Teacher Education and Professional Development Commons^™

A Brief History Of Educational Development: Implications For Teachers And Developers, Richard G. Tiberius

To Improve the Academy: A Journal of Educational Development

An historical review of the practice of educational development identified four belief systems about teaching and learning that shape the practice. Each system is characterized by an assumption about the teacher’s role: content expert; performer, who makes learning happen; facilitator, who encourages learning through interaction; and helper, whose relationship with learners is a vehicle for learning. The good news is that even teachers who are limited to only one of these belief systems can be successful. On the other hand, developers must have an appreciation for more than one belief system if they are to be successful at helping teachers.

Linking Change Initiatives: The Carnegie Academy For The Scholarship Of Teaching And Learning In The Company Of Other National Projects, Barbara Cambridge

To Improve the Academy: A Journal of Educational Development

The scholarship of teaching and learning provides an overarching framework for progress on a number of important educational issues today. The Carnegie Academy for the Scholarship of Teaching and Learning encourages connections with other national projects that deal with issues such as defining student learning outcomes, building an infrastructure of support, and establishing evidence for purposes of accountability in mutually supportive ways. Connecting such efforts honors faculty time in the midst of multiple demands and raises the likelihood of significant, lasting impact on the quality of teaching and learning.

Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz

To Improve the Academy: A Journal of Educational Development

This chapter describes the results of a research study of University of California, Berkeley’s annual seminar for faculty teaching with Graduate Student Instructors (GSIs). It demonstrates that such a faculty development activity can have a significant impact not only on faculty mentoring of GSIs but also on faculty teaching, attitudes, and behaviors vis-à-vis teaching and learning in higher education. The chapter presents an overview of the seminar, a description of the format and methodology of the research project, and qualitative and quantitative outcomes.

Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero

To Improve the Academy: A Journal of Educational Development

Workshops are a prevalent approach to fostering instructional development for both teaching assistants (TAs) and faculty. Frequently we evaluate workshops by asking participants to fill out a satisfaction-oriented survey at the end. To what degree do such surveys evaluate adequately the workshop’s long-term effect on participants’ learning? The authors explicate earlier investigative work on transfer of training, and present the results of a follow-up survey to two groups of TA workshop participants designed to assess the degree to which conditions theoretically conducive to the transfer of training exist at their institution.

Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick

To Improve the Academy: A Journal of Educational Development

Diversity issues, ranging from individual learning styles to institutional equity, are central to teaching and learning, but identifying and addressing these issues is a formidable task. At the Center for Instructional Development and Research (CIDR), our staff is gaining ground on this work through the Inclusive Practices Portfolio, a collaborative forum for documenting, sharing, and supporting our individual and organizational diversity initiatives. The process of developing the center’s portfolio and the portfolio itself are mechanisms for change within the center and a model far change at our institution and beyond.

Instructional Development: Relationships To Teaching And Learning In Higher Education, Kathleen Mckinney

To Improve the Academy: A Journal of Educational Development

The purpose of this chapter is to review recent literature on instructional development in higher education. More specifically, it defines and illustrates instructional development as a major component of faculty development. Next, it reviews research on how development activities are associated with teaching and learning. Finally, it argues there is a critical need for additional research and offers suggestions for accomplishing that research agenda.

Teaching Through Discussion As The Exercise Of Disciplinary Power, Stephen D. Brookfield

To Improve the Academy: A Journal of Educational Development

The French philosopher Michel Foucault spent much of his lifetime analyzing the way in which power flows through all human interactions, including those of discussion groups within higher education. His analysis of disciplinary power and surveillance is directly applicable to the practice of discussion-based teaching.

Teaching Discourses: Science Teachers' Responses To The Voices Of Adolescent Girls, Gayle A. Buck

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The purpose of this study was to provide an opportunity for science teachers to ‘listen’ to adolescent girls discuss their ideas and feelings about the contemporary structure of middle-level science education. The reflections of these teachers were then analyzed to capture how the teachers interpreted what adolescent girls had to say and the action that they will take in the classroom as a result of those interpretations. This qualitative study investigated 11 teachers and 51 Grade 7 and 8 girls from various states across the continental USA. The girls discussed such things as their favorite science topics, comfort level in …

Seeking Fragility’S Presence: The Power Of Aesthetic Play In Teaching And Learning, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Aesthetic play requires all participants to remain faithful to the intricacies and intensities of human experience. Teachers and students continually improvised within relations, adapting, building, and changing meaning. The indeterminate nature of aesthetic play assumes teaching/learning is complex and individual. All involved are oriented toward a sensitivity to the many relations present in teaching/ learning situations and deliberately seek out fragility’s presence in order to honor the existing complexity and individuality. Eisner explains, “What is mediated through thought are qualities, what is managed in process are qualities, and what terminates at the end is a qualitative whole.” Discerning these qualitative …

Book Review: Children Of Immigration, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Children of Immigration is a highly readable and welcome addition to the study of contemporary immigration, particularly the experience of immigrant children in the United States. It thoroughly covers a range of immigrant-related issues from the salience of legal status, to the way immigration changes gender roles and parent/child relationships, to the bevy of psychological adjustments required by transnational relocation. The ongoing research of the Harvard Longitudinal Immigrant Student Adaptation Project, which the wife/husband co-authors codirect, provides one foundation for the book’s content, but a multidisciplinary and extensive list of research, plus popular media and more literary sources (such as …

Nefdc Exchange, Volume 12, Number 2, Fall 2001, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President - Jeff Halprin, Nichols College

Teaching Through Disaster - Matt Ouellett, University of Massachusetts-Amherst

From the Editor - Sue Barrett, Boston College

Connecticut College Responds to September 11 - Michael Reder, Connecticut College

Annual NEFDC Fall 2001 Conference; theme: Higher Education After Technology: Faculty Work In a Wired World; keynote speaker: Randy Bass, Georgetown University; Friday, November 16th, 2001, College of the Holy Cross, Worcester, Massachusetts

Spirit of Teaching - Bill Searle, Asnuntuck Community College

The Hope Photographs -Sue Barrett, Boston College

Board of Directors

Beliefs Of Science Teachers Toward The Teaching Of Science/Technological/Social Issues: Are We Addressing National Standards?, Jon E. Pedersen, Samuel Totten

Department of Teaching, Learning, and Teacher Education: Faculty Publications

As science educators, we must view the changing nature of society brought on by technology and the global nature of society as an impetus to reexamine the nature of science instruction. We have been bestowed with the responsibility to educate students on a variety of topics that less than two decades ago did not exist. Many of these social issues are controversial in nature and are directly linked to the local, regional, national, and global communities in which we exist. However, including these social issues in the extant curriculum of science has, at best, been limited. This is true even …

What Constitutes Becoming Experienced In Teaching And Learning?, James C. Field, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances? To do so, we examine the ontological meaning of experience in teacher education. The discussion is anchored in the concrete particulars of a grade 5 art lesson. Our intent is to show the dynamic processes involved in becoming experienced as a teacher and to draw connections between experience and practical wisdom (phronesis). Thus, we argue that phronesis is not so much a form of knowledge as it is dynamic …

Exploring Alternative Conceptions In Our Environmental Education Classroom, Gayle A. Buck, Patricia Meduna

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Teaching is an inexact science. Even experienced teachers have difficulty assessing the effectiveness of their lessons and students mastery of concept. Teachers must be particularly careful to avoid introducing or reinforcing student misconceptions. The following describes how we scrutinized and modified our own environmental education teaching practices to ensure that our students were learning what we were teaching. Our inquiry into students’ alternative conceptions about the environment was a very enlightening experience for both of us. Th e process revealed some beliefs that surprised us. However, the real surprise came when we realized that our own lessons reinforced (and sometimes …

Families And Schools In Partnership: Linking Theory, Science And Practice To Promote Children’S Development, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families, and Schools: Presentations

Why Families & Schools in Partnership?
Theory: Ecological Perspectives
Defining Characteristics of Family-School Partnerships
Conjoint Behavioral Consultation
Outcome Research in CBC
Child Participants
Research to Practice: Problem Solving Goals of CBC
Process Research in CBC
Research to Practice: Process Goals & Strategies in CBC
Research Conclusions: Process Variables in CBC

Letting Aesthetic Experience Tell Its Own Tale: A Reminder, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In my desire to trace further the meanings and traditions sedimented in the term aesthetic, inherited and being reconstructed, I am drawn to my knowings of the beach as a place to begin. I know aesthetic experience to be a disclosive dynamic revealing the fore-understandings that have shaped my way of seeing and being. I am a living embodiment of these structures. I know aesthetic experience to depend on this sense of placedness. It is an ongoing search for attunement that assumes and acknowledges the pres¬ence of cognitive, affective, and somatic dimensions. I turn to my own know¬ing of aesthetic …

School Portfolios, Critical Collegiality, And Comprehensive School Reform, Edmund T. Hamann, Brett Lane, Susan Hackett Johnson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Maine’s deployment of the Comprehensive School Reform Demonstration (CSRD) program has been substantially different from that of other states. It has included the addition of several parameters and operating requirements that have made the school change process that was prompted by CSRD in that state particularly promising and worthy of study (Hamann et al., 2001). Maine’s adaptation of the CSRD framework has led to the adoption of school portfolios at 11 high schools. The state urged schools to adopt this measure in addition to focusing all of its comparatively modest CSRD allocation at the high school level and assuring further …

English Language Learners, The Comprehensive School Reform Demonstration Project, And The Role Of State Departments Of Education, Edmund T. Hamann, Ivana Zuliani, Matthew Hudak

Department of Teaching, Learning, and Teacher Education: Faculty Publications

EXECUTIVE SUMMARY
MAKING THE CASE THAT CSRD OVERLOOKS ENGLISH LANGUAGE LEARNERS
Methodology
Reviewing the data
What could be
ENDNOTES
REFERENCES
APPENDIX A: References to ELLs and/or to programs that serve ELLs in various states’ CSRD applications to the U.S. Department of Education (Connecticut , Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont )
APPENDIX B: References to ELLs and/or to programs that serve ELLs in federal CSRD guidelines to states
Federal Guidelines to States

Theorizing The Sojourner Student (With A Sketch Of Appropriate School Responsiveness), Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In response to inadequate local resources (as subjectively defined) in both sending and receiving communities and in response to related local racial/ethnic discriminations, transnational families engage in transnational economic, cultural, and psychological risk-minimization strategies— the substance of a “transnationalism from below” (Smith and Guarnizo 1998)—that are discordant with the enculturative presumptions of schooling. A special type of transnational migrant described here—the sojourner student—is thus vulnerable not only to (a) the original migration-inducing conditions and (b) the limitations of opportunity in the receiving community, but also (c) to the contradictions between their response strategy and the standard suppositions of schooling. This …

Teaching In Action: Multicultural Education As The Highest Form Of Understanding, Christine A. Stanley

Professional and Organizational Development Network in Higher Education: Archives

To enhance the multicultural understanding of students, this essay offers conceptions and suggestions relating to course and curricular change. We can indeed all practice multicultural teaching!

Cooperative Learning: May The Circle Be Unbroken, Barbara J. Millis

Professional and Organizational Development Network in Higher Education: Archives

Fueled by new discoveries in cognitive development and the thrust toward active learning in general, cooperative learning in higher education is now widely accepted and widely practiced.

Academic Service-Learning: Myths, Challenges, And Recommendations, Jeffrey Howard

Professional and Organizational Development Network in Higher Education: Archives

This essay reviews the essential elements of curriculum-based service-learning – meaningful community service, enhanced student learning, and preparation for democratic citizenship – as well as myths, challenges, and recommendations associated with this pedagogy.

Exploring Student Expectations, Janet Gail Donald, James Wilkinson

Professional and Organizational Development Network in Higher Education: Archives

What do professors need to know about students to empower them as learners? We explore the dimensions of understanding students in terms of their goals, roles and the way they spend their time.

Teaching With Hospitality, John B. Bennett

Professional and Organizational Development Network in Higher Education: Archives

Fortunately, hospitality is practiced more than it is preached. A cardinal academic virtue, hospitality is essential in the classroom as well as in relationships with colleagues. This essay looks at why this is so.

Emotion Inthe Classroom, Edward Vela

Professional and Organizational Development Network in Higher Education: Archives

Theories of cognition give little attention to the role of emotion. Nevertheless, affect is intimately involved in learning. As educators we must understand emotional aspects of the learning environment.

Integrating Learning Strategies Into Teaching, Terry Doyle

Professional and Organizational Development Network in Higher Education: Archives

Students often lack the strategies needed to effectively learn course content. Integrating the teaching of “learning how to learn” strategies into course content is the best way for students to be successful.

Classroom Asessment: Guidelines For Success, Thomas A. Angelo

Professional and Organizational Development Network in Higher Education: Archives

This essay defines and gives examples of Classroom Assessment and Classroom Research and provides guidelines for faculty based upon 15 years of research and practice.

The National Honors Report, Volume Xxii, Number 3, Fall 2001

The National Honors Report

Cover Story

"Highlights" by Rosalie Otero ... 1 From Conference Planner, Rosalie Otero, about the upcoming conference, "Fields of Discovery." Otero says, "[o]ur conference offers fields of discovery to participants in the conference. Honors Programs are sites where we discover new academic fields, explore links between them, and stimulate field-based leaming .... Chicago's diverse ethnic neighborhoods, museums, public art, education and research facilities, and business enterprises invite many fields of exploration that have bearing on honors education." Conference at a Glance by Rosalie Otero … 2

A Special Invitation

1. "2001 NCHC Conference Session on Honors Advising" by Bob Spurrier …

The National Honors Report, Volume Xxii, Number 1, Spring 2001

The National Honors Report

Cover Story

"NCHC Stepping Stones: Imagination, Ideas, Discovery" by Joan Digby …1 In her presidential address, Joan Digby, whose conference was titled "The World of Imagination," has always been interested in the creative process. For Digby, honors education is life-long learning, a honing of skills made possible by honors that allow us to march through those open fields of discovery.

Teaching

1. "Design Your Own Space Mission" by Carol Browning …4 Browning, Chair of the Department of Mathematics and Computer Science, describes an honors section of a science research for non-majors. A good example of using faculty resources to share …

High School Students' Perceptions Of Evolutionary Theory, C. Sheldon Woods, Lawrence C. Scharmann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

If we are to be successful in teaching evolution, we must take into account our students' worldviews as well as their individual understandings and misconceptions. It is im-portant to know our students their cultures, personal his-tories, cognitive abilities, religious beliefs, [and] scientific misconceptions. [It is also important] to address directly the likely cultural/religious concerns with evolution and to do so early on so as to break down the barriers that keep many students from hearing what you say. (Smith, 1994, p. 591)

Smith penned these words for a special issue of the Journal of Research in Science Teaching which focused …