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2006

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Articles 271 - 300 of 406

Full-Text Articles in Teacher Education and Professional Development

An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey Jan 2006

An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey

To Improve the Academy: A Journal of Educational Development

Keynote address given at the November 2004 POD Conference in Montreal, Quebec.

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The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron Jan 2006

The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron

To Improve the Academy: A Journal of Educational Development

No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus, the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.

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The New Demand For Heterogeneity In College Teaching, George Keller Jan 2006

The New Demand For Heterogeneity In College Teaching, George Keller

To Improve the Academy: A Journal of Educational Development

The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.

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Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton Jan 2006

Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.

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Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin Jan 2006

Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin

To Improve the Academy: A Journal of Educational Development

College faculty progress through a series of sequential career stages. Each is characterized by different motivations and professional development needs. Yet, too often, faculty developers rely on hunches rather than empirical data to guide programming decisions. This chapter describes the important research findings of a just completed national study to determine the different programming interests and needs of more than 500 beginning, mid-career, and senior-level faculty in the United States.

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Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring Jan 2006

Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring

To Improve the Academy: A Journal of Educational Development

Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.

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Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey Jan 2006

Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey

To Improve the Academy: A Journal of Educational Development

Minority faculty retention is key to increasing faculty diversity at most colleges and universities. Because retention depends on individual faculty choice and administrative tenure decisions, institutions need to help junior faculty develop a tenurable profile and enhance their desire to remain at their institution. This chapter examines a fellows program that supports beginning faculty in developing successful long-term careers, taking into account research on helping diverse faculty members thrive. It also presents strategies for establishing viable peer support networks and partnerships with senior consultants and for creating programming that ensures new faculty successfully transition into teaching, research, and the university …

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Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis Jan 2006

Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Faculty developers can help faculty learn to intentionally sequence assignments and activities to promote greater learning when they understand the convergent research—with its practical implications for teaching—on how people learn, on deep learning, and on cooperative learning. Such a sequence includes a motivating out-of-class assignment (homework), in-class “processing” that includes active learning and student interactions, and feedback and assessment, often given in multiple ways. This approach is modeled through two examples using graphic organizers.

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Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack Jan 2006

Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack

To Improve the Academy: A Journal of Educational Development

This chapter explores how to adapt best practices from the general literature on teaching awards in higher education to graduate student teaching assistant (TA) awards. Although most criteria apply, they must be fitted to the career stage and aspirations of TAs. The Duquesne University Graduate Student Award for Excellence in Teaching serves as a case study demonstrating how these practices can be modified to both recognize excellent teaching and promote the professional development of graduate student instructors.

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Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley Jan 2006

Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley

To Improve the Academy: A Journal of Educational Development

We describe a low-risk, low-cost, high-impact professional development program to help faculty, instructional staff, postdoctoral fellows, and graduate students create space in their lives to explore the diversity of their campus community and reflect on beliefs about teaching and learning in higher education. Along with small group discussions, participants have “expeditions” onto campus to explore learning situations and academic life in ways that they have never before experienced. We describe our theoretical model, programmatic and evaluation structure, and some participants’ insights into why they participated and what they learned from our first implementation.

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Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens Jan 2006

Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

To enhance new faculty members’ chances for teaching and career success, Otterbein College piloted a yearlong learning community program and encouraged first-year faculty to participate. Four new faculty members took part in opportunities designed to enhance their teaching, to orient them more fully to a new institution and student body, to foster collegial community, to encourage reflective practice, and to introduce them to the scholarship of teaching and learning. This qualitative case study tracks their developmental trajectory, which led them from an initial concern with self and survival to an eventual focus on student learning.

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Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix Jan 2006

Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This article documents the effectiveness of a responsive, multilevel, web-based system for identifying and responding to faculty interest and needs for training and development. A case-based description illustrates the advantages of using a web-facilitated approach to schedule sessions according to faculty interest and availability. From needs assessment survey, to session design and scheduling, to registration, communication, and monitoring of participation, to evaluation and feedback, this integrated system has proven effective in engaging faculty. Data collected over two years of program implementation is shared and implications for the design, facilitation, and evaluation of such approaches are considered.

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Introduction. Volume 24 (2006), Sandra Chadwick Blossey Jan 2006

Introduction. Volume 24 (2006), Sandra Chadwick Blossey

To Improve the Academy: A Journal of Educational Development

Introduction to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.

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A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman Jan 2006

A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman

To Improve the Academy: A Journal of Educational Development

The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.

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Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh Jan 2006

Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh

Environmental Science and Management Faculty Publications and Presentations

In this activity, students construct qualitative models of an ecosystem and use the models to gain a better understanding of direct and indirect ecological interactions. Qualitative modeling is described for use in two procedures, each with different educational goals and student backgrounds in mind. Part 1 is designed with the non-major or beginning ecology student in mind, and is intended both to improve student understanding of the ecosystem of interest and to provide a framework for the instructor to assess student learning. Part 2 is designed for more advanced students of ecology and involves the use of modeling software (POWERPLAY) …

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Student Achievement Through Early Truancy Reduction, Nanette K. Jackson, Susan Taylor Jan 2006

Student Achievement Through Early Truancy Reduction, Nanette K. Jackson, Susan Taylor

Perspectives In Learning

Truancy is a concern for all grade levels of all schools. According to Capps (2003) the average student misses thirteen days of school each year. Many students entering middle school have already accumulated 180 days of questionable absences, the equivalent of a full year of school. Studies of school dropouts show students begin distancing themselves from school at an early age. These students are absent more often than other students as early as the first grade (Epstein & Sheldon, 2002). There is a pattern of increasing absenteeism throughout a student’s entire school career. It is not too early to begin …

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The Trouble With Ed Schools: A Book Review, Justin M. Finney Jan 2006

The Trouble With Ed Schools: A Book Review, Justin M. Finney

Perspectives In Learning

American schools of education, whose two primary objectives are to prepare highly qualified teachers and to conduct valid and reliable education research, are often decried as “weak institutions” by many in academia and society in general. American schools of education are very often scorned by scholars and academia as intellectually inferior, referred to by teachers in the field as the “ivory tower” and considered to be out of touch and completely unrelated to what really transpires in schools, perceived by political leaders at all levels to be a primary contributing factor to the substandard state of contemporary public education. These …

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Support Groups For Children Whose Parents Have Deployed To Iraq, James Blount Jan 2006

Support Groups For Children Whose Parents Have Deployed To Iraq, James Blount

Perspectives In Learning

Findings among army researchers, many of whom have published their work on Army Knowledge Online (AKO), have consistently shown that children are affected negatively by the deployment of their parents to Iraq or, for that matter, any war. This is cause for great concern as the War on Terror could go on for many, many years to come. However, since it is known in general what the negative effects on children are, strategies and techniques have been formulated to offset the damage done to children. Some of the questions that remain to be answered follow: At what ages are children …

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The Effects Of Multicultural Literature In The Classroom, Maria Boles Jan 2006

The Effects Of Multicultural Literature In The Classroom, Maria Boles

Senior Honors Theses and Projects

No abstract provided.

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Boundaries Around Common Ground: Strategies In Supervision Of International Doctoral Candidates, Andrew M. Guilfoyle Jan 2006

Boundaries Around Common Ground: Strategies In Supervision Of International Doctoral Candidates, Andrew M. Guilfoyle

EDU-COM International Conference

Within critical fiscal and social gains of diversity in hosting International Doctoral (ID) Candidates, it is important to explore boundaries around the successful outcomes related to these cohorts. Interestingly, despite this significant field, little systematic research has been published on the teaching practices of supervisors in the ID context. Set with transition research, the paper identifies the central role of supervisory practices in bounding effective transition of ID candidates. Based on data from several sources including an extensive review of literature, qualitative interviews with International Doctorates (n= 26) and a series of supervisors‘ workshops; key strategies for establishing ‗common ground‘ …

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Assessment Of Emotional Competencies In Educational Leaders: Applying Daniel Goleman’S Work In Emotional Intelligences As A Means Of Evaluating Dispositions Related To The Work Of The School Leader, Paul T. Hackett, James W. Hortman Jan 2006

Assessment Of Emotional Competencies In Educational Leaders: Applying Daniel Goleman’S Work In Emotional Intelligences As A Means Of Evaluating Dispositions Related To The Work Of The School Leader, Paul T. Hackett, James W. Hortman

Perspectives In Learning

The study of best practices related to educational leadership is an emerging area for universities with programs training leaders in school improvement. Practices taught in educational leadership programs have long been related to the technical issues of school operations with emphasis in the areas of finance, law, organizational theory, and strategic planning. More recently, educational leadership programs have begun to focus on the skills required of a leader of instruction (Hallinger, 2003; Jason, 2001). Among areas of concentration for the instructional leader are assessment, collaboration, professional development, and curriculum design. Although the focus of educational leadership programs has changed, the …

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Introduction To School Counseling Services Articles, Lisa Shaw Jan 2006

Introduction To School Counseling Services Articles, Lisa Shaw

Perspectives In Learning

Introduction to School Counseling Services Articles

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Piecing Together The Diversity Puzzle, Rochelle Ripple, Jose' Villavicencio Jan 2006

Piecing Together The Diversity Puzzle, Rochelle Ripple, Jose' Villavicencio

Perspectives In Learning

Current literature focuses on the importance of listening to students’ voices and the insights they have on their experiences. According to Dewey (1916/1944), having interactions with other groups helps in the process of democratic growth because one is better able to understand other perspectives. Freire (1985) added another layer of richness to Dewey’s ideas about reflection and experience. He believed that people exist “in and with the world.” Fraser (1994) describes the need for different voices and different views in educating children in a public sphere of critical inquiry and multiple voices (different genders and people of all colors). In …

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The Effects Of Eating Disorders On Student Academic Achievement And The School Counselor’S Role, Dana Livingston, Lori Sammons Jan 2006

The Effects Of Eating Disorders On Student Academic Achievement And The School Counselor’S Role, Dana Livingston, Lori Sammons

Perspectives In Learning

Eating Disorders have become an increasing reality among today’s youth. According to the U.S. Department of Health and Human Services, “approximately one out of every 100 adolescent girls develops anorexia.. .another two to five out of every 100 young women develop bulimia nervosa” (Understanding Disordered Eating and Eating Disorders, 2005, p. 6). Although eating disorders are usually seen as affecting girls, studies have shown that hundreds of thousands of boys experience eating disorders as well (Boys and Eating Disorders, 2004). Factors that make anorexia and bulimia painful, such as intense fear of weight gain and lack of self-esteem, cannot be …

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The Teaching Of Research In A Teacher Education Programme, Iffat Farah, Nelofer Halai Jan 2006

The Teaching Of Research In A Teacher Education Programme, Iffat Farah, Nelofer Halai

Book Chapters / Conference Papers

No abstract provided.

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School Improvement: A Case From The Northern Areas In Pakistan, Gulzar Kanji, Takbir Ali Jan 2006

School Improvement: A Case From The Northern Areas In Pakistan, Gulzar Kanji, Takbir Ali

Book Chapters / Conference Papers

No abstract provided.

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Professional Development And School Improvement In Central Asia, Gulgunchamo Naimova Jan 2006

Professional Development And School Improvement In Central Asia, Gulgunchamo Naimova

Book Chapters / Conference Papers

No abstract provided.

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Creating A Critical Mass: The Visiting Teacher Programme, Bernadett L. Dean Jan 2006

Creating A Critical Mass: The Visiting Teacher Programme, Bernadett L. Dean

Book Chapters / Conference Papers

No abstract provided.

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Developing Professional Development Teacher, Fauzia Shamim, Anjum Halai Jan 2006

Developing Professional Development Teacher, Fauzia Shamim, Anjum Halai

Book Chapters / Conference Papers

No abstract provided.

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Ied And The University Partnership: The Oxford Experience, Richard Pring Jan 2006

Ied And The University Partnership: The Oxford Experience, Richard Pring

Book Chapters / Conference Papers

No abstract provided.

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