Teacher Education and Professional Development Commons^™

How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond

To Improve the Academy: A Journal of Educational Development

Faculty in the United States and Great Britain took part in workshops exploring educational ethics. Participants articulated concerns about balancing approachability with fairness, cross-cultural communication, conveying standards to students, and academic integrity. Responses to the session were positive, and both groups indicated an interest in continuing discourse on the topic. The groups differed on specific issues of interest, as well as feedback on the session. Some of these appear to be culturally influenced. Overall, this workshop presents a model for providing faculty with the opportunity to examine and formulate direction when dealing with ethical issues related to teaching.

Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord

To Improve the Academy: A Journal of Educational Development

This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimize the difficulty of achieving cross-disciplinary integration in IBE, and suggests keys to enabling faculty-friendly integrative course designs in other settings.

The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton

To Improve the Academy: A Journal of Educational Development

Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service-learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.

Bibliography, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border

To Improve the Academy: A Journal of Educational Development

Nationwide, tire number of available faculty positions represents only a fraction of the master’s and doctoral degrees granted each year. Fortunately, faculty positions are available in academic librarianship, which is experiencing a decline in qualified applicants. A pioneering collaboration between a graduate student professional development program and an academic library has created a fellowship program that allows master’s and doctoral students to consider careers in academic librarianship through mentored fellowships. Initial results show that participants intend to pursue librarianship as an academic career in which to use and expand their advanced subject and/or language expertise.

How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart

To Improve the Academy: A Journal of Educational Development

A key question that campuses face as they develop and implement post-tenure review policies is how to blend the concepts of accountability and renewal. This chapter examines a faculty development initiative linked to a post-tenure review policy at a research-intensive university. It describes the goals, processes, and outcomes of a five-year study of the program, extending research on post-tenure review and its potential for positive faculty development.

A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield

To Improve the Academy: A Journal of Educational Development

This chapter argues that critical theory implies a number of conceptions and practices of teaching, and it applies a critical theory perspective to conducting faculty development. It speculates on how faculty development might be organized according to some insights drawn from critical theory, and it reviews the chief reasons why teachers resist engaging with this perspective.

Role Of Reflection In Facilitating Teachers For Gender Sensitive Political Literacy Instruction, Sadaf Furqan

Institute for Educational Development, Karachi

This paper is written around the study that was initiated to analyze the challenges that students especially girls face in being developed as leaders in the political sphere. It was carried out to understand how a teacher educator could facilitate gender sensitive political literacy instruction in schools through action research. Reflection is embedded at every stage in Action Research. Reflection helps teachers in shifting the focus from what they teach to what students learn. The research process involved exploring, understanding and reflecting on teachers’ current perceptions and practices of gender sensitive political literacy instruction. Later, teachers were facilitated to teach …

A Lesson Learned: Integrating Literature Into The Content Areas, Jennifer K. Harb

Senior Honors Theses and Projects

In schools, students are offered numerous facts and ideas about the world in which they live, in hopes that they will one day become knowledgeable and functional members of society. Students are expected not only to take this information in, but to also make it their own, expand on it, and be able to apply it to situations within their lives. Teachers struggle to share this information through the most efficient and enjoyable mediums possible. How can they achieve the greatest understanding and interest among the greatest number of children?

“Children’s literature is a powerful medium for understanding the world” …

Peer Review Of Teaching Project: Overview Newsletter, Paul Savory, Amy M. Goodburn, Amy Nelson Burnett

Department of Industrial and Management Systems Engineering: Reports

The Peer Review of Teaching Project (PRTP) is a UNL campus program that supports teams of faculty in making visible the serious intellectual work of teaching. Begun in 1994, the project uses the same process one would use to explore a research question by having faculty inquire, analyze, and document their teaching practices and the resulting student learning and then make these results accessible for use, review, and assessment by one’s peers. The project consists of a first-year fellowship program and an advanced scholar program. Specific faculty outcomes from participating in the project include: (1) Reflecting upon, developing, and writing …

Teacher Education, Motivation, Compensation, Workplace Support, And Links To Quality Of Center-Based Child Care And Teachers’ Intention To Stay In The Early Childhood Profession, Julia C. Torquati, Helen Raikes, Catherine Huddleston-Casas

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

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, …

Establishing Professional Identity: Narrative As Curriculum For Pre-Service Teacher Education, Neil Hooley

Australian Journal of Teacher Education

It is unclear to what extent Australian teachers over recent years have resisted the impact of globalisation, marketisation and commodification on education generally and their daily work in classrooms specifically. Do teachers still see education as a public good, of personal and democratic importance in its own right regardless of the socio-economic background of students, or is education a critical component of material gain and individual, competitive advancement? Have teachers confronted these issues in reference to their own professional identities, in developing a strong relationship with their own knowledges as the essence of their educative role with young people? This …

Education And Women’S Empowerment: Re-Examining The Relationship, Dilshad Ashraf, Iffat Farah

Institute for Educational Development, Karachi

No abstract provided.

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Beyond The Textbook: Lessons Learned From Two Years As A Mathematics Specialist, K. Race

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Approaching Mathematics Utopia?, F. Morton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Mathematics Specialist: A Personal View, E. Sinclair

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Jaepl, Vol. 13, Winter 2007-2008, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Bell Hooks. Writing for Reconciliation: A Musing

Devan Cook. The Value of Mutual Respect: What We Learn from Student Complaints .

This essay discusses the emotional labor of teaching and the ways writing programs can support that work.

Elizabeth Gardner, Patricia Calderwood, and Roben Toroysan. Dangerous Pedagogy

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but "dangerous" pedagogy illustrates about our teaching and our students' learning.

Karen Surman Paley. Applying "Men and Women for Others" to Writing about Archeology.

This essay explores one archeology professor's pedagogy of caring during a summer field study …

The Value Of Mutual Respect: What We Learn From Student Complaints, Devan Cook

The Journal of the Assembly for Expanded Perspectives on Learning

This essay discusses the emotional labor of teaching and the ways writing programs can support that work.

Applying “Men And Women For Others” To Writing About Archeology, Karen Surman Paley

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores one archeology professor's pedagogy of caring during a summer field study of a former state school and orphanage.

The “Not Trying” Of Writing, Rachel Forrester

The Journal of the Assembly for Expanded Perspectives on Learning

A very spiritual "not trying," or non-work, is at the heart of composition.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Whitman writes in "Reconciliation":

For my enemy is dead, a man divine as myself is dead, I look where he lies, white-faced and still, in the coffin—I draw near, Bend down and touch lightly with my lips the white face in the coffin.

For Whitman, reconciliation is the "Word over all, beautiful as the sky," the deed that washes the world clean of the carnage of conflict. Without the act of reconciliation—the bringing together of that which …

Writing For Reconciliation: A Musing, Bell Hooks

The Journal of the Assembly for Expanded Perspectives on Learning

This musing grew out of the AEPL Summer Conference in Berea, Kentucky, June 2006, at which bell hooks was the keynote speaker.

Connecting, Helen Walker, Steven Degeorge, Johanna Rodgers, Jeremiah Conway

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker. Connecting.

Steven DeGeorge —The Things They Bring to School .

Johanna Rodgers —Translating Authority

Jeremiah Conway —Emily's Cave

Dangerous Pedagogy, Elizabeth B. Gardner, Patricia E. Calderwood, Roben Torosyan

The Journal of the Assembly for Expanded Perspectives on Learning

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but "dangerous" pedagogy illustrates about our teaching and our students' learning.

Reading Othello In Kentucky, Elizabeth Oakes, Heather Adkins, Maggie Brown, Carrie Carman, Gary Crump, Cle'shea Crain, Amanda Hayes, Tara Koger, Mike Sobiech, Chuck Williamson

The Journal of the Assembly for Expanded Perspectives on Learning

Members of a graduate Shakespeare class at Western Kentucky University discuss Otherness in the context of Othello and national perceptions of Kentucky.

The Other End Of The Kaleidoscope: Configuring Circles Of Teaching And Learning, Eudora Watson, Jennifer Mitchell, Victoria Levitt

The Journal of the Assembly for Expanded Perspectives on Learning

To reflect on and participate in reconsideration of convention in academic discourse, this essay presents three voices in three genres.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Celebrating Teachers’ Voices, Ayesha Bashiruddin

Book Chapters / Conference Papers

No abstract provided.