in order to attract more students in the future. This study is a necessary step to know what the MTM-CM students think about the product delivered to them at BGSU. There was no prior study investigating the satisfaction level of the construction …

Front Matter

Inquiry: The Journal of the Virginia Community Colleges

Cover art: "Adventures in Wonderland" by Kristen Kaltenberg, a Computer Arts student at Thomas Nelson Community College.

Student Engagement And Professional Development In An Innovative Learning Community, Kim Hoosier Phd, Sam Pincus Phd

Inquiry: The Journal of the Virginia Community Colleges

As two Piedmont Virginia Community College (PVCC) faculty set out to create an innovative learning community, they found that they also fostered a complex and rewarding professional development opportunity. This is an account of what it took to create such a community, and some of the lessons they learned along the way.

The Outcomes Of New Teachers Being Reflective, John Whittington Seddon

Theses: Doctorates and Masters

New university teachers are typically advancing scholars who have recently commenced academic teaching duties. Referred to as neophytes in this study, these teachers are usually early career academics, postgraduate students or sessional lecturers who begin teaching with little more training than attendance at short professional development courses or seminars. Their teaching and learning theories are generally naive and their practice is often limited. In view of the already substantiated connections that have been found between teachers’ conceptions of teaching (COTs) and their practical approaches to teaching, the COTs held by neophytes are of consequence, as they are usually indicative of …

Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann

ETSU Faculty Works

Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for …

Principal And Mathematics Coaches' Journey To Improve Mathematics Learning, R. Cox

Journal of Mathematics and Science: Collaborative Explorations

My educational career path began as an elementary school teacher, then as an assistant principal, and now as a principal. With the educational experiences that I had at each level of my career, I was certain I would be able to handle an increase in the mathematical rigor presented to our students through the new Mathematics Standards of Learning for Virginia Public Schools (SOL) [1]. I found that, yes, I was able to understand the rigor. However, I found the challenge was providing the needed assistance to bring about results that would ultimately help our teachers and students be successful. …

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Partnering With Principals Through Formal And Informal Professional Development, V. Bohidar

Journal of Mathematics and Science: Collaborative Explorations

Mathematics Specialists and administrators need to define what they should see students and teachers doing in classrooms that promote proficiency and understanding in mathematics. Formal, divisionwide professional development on this topic can quickly guide and inform a large group of administrators in one setting. However, potentially more powerful professional development can occur on a small scale one building at a time through mathematics department learning walks.

The Greater Sum Of Collaboration: Adding Value To Mathematics Education Through Teamwork, J. Deinhart, T. Hulen, B. Butler, D. Kerr

Journal of Mathematics and Science: Collaborative Explorations

The role of a Mathematics Specialist can vary from pre-K through grade 8 schools. One of the most distinguishing factors involves the relationship between the Mathematics Specialists, administrators, and teachers. In this article, we share our experiences in a school culture that supports common language, collective commitments, trust, and transparency. Using this model, we have experienced high levels of teacher professionalism and student success. As lifelong learners, we continually reflect upon our practices and look for ways to meet the needs of our students. This occurs by implementing purposeful meeting structures that allow us to facilitate discussions around mathematics content, …

Developing A New Partnership, T. Martino, S. Chuang

Journal of Mathematics and Science: Collaborative Explorations

Many factors contribute to the success and impact of a Mathematics Resource Teacher on K-5 mathematics instruction. Developing a strong partnership with stakeholders and sharing a common vision for quality mathematics instruction are key factors in the successful implementation of the Mathematics Resource Teacher program. In this article, we share the experience of elementary school principal, Timothy Martino, as he prepared to open a new elementary school in August 2012. Frederick Douglass Elementary opened with a full-time, school-embedded Mathematics Resource Teacher, Mrs. Cindy Brady. Timothy Martino and Mrs. Brady developed a partnership with division-level central office staff and with the …