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Articles 5191 - 5220 of 6828

Full-Text Articles in Teacher Education and Professional Development

A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll Jan 2004

A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll

To Improve the Academy: A Journal of Educational Development

The purpose of the faculty development program for teaching Introduction to Psychology in this study is to further develop skills for new and seasoned faculty to enable them to teach and inspire students more effectively. This Systematic, Hands-On, Reflective, and Effective (SHORE) approach provides a forum to practice teaching skills, gain familiarity with course material, incorporate classroom management techniques, evaluate teaching effectiveness, and build a cohesive teaching team. Evaluative feedback indicates the approach positively affects both the faculty and 1,100 students annually. Implications for faculty development programs and research are also discussed.

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Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell Jan 2004

Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell

To Improve the Academy: A Journal of Educational Development

To enhance assessment of student learning, the Brigham Young University (BYU) Faculty Center undertook a needs assessment to guide new initiatives. Researchers reviewed results from the National Survey of Student Engagement and an earlier BYU faculty survey. In addition, they conducted a qualitative study with faculty and administrators. The qualitative study can serve as a model for other faculty developers considering new initiatives. The findings raised thought-provoking issues for faculty development, particularly faculty readiness. As a result of this research, the center bolstered current services and developed new ones to support the assessment of student learning.

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Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson Jan 2004

Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson

To Improve the Academy: A Journal of Educational Development

How can the return on investment of faculty development be determined? One way to do this is through the application of a highly replicated and reported return on investment (ROI) process. This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning. The process utilizes a five-level framework and a step-by-step ROI process model. These components are reviewed in this chapter and an example of return on investment based …

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Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism Jan 2004

Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism

To Improve the Academy: A Journal of Educational Development

An important first step to attacking significant institutional problems is working across the organizational silos that encompass campus units. This chapter draws upon an experience in collaboration through which an academic development center chose to partner with a variety of campus units to address a vexing problem facing many campuses: unacceptable rates of first-year student retention. The chapter then goes beyond the case to identify the kinds of collaborations that can be created to treat other pressing academic issues and highlight characteristics of successful collaborations that academic development centers can initiate or join.

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Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke Jan 2004

Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke

To Improve the Academy: A Journal of Educational Development

Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning. Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission. This chapter describes a faculty development needs assessment project that was implemented at a large public institution. Data collected was used to focus programming and guide decision-making. Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.

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Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez Jan 2004

Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez

To Improve the Academy: A Journal of Educational Development

This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers. Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization). The ULO has formal bylaws, elected officers and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college. Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes. The activities include formation of a Research Writing Workgroup, workshops on the …

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The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney Jan 2004

The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney

To Improve the Academy: A Journal of Educational Development

This chapter reviews the complex history of the scholarship of teaching and learning (SoTL) including SoTL as a social movement and various conceptualizations of the term. Based on extant work, I also discuss past lessons, current challenges, and future directions for SoTL. Additional theorizing and research are needed in many areas. Suggestions related to faculty and organizational development and change are imbedded in this discussion.

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Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson Jan 2004

Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson

To Improve the Academy: A Journal of Educational Development

This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.

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A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr Jan 2004

A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr

To Improve the Academy: A Journal of Educational Development

The St. Lawrence University faculty development program in oral communication promotes and enhances teaching strategies and philosophies for productive and civil classroom discourse. Started in January 2002, the Oral Communication Institute (OCI) provides a sustained forum in which faculty explore the relationship among oral communication, critical thinking, and deep learning. In addition to creating discourse communities, the OCI affords participants opportunities to develop strategies for interactive, reflective student learning. This chapter addresses the essential components for developing an oral communication institute: clear teaching and learning goals, a deliberate format and curriculum, experiential pedagogy, and opportunities for faculty dialogue and reflection.

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Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin Jan 2004

Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin

To Improve the Academy: A Journal of Educational Development

Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GS Instructors from multiple departments, 2) the vast array of duties GS Instructors need training in, and 3) the continual sophistication of GS Instructors. Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors). GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers. We discuss how the GS Mentors are selected, trained, and supervised, and how they have …

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Martin Studies Bigotry, 1939-1995, James Brewbaker Jan 2004

Martin Studies Bigotry, 1939-1995, James Brewbaker

Perspectives In Learning

Martin's grandmother teaches Martin his superiority.

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The Taylor County High School Prom Of 2003, Edward Howard Jan 2004

The Taylor County High School Prom Of 2003, Edward Howard

Perspectives In Learning

Deep in Georgia's agricultural heartland sits the small town of Butler. This town of only 1,900 residents is the county seat for Taylor County, which has a population of only 8,800. Butler appears as the classic example of a rural county seat in the South. Surrounding that are a few dozen pre-war brick buildings that comprise most of the businesses in town. A few pick-up trucks parked at the curb, and some people walking about at a leisurely pace complete the picture of a town where time seems to stand still. Some would say the atmosphere reminds them of the …

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Guidance And Counseling Issues In South Africa's Non-Racial Schools, Joyce Hickson, Donna Pascoe Jan 2004

Guidance And Counseling Issues In South Africa's Non-Racial Schools, Joyce Hickson, Donna Pascoe

Perspectives In Learning

Guidance teachers and school counselors in non-racial schools in South Africa need to assess the relevance of their services for individuals from different cultures. The importance of providing relevant crosscultural guidance and counseling in school settings has been underscored by numerous empirical studies which indicate that traditional psychotherapy and counseling are often inappropriate for meeting the needs of culturally different clients. Atkinson, Morten, and Sue (1993) assert that despite recognition that cultural diversity requires multicultural rather than monocultural counseling practices, the systematic study of cross-cultural communication only took root in the late twentieth century. Only recently has the term “counseling” …

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Preparing Teacher Candidates For Success In Diverse Settings, Cynthia Benator, Tina Butcher Jan 2004

Preparing Teacher Candidates For Success In Diverse Settings, Cynthia Benator, Tina Butcher

Perspectives In Learning

Field experiences and clinical practice are essential elements in the preparation of teacher candidates. The College of Education (COE) at Columbus State University (CSU) understands the important role these components play in the development of successful teachers. Field experiences and clinical practice must adhere to the guidelines set forth by the governing bodies that accredit educator preparation programs. They must also reflect the philosophy of the individual institution.

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Six Best Practice Structures, Two Disciplines, One Instructor, James Brewbaker Jan 2004

Six Best Practice Structures, Two Disciplines, One Instructor, James Brewbaker

Perspectives In Learning

A common perception about teacher educators is that they preach better than they practice. Too many accomplished elementary and secondary teachers recall an education professor’s tedious class on the limitations of the lecture—delivered, sad to say, in a traditional lecture format. Too many accomplished teachers recall courses in which learning was measured solely through pencil-and-paper, short-answer recognition-and-recall tests that promoted cramming, test taking, and, too soon thereafter, forgetting the material in question. Too many accomplished teachers learned their craft in spite of faculty who were anything but pedagogical role models.

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Engaging Students In The Agricultural Education Model: Factors Affecting Student Participation In The National Ffa Organization, B. Allen Talbert, Mark Balschweid Jan 2004

Engaging Students In The Agricultural Education Model: Factors Affecting Student Participation In The National Ffa Organization, B. Allen Talbert, Mark Balschweid

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to determine the degree of engagement of agricultural education students in the FFA, their agricultural education courses, their high school courses, and agriculture. This descriptive study using self-administered mailed questionnaires had a 52% useable response rate from FFA members and a 63% useable response rate from nonmembers. Members of the National FFA Organization more than non-members had a higher percentage that were current or former 4-H members, a higher percentage that had parents or siblings who were in agricultural education or 4-H, and a higher percentage self-reported that they lived on a farm. A …

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Teaching Culture In The Foreign Language Classroom, Jose' Villavicencio Jan 2004

Teaching Culture In The Foreign Language Classroom, Jose' Villavicencio

Perspectives In Learning

The United States is going through great demographic changes in the diversity of its population that does not only include ethnic and racial diversity but, also, linguistic diversity. People with limited English proficiency are entering schools in greater numbers. (Gollnick & Chinn, 2002). These demographic changes require that the schools prepare citizens who are knowledgeable of other cultures, who are more accepting of cultural differences, and who can communicate with people of different backgrounds (Cushner, McClelland, & Safford, 2003). In agreement with the above proposition, the foreign language national standards suggest the need to develop citizens with cultural understanding and …

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Discipline Based Art Education: One Classroom Approach, Ashley Byrd Kittrell Jan 2004

Discipline Based Art Education: One Classroom Approach, Ashley Byrd Kittrell

Perspectives In Learning

In many school districts across the country, the arts are no longer confined to a room in the far wing where students draw, paint, and, if they are lucky, make some pottery or jewelry. Instead, art is front and center in every subject taught in the classroom thanks to the teachings and research of Dwaine W. Greer, director of the Getty Institute for Educators on the Visual Arts. Known as Discipline Based Art Education (DBAE), this concept is being developed and implemented in schools all across the nation. DBAE treats art as an actual subject for study, rather than as …

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Contents Jan 2004

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Bridge To The Future – What The Past Can Tell Us, S. T. Thornton Jan 2004

Bridge To The Future – What The Past Can Tell Us, S. T. Thornton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington Jan 2004

Investigations In Geometry— A Hands-On Course For Grades 6-8 Pre-Service Teachers, A. J. Ellington

Journal of Mathematics and Science: Collaborative Explorations

This paper describes a geometry course at Virginia Commonwealth University for pre-scrvicc middle school teachers that features hands-on activities, group collaboration, and technology. Details of the topics and activities covered in this course are provided. Feedback from the first group of students to complete the course was gathered throughout the semester and student responses to the class format and topics are also discussed.

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What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass Jan 2004

What Does An Exemplary Middle School Mathematics Teacher Look Like? The Use Of A Professional Development Rubric, M. Mason, D. Johnson, J. Rozelle, A. Koziol, Y. Smith-Jones, R. Cofer, L. Quick, E. O'Brien, W. M. Geiger, K. Grass

Journal of Mathematics and Science: Collaborative Explorations

A School University Research Network (SURN) committee composed of current mathematics teachers, central office math supervisors, building administrators, mathematicians, and mathematics educators researched numerous sources regarding best practices in mathematics instruction. The resulting professional development rubric synthesizes their findings and can serve a professional development role by providing teachers and administrators with a tool to develop clarity and consensus on best mathematics instructional practices, and how these practices are implemented in the classroom. It is also being used as a tool for cooperating teachers in their supervision of student teachers and as a reflective method for self-evaluation.

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Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley Jan 2004

Virginia Commonwealth University B.S. In Science Degree Program, R. W. Farley

Journal of Mathematics and Science: Collaborative Explorations

The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications.

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A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey Jan 2004

A Case For Proof Making For Prospective Middle School Teachers, J. W. Whitenack, L. A. Lovin, L. Cavey

Journal of Mathematics and Science: Collaborative Explorations

In this article, we discuss how we, as mathematics teacher educators, might help our prospective middle school teachers develop a disposition toward mathematics that involves making sound arguments and, more generally, making proofs about mathematical ideas. First, we illustrate what we mean by making sound mathematical proofs. We then use this definition to characterize what ninety-two prospective middle school teachers consider to be proof making, based on a survey that we administered in their first mathematics course. Following our findings, we discuss how we, as teacher educators, might realign our instruction to provide opportunities for prospective teachers to develop new …

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Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii Jan 2004

Transition To Teaching: An Alternative Certification Program Through Partnership Between A Public School District And A Public University, R. Q. Berry Iii

Journal of Mathematics and Science: Collaborative Explorations

The reauthorization of the Elementary and Secondary Education Act has had a significant impact on licenses for teachers working in school programs. The act refers to highly qualified teachers in both Title I and Title ll. This paper defines alternative certification programs. This paper then describes a partnership, funded by the US. Department of Education, between a school district and a university to establish an alternative licensure program to train highly qualified secondary mathematics teachers.The goal of this partnership is to provide an infrastructure that supports the recruitment. preparation, placement, induction, and retention of highly qualified teachers through a new …

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Journal Of Mathematics And Science: Collaborative Explorations Jan 2004

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Hiroshi Haruki's Lemma With Mathematica, J. Boyd Jan 2004

Hiroshi Haruki's Lemma With Mathematica, J. Boyd

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling Jan 2004

The Teacher Shortage: National Trends For Science And Mathematics Teachers, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

The shortage of science and mathematics teachers is a growing problem in the United States. This article looks at what research says about the causes for the growing teacher shortage and its effects on student achievement. As the teacher shortage worsens, teachers without a science or mathematics backgrounds are tasked to teach science and mathematics or underqualified teachers are being hired to fill the shortage. These underqualified teachers are not remaining in the profession, thus not solving the teacher shortage problem and creating an even higher turnover rate for teachers. In addition, experienced teachers are leaving the profession in greater …

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Title Page, Editor's Note Jan 2004

Title Page, Editor's Note

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Growth No. 4 (2004) - Full Issue Jan 2004

Growth No. 4 (2004) - Full Issue

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

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

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