Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Nebraska - Lincoln (26)
- Taylor University (13)
- Selected Works (11)
- Aga Khan University (10)
- Johnson & Wales University (2)
-
- University of New Orleans (2)
- University of Texas at El Paso (2)
- Western Kentucky University (2)
- Eastern Illinois University (1)
- Eastern Kentucky University (1)
- Syracuse University (1)
- The University of Southern Mississippi (1)
- University of Arkansas, Fayetteville (1)
- University of Kentucky (1)
- University of Massachusetts Boston (1)
- University of Tennessee, Knoxville (1)
- Keyword
-
- Education (8)
- Edcuation (3)
- 2012 (2)
- 21st century education (1)
- Academic Development (1)
-
- Academic development (1)
- Academic integration (1)
- Academic writing (1)
- Action research (1)
- Active learning (1)
- Activity based teaching (1)
- Adult Learning (1)
- Adult education (1)
- Aesthetic tradition of learning (1)
- Affectionate schools (1)
- African American (1)
- African American men (1)
- African Americans (1)
- Alan Shawn Feinstein Graduate School (1)
- And performance. (1)
- Appalachia (1)
- Assessment Acreditation Eectronic Eucator Preparation Teacher TEAC CAEP (1)
- Benchmark application (1)
- Black women (1)
- Bloom’s Taxonomy (1)
- CT (1)
- Career Women of African Descent (1)
- College readiness (1)
- College teaching (1)
- Community (1)
- Publication
-
- To Improve the Academy: A Journal of Educational Development (24)
- Growth: The Journal of the Association for Christians in Student Development (13)
- Professional Development Centre, Gilgit (4)
- Dissertations (3)
- Krishna Bista (3)
-
- Professional Development Centre, Chitral (3)
- Institute for Educational Development, Karachi (2)
- Open Access Theses & Dissertations (2)
- University of New Orleans Theses and Dissertations (2)
- Book Chapters / Conference Papers (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Doctoral Dissertations (1)
- Faith Joel Shimba (1)
- Fred Jay Krieg (1)
- Gail A. Rathbun (1)
- Graduate Doctoral Dissertations (1)
- Graduate Theses and Dissertations (1)
- Higher Education (1)
- Images and other materials from University Archives (1)
- Journal of Collective Bargaining in the Academy (1)
- Kentucky Journal of Excellence in College Teaching and Learning (1)
- Kentucky Journal of Higher Education Policy and Practice (1)
- NEFDC Exchange (1)
- Rishi Sriram, Ph.D. (1)
- Robert L. Rubenstein (1)
- Sandra S. Stroebel (1)
- Stuart Wasilowski (1)
- Teacher Education (1)
- Vannetta L. Bailey-Iddrisu (1)
- Publication Type
- File Type
Articles 1 - 30 of 76
Full-Text Articles in Teacher Education and Professional Development
Women Of African Descent: Persistence In Completing A Doctorate, Vannetta L. Bailey-Iddrisu
Women Of African Descent: Persistence In Completing A Doctorate, Vannetta L. Bailey-Iddrisu
Vannetta L. Bailey-Iddrisu
This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.
The Relationship Between Self-Directed Learning And Information Literacy Among Adult Learners In Higher Education, Tiffani Reneau Conner
The Relationship Between Self-Directed Learning And Information Literacy Among Adult Learners In Higher Education, Tiffani Reneau Conner
Doctoral Dissertations
The purpose of this study was to investigate the relationship between self-directed learning and information literacy. Participants completed the Personal Orientation in Self-Directed Learning Scale ([PRO-SDLS], Stockdale, 2003) and the Information Literacy Test ([ILT], James Madison University, 2003). The PRO-SDLS is a self-report scale consisting of 25 statements about self-directed learning preferences in college classrooms. The ILT is a 60-item multiple-choice test that assesses the information literacy skills of college students. Correlation, ANOVA, and multiple regressions were used to test relationships and differences between self-directed learning and information literacy. Despite claims that teaching information literacy creates self-directed learners, composite scores …
Talent Management In Education, Stuart M. Wasilowski
Talent Management In Education, Stuart M. Wasilowski
Stuart Wasilowski
No abstract provided.
Nefdc Exchange, Volume 25, Fall 2012, New England Faculty Development Consortium
Nefdc Exchange, Volume 25, Fall 2012, New England Faculty Development Consortium
NEFDC Exchange
Contents
President's message - Tom Thibodeau,
Colleges of Worcester Consortium Offers Certificate in College Teaching - Susan C. Wyckoff, University of Massachusetts, Amherst
Why are you making me do this? Buying into the 20/40 paradigm one step at a time - Kristine Larsen, Central Connecticut State University
Teaching and Learning Collaborative of the Colleges of the Fenway Invites Participation in Programs to Enhance College Teaching and Learning
Defining academic challenge: the first step in keeping students on track - Karen St. Clair and Paul Hackett, Emerson College
Using online virtual worlds to enhance students' engagement and learning in online classes …
The Concept And Perception Of Peace Education In Gilgit Baltistan Pakistan: A Comparative Case Study, Abida Begum
The Concept And Perception Of Peace Education In Gilgit Baltistan Pakistan: A Comparative Case Study, Abida Begum
Professional Development Centre, Gilgit
In the geographically remote culture and context of Gilgit Baltistan Pakistan, this study explores the perceptions and practices of peace education by two secondary school head teachers (one in a relatively urban area and another in a rural area), as well as three additional teachers from each school. A qualitative, interview-based research approach is employed. The concept of peace education is related by the interviewed teachers to the inculcation and development of positive thinking and positive attitude among students. This positivity is seen as instrumental for the holistic development of the children, and ultimately, for the cultivation of a peaceful …
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Robert L. Rubenstein
This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Fred Jay Krieg
This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Sandra S. Stroebel
This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …
Faculty Curriculum Styles: Do Style Preferences Influence The Preparation Of Aspiring Teachers?, Ralph Jasparro, Felice D. Billups
Faculty Curriculum Styles: Do Style Preferences Influence The Preparation Of Aspiring Teachers?, Ralph Jasparro, Felice D. Billups
Higher Education
This study explored university education faculty perceptions of their curriculum styles and their influence on the preparation of aspiring teachers. Using Miller’s (2011) curriculum inventory, a sequential explanatory mixed methods design included (N =11) graduate education faculty who self-identified with one of four schools of curriculum design: linear, holistic, laissez-faire, critical theorist. A follow-up focus group was conducted with N = 7 participants, where their views and theories of curriculum were shared regarding effective design and implementation of curriculum, and the transmission of personal theories to aspiring teachers. Results may be valuable to those who prepare aspiring teachers and develop …
Women Empowerment Through Higher Education In Gilgit-Baltistan, Khush Funer Murtaza
Women Empowerment Through Higher Education In Gilgit-Baltistan, Khush Funer Murtaza
Professional Development Centre, Gilgit
The growing social awareness across the globe has brought a number of issues to the fore among which gender equality and empowerment of women are very significant. Discrimination against women in the form of male-female differentiation constitutes the core of the gender-biased system. Education is the biggest liberating force and rise in the levels of education, which nourishes progressive outlook, and the advent of industrialization and moderanization have effected a sea change in the attitudes and thinking pattern of the people. The empowerment is not essentially political, in the fact, political empowerment will not succeed in the absence of economic …
Variables Associated With Sense Of Community In Online And On-Ground Clinical Doctorate Education, Tracy Chapman
Variables Associated With Sense Of Community In Online And On-Ground Clinical Doctorate Education, Tracy Chapman
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study examined classroom community, as measured by the Classroom Community Scale (Rovai, 2002c), among online and on-ground students (N = 386) enrolled in Doctor of Pharmacy or Doctor of Occupational Therapy courses. Multiple regression analysis identified variables (student and course variables) shown to significantly predict the presence of community among students. Results revealed the set of predictor variables are different for each sub-group of students. Community among on-ground students was predicted by the amount of small group work used in a course, the course’s primary type of learning outcome (affective or cognitive), and the students’ self-reported estimated grade. …
Authenticity In Academic Development: The Myth Of Neutrality, Gail Rathbun, Nancy Turner
Authenticity In Academic Development: The Myth Of Neutrality, Gail Rathbun, Nancy Turner
Gail A. Rathbun
Academic developers are often positioned as intermediaries who wield value-neutral tools—language, models, and techniques—in service of decidedly non-neutral institutional goals. We challenge the value of perpetuating the ideal of the neutrality of academic developers and their tools by examining the ways in which our resources and approaches produce imbalances of control, power, and authority in a consulting relationship. We suggest that the values embedded within the practices of academic development lead developers, and the people they help, to act inauthentically. By recognizing the improbability of neutrality in academic development work, the authors seek to open the way to constructive reflection, …
The African American Male Initiative At The University Of Louisville, Michael D. Anthony, Lyston Skerritt, Joseph Goodman
The African American Male Initiative At The University Of Louisville, Michael D. Anthony, Lyston Skerritt, Joseph Goodman
Kentucky Journal of Higher Education Policy and Practice
Following a year of data gathering and planning during the 2010-2011 academic year, the University of Louisville launched the African American Male Initiative (AAMI) in the fall 2011 semester. The AAMI was designed using national best practices and current research findings as it relates to supporting African American male undergraduates. Now at the end of its first year, this practitioner’s brief provides an overview of the AAMI structure, design, and implementation.
Enhancing Content Knowledge Of In-Service Science Teachers Through Model And Modeling, Naheed Perveen, Sadia Muzzafar Bhutta
Enhancing Content Knowledge Of In-Service Science Teachers Through Model And Modeling, Naheed Perveen, Sadia Muzzafar Bhutta
Institute for Educational Development, Karachi
The guiding question for this paper is; how does model and modeling enable student-teachers to develop a conceptual understanding of the cell as a structural and functional unit of living things? A teaching unit ‘The Cell’ was designed in view that models are a major teaching and learning tool for developing scientific thinking, whereas modeling means a process of forming representation. The teaching and learning strategies reported here encapsulated four modeling phases. Firstly, student-teachers modeled historical development of cell through a time line and role play and discussed the evolutionary and tentative nature of science. Secondly, the candy factory analogy …
Alternate Pedagogy For Developing Transformational Leadership, Zubeda Bana
Alternate Pedagogy For Developing Transformational Leadership, Zubeda Bana
Institute for Educational Development, Karachi
As the growing concern for educational reforms worldwide is on developing transformational leadership that is responsive to the needs of the local as well as the global contexts, teacher educators are still searching for pedagogies, which could help them to develop transformational leaders. This paper offers some scope to teacher educators to critically analyze current teaching learning pedagogies while preparing transformational leaders for the 21st Century. Utilizing the allegoric approach as an alternate pedagogy for developing transformational leadership, this paper deliberates upon the relevance and efficacy of the role of aesthetic tradition of learning in leadership development programmes. The paper …
Nontraditional Approaches With Nontraditional Students: Experiences Of Learning, Service And Identity Development, Suzanne Marie Buglione
Nontraditional Approaches With Nontraditional Students: Experiences Of Learning, Service And Identity Development, Suzanne Marie Buglione
Graduate Doctoral Dissertations
Nontraditional students are a growing population in higher education, yet our understanding of the unique factors that predict their success have not increased. Economic challenges, changing work demands, and the desire for personal and professional advancement fuel the nontraditional student's return to school (Kelly & Strawn, 2011). Their isolation and lack of social networks lead to poor academic outcomes as defined by retention, graduation and degree attainment. The classroom offers a beacon of hope for the engagement of nontraditional students, an opportunity to strengthen student identity and draw connections across the multiple worlds where these students reside. This phenomenological inquiry …
Lifetime Recollections [Aiea#18], Alexander N. Charters
Lifetime Recollections [Aiea#18], Alexander N. Charters
Images and other materials from University Archives
No abstract provided.
Perceptions Of College Readiness And Social Capital Of Ged Completers In Entry-Level College Courses, Donalyn L. Lott
Perceptions Of College Readiness And Social Capital Of Ged Completers In Entry-Level College Courses, Donalyn L. Lott
University of New Orleans Theses and Dissertations
Abstract
Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective.
The study used quantitative methodology, with …
Developmental Education Repeaters: Stories About Repetition, Jade J. O'Dell
Developmental Education Repeaters: Stories About Repetition, Jade J. O'Dell
University of New Orleans Theses and Dissertations
Developmental education students make up almost half of the community college population in the United States (Bettinger & Long, 2005). Approximately 42% of first-time freshmen at community colleges must enroll in at least one developmental education course in English, reading and/or math (NCES, 2010). Many developmental education students are unsuccessful in passing a developmental education course in their first and second attempts and retake the course sometimes five times before passing. There is substantial research on persistence among college students, but the research fails to link persistence to developmental education repeaters. My study sought to explore community college developmental education …
A Critical Perfomance Analysis Of Thin Client Platforms, Faith J. Shimba, Renatus Michael
A Critical Perfomance Analysis Of Thin Client Platforms, Faith J. Shimba, Renatus Michael
Faith Joel Shimba
The nature of operation of Thin Client computing makes their performance to be affected by both the quality of the network and the terminals. For the past few years, there are few analyses on the performance of Thin Clients that can produce reliable, valid, and up-to-date results collected in a well designed and evaluated experiment based research. This paper analyses the performance of Thin Clients through experiment based research. The approach is to use benchmark application which is designed specifically for measurement of desktop computers by inserting delays in the visual elements of such benchmark application. In this technique, packet’s …
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable
Teacher Education
A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …
Introducing Reflective Practice To Teachers In An English Medium Lower Secondary Private School In Chitral, Tajuddin Sharar
Introducing Reflective Practice To Teachers In An English Medium Lower Secondary Private School In Chitral, Tajuddin Sharar
Professional Development Centre, Chitral
This paper reports insight from an action research conducted to introduce and improve the reflective practice among teachers working in a secondary private school in rural Pakistan. It was found that though very challenging to familiarize the teachers with the concept and practice of reflection, this concept is a power school based teacher learning model especially in a context where teachers have nominal exposure to in-service professional development. However, the low capacity of teachers in pedagogy, their traditional beliefs on professional development as well as the shortage of time are the factors hindering reflective practice. It is suggested that instead …
An Analysis Of Factors Impacting K-12 Technology-Infused Design, Wesley A. Waddle
An Analysis Of Factors Impacting K-12 Technology-Infused Design, Wesley A. Waddle
Dissertations
Public education in the 21st Century can be characterized as being in a period of unparalleled change, including the adoption of Common Core State Standards, increased public accountability, and renewed emphasis on the educational needs of every student. Simultaneously, as public education seeks to address these demands, the digital divide between traditional classroom instruction and learning needs of 21st Century students continues to grow, despite considerable fiscal investments in educational technology.
This study examined two questions: What teacher-related factors positively impact the level of technology-infused lesson design? and To what degree does the use of an instructional framework to guide …
Organizational Citizenship Behaviors In Higher Education: Examining The Relationships Between Behaviors And Performance Outcomes For Individuals And Institutions, Kevin Jimmy Rose
Organizational Citizenship Behaviors In Higher Education: Examining The Relationships Between Behaviors And Performance Outcomes For Individuals And Institutions, Kevin Jimmy Rose
Graduate Theses and Dissertations
Organizational citizenship behaviors (OCBs) have been described as employee behaviors that are not required by job descriptions, are not formally rewarded, and contribute positively to the organization. Previous research has shown that OCBs are related to both individual and organizational performance. Given the importance of OCBs to individual and organizational effectiveness, the purpose for conducting the study was to describe OCBs in the higher education context, describe the relationships between OCBs and various aspects of faculty and staff performance, and explore the extent to which institutional leaders should be concerned with the OCBs of both faculty and professional staff. The …
Assessment Of A University Faculty Development Program On Speaking And Writing Pedagogy Through Direct Measurement Of Student Learning Outcomes, Julie Gissendanner Howdeshell
Assessment Of A University Faculty Development Program On Speaking And Writing Pedagogy Through Direct Measurement Of Student Learning Outcomes, Julie Gissendanner Howdeshell
Dissertations
The purpose of this study was to assess a faculty development program through direct measurement of student learning outcomes through investigating the relationship between participation in a faculty development program on speaking and writing pedagogy and student learning outcomes in oral and written communication. Faculty and students enrolled in senior capstone courses in Spring 2011 were asked to participate as part of requirements for internal assessment and external accreditation. Of the 1,448 students enrolled in capstone courses that semester, 1,002 papers and 727 recordings were received, representing 69% and 50% of those enrolled respectively. A sample of 400 papers and …
Inquiry-Based Teaching In Mathematics Classroom In A Lower Secondary School Of Karachi, Pakistan, Abdul Wali Khan
Inquiry-Based Teaching In Mathematics Classroom In A Lower Secondary School Of Karachi, Pakistan, Abdul Wali Khan
Professional Development Centre, Chitral
There is greater demand on schools to provide autonomy to the learners in the learning process. Diverse strategies are suggested by academicians to achieve the desired autonomy. One such strategy is inquiry-based teaching which provides students with enhanced autonomy in the learning process. This study explores how inquiry-based teaching could be introduced in mathematics classroom in a lower secondary school of Pakistan through an action research process? Analytic memos, sample of students work, reflections from critical friend, observations, field notes and interviews were the main tools of data generation during the study. The results of the study report that inquiry-based …
Evaluation Of Electronic Assessment Systems And Their Ability To Meet Ncate Standard 2, Anthony Kirchner
Evaluation Of Electronic Assessment Systems And Their Ability To Meet Ncate Standard 2, Anthony Kirchner
Dissertations
The pressures relating to accountability and data collection, not only from the National Council for Accreditation of Teacher Education (NCATE) but also from other national organizations, continue to increase the demand for educator preparation programs to systematically collect, analyze, and report on the success of their students and their programs. Many educator preparation programs have turned to electronic assessment systems (EASs) to help ease the data collection burden, to allow for the collection, aggregation, disaggregation, and reporting of data for programmatic improvement, as well as to meet the needs of the accreditation process.
The purpose of this study was to …
Using Wikis To Promote Reflective Teaching And Collaboration Among Higher Education Institutions, Susan Griebling, Helene Harte, Karin Dyke, Lisa Bauer
Using Wikis To Promote Reflective Teaching And Collaboration Among Higher Education Institutions, Susan Griebling, Helene Harte, Karin Dyke, Lisa Bauer
Kentucky Journal of Excellence in College Teaching and Learning
The purpose of this article is to describe how teacher educators from different higher education institutions used Web 2.0 technology to facilitate collaboration in a small pedagogy group. Faculty from three different institutions participated in monthly face-to-face group meetings. They used technology to facilitate reflection on practice and scholarship. In addition, they were engaged in interactive journaling and collaborative writing activities. Wikis provided useful supports, and enhanced their learning. The group used a hybrid format that allowed increased opportunities to meet group and individual goals and extend benefits to students. Some themes emerged from the qualitative analysis of reflections in …
Helping Primary School Teachers In The Mountainous Valley Of Chitral Pakistan To Enhance Students’ Learning Through Questioning, Mohammad Khan
Helping Primary School Teachers In The Mountainous Valley Of Chitral Pakistan To Enhance Students’ Learning Through Questioning, Mohammad Khan
Professional Development Centre, Chitral
This paper highlights efforts being made to help two primary school teachers introduce questioning as a teaching strategy to maximize learning capacity of their students. Findings of the study indicate that provision of constant technical support is essential in getting the teachers conceptualized and internalized the importance, types and techniques of effective classroom questioning. It further indicates positive changes in the classroom practices of the research participants, as they started planning and executing more interactive lessons through incorporating questions of various levels for the learners. Change in teachers’ attitude towards questioning was also visible. They started believing that questioning is …
This Much I Know Is True: The Five Intangible Influences On Collective Bargaining, Nicholas Digiovanni
This Much I Know Is True: The Five Intangible Influences On Collective Bargaining, Nicholas Digiovanni
Journal of Collective Bargaining in the Academy
Studies of collective bargaining have often centered on technique, style and the economic data that each side can use in bargaining a labor contract. Often overlooked, however, are the more subtle factors that influence the outcome of a round of bargaining. This article will reflect upon five of those intangible influences, namely, 1) the role of history; 2) the setting of expectations; 3) the nature and character of the people in the process; 4) the aspects of timing in negotiations and 5) the element of catharsis. The author has noted these five factors in his long career at the bargaining …