Open Access. Powered by Scholars. Published by Universities.®
Higher Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Kentucky (39)
- Georgia Southern University (18)
- University of Nevada, Las Vegas (15)
- Saint Mary's College of California (11)
- University of Nebraska - Lincoln (9)
-
- City University of New York (CUNY) (8)
- Johnson & Wales University (7)
- Nova Southeastern University (7)
- University of South Florida (6)
- Portland State University (4)
- Dominican University of California (3)
- Grand Valley State University (3)
- Loyola Marymount University and Loyola Law School (3)
- National Louis University (3)
- Sacred Heart University (3)
- Stephen F. Austin State University (3)
- Technological University Dublin (3)
- University of San Diego (3)
- Abilene Christian University (2)
- Association of Arab Universities (2)
- Bank Street College of Education (2)
- Brigham Young University (2)
- Bryn Mawr College (2)
- Edith Cowan University (2)
- Kennesaw State University (2)
- Minnesota State University Moorhead (2)
- SIT Graduate Institute/SIT Study Abroad (2)
- SUNY Buffalo State University (2)
- The University of Akron (2)
- The University of San Francisco (2)
- Keyword
-
- Higher education (13)
- Pedagogy (10)
- Education (8)
- Equity (7)
- Social justice (6)
-
- Teacher education (6)
- Teaching (6)
- Culturally responsive teaching (5)
- Diversity (5)
- Higher Education (5)
- Johnson & Wales University (5)
- Race (5)
- Robert K. Gable (5)
- Faculty Development & Life (4)
- Information literacy (4)
- School of Education (4)
- Student engagement (4)
- Agency (3)
- Belonging (3)
- Culturally sustaining pedagogy (3)
- Curriculum (3)
- Digital pedagogy (3)
- Distance Learning (3)
- Educational technology (3)
- Faculty development (3)
- Gender (3)
- History (3)
- Research Methods (3)
- School (3)
- Service-learning (3)
- Publication Year
- Publication
-
- Greater Faculties: A Review of Teaching and Learning (39)
- Curriculum Studies Summer Collaborative (2011-2025) (13)
- Inside UNLV (13)
- Engaging Pedagogies in Catholic Higher Education (EPiCHE) (11)
- Dissertations (8)
-
- The Qualitative Report (7)
- Teacher Education (6)
- Department of Leadership, Policy, and Lifelong Learning (5)
- Electronic Theses and Dissertations (5)
- Dissertations, Theses, and Capstone Projects (4)
- Publications and Research (4)
- Scholarship and Engagement in Education (3)
- Australian Journal of Teacher Education (2)
- Black Male Summit (2)
- Capstone Collection (2)
- College of Graduate Studies: Theses & Dissertations (2)
- Department of Educational Administration: Dissertations, Theses, and Student Research (2)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (2)
- Dissertations, Theses, and Projects (2)
- Electronic Theses & Dissertations (2024 - present) (2)
- Georgia International Conference on Information Literacy (2)
- Jesuit Higher Education: A Journal (2)
- Journal of Social Theory in Art Education (2)
- Learning, Teaching, & Researching Optimization (2)
- Literatures in English Faculty Research and Scholarship (2)
- Master's Projects and Capstones (2)
- Mechanical Engineering Faculty Publications (2)
- Northwest Journal of Teacher Education (2)
- Occasional Paper Series (2)
- 1st Annual USM Research & Scholarship Symposium (1)
- Publication Type
Articles 211 - 233 of 233
Full-Text Articles in Higher Education and Teaching
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Teacher Education
Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …
Inside Unlv, Shane Bevell, Diane Russell, Michelle Mouton, Gian Galassi
Inside Unlv, Shane Bevell, Diane Russell, Michelle Mouton, Gian Galassi
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Michelle Mouton, Mamie Peers, Shane Bevell
Inside Unlv, Diane Russell, Michelle Mouton, Mamie Peers, Shane Bevell
Inside UNLV
No abstract provided.
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
K-12 Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Teacher Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).
Inside Unlv, Shane Bevell, Mamie Peers, David Ashley, Diane Russell, Michelle Mouton, Grace Russell
Inside Unlv, Shane Bevell, Mamie Peers, David Ashley, Diane Russell, Michelle Mouton, Grace Russell
Inside UNLV
No abstract provided.
Inside Unlv, Grace Russell, Diane Russell
Inside Unlv, Shane Bevell, Diane Russell, Erin O'Donnell, Mamie Peers, Grace Russell, Cate Weeks
Inside Unlv, Shane Bevell, Diane Russell, Erin O'Donnell, Mamie Peers, Grace Russell, Cate Weeks
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Shane Bevell, Grace Russell
Inside Unlv, Diane Russell, Shane Bevell, Grace Russell
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Shane Bevell, David Ashley, Mamie Peers, Grace Russell, Lisa Shawcroft
Inside Unlv, Diane Russell, Shane Bevell, David Ashley, Mamie Peers, Grace Russell, Lisa Shawcroft
Inside UNLV
No abstract provided.
Inside Unlv, Cate Weeks, Eppie Moore, David Ashley, Grace Russell, Lori Bachand, Shane Bevell
Inside Unlv, Cate Weeks, Eppie Moore, David Ashley, Grace Russell, Lori Bachand, Shane Bevell
Inside UNLV
No abstract provided.
Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack
Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
Using contemporary insights from feminist critical theory and the literary device of synecdoche, we argue that transdisciplinary knowledge is productive because it maximizes serendipity. We draw on student learning experiences in a course on “Gender and Science” to illustrate how the dichotomous frameworks and part-whole correspondences that are predominant in much disciplinary discourse must be dismantled for innovative intellectual work to take place. In such a process, disciplinary presumptions interrogate and unsettle one another to produce novel questions and answers.
Integrating The Humanities And Sciences: The Human Journey: Sacred Heart University's Common Core, Michelle Loris Ph.D., Nicole Cauvin, Kathryn Lafontana
Integrating The Humanities And Sciences: The Human Journey: Sacred Heart University's Common Core, Michelle Loris Ph.D., Nicole Cauvin, Kathryn Lafontana
English Faculty Publications
One way to respond to the crisis in the humanities is to integrate learning for our students. In fact one of higher education's greatest challenges today is for faculty to develop ways to integrate knowledge and learning across the disiciplines. This essay describes a common core curriculum, THE HUMAN JOURNEY, which engages students in an integrated, common, and coherent understanding of the humanities,arts, and sciences, and the Catholic intellectual tradition framed by four enduring questions of human meaning and value. THE HUMAN JOURNEY is a five course sequence including literature, history, the social and natural sciences, and religious studies and …
Developing Critical Thinking Skills In The Intermediate Accounting Class: Using Simulations With Rubrics, Karen Cascini, Anne Rich
Developing Critical Thinking Skills In The Intermediate Accounting Class: Using Simulations With Rubrics, Karen Cascini, Anne Rich
WCBT Faculty Publications
A challenge of paramount importance facing college professors today is the development of students’ capacity for critical thinking skills. While this has long been an area of focused activity for educators, since the early 1980s in particular, it has become clear that critical thinking skills are essential to the ability of our students to compete globally. As teachers and professors at all levels have begun to focus greater attention on ways to develop critical thinking skills, we see the same trend reflected within the accounting profession. Research by Kealy (2005), Bonk (1998), Wolcott (1997), Kimmel (1995), and Doney (1993) demonstrates …
Harnessing Innovative Technologies In Higher Education: Access, Equity, Policy & Instruction, Kathleen P. King, Joan K. Griggs
Harnessing Innovative Technologies In Higher Education: Access, Equity, Policy & Instruction, Kathleen P. King, Joan K. Griggs
Department of Leadership, Policy, and Lifelong Learning
This publication is an attempt to capture the evolution of distributed higher education over the last decade by tracing the applications of new technologies funded by the Fund for the Improvement of Postsecondary Education (FIPSE). As FIPSE surveyed the current state of distance/distributed education, there existed an opportunity to help post econdary education make the transition to this new generation of distance education made possible by the explosive growth of the Internet and other new technologies. These technologies created the potential for students to access learning that was interactive, customized, and self-paced; to more easily merge lifelong learning with the …
Why Does Policy Fail? Understanding The Problems Of Policy Implementation In Pakistan - A Neuro-Cognitive Perspective, Sajid Ali
Institute for Educational Development, Karachi
Education policy in Pakistan, as in other developing countries, faces the challenge of poor implementation. The article explores the history of education policy in Pakistan and describes the conventional accounts of policy failures. It particularly highlights the issues of unclear goals, political commitment, governance, centralisation, resources and foreign aid. Generally, it is assumed that overcoming these conventional challenges will result in better policy outcomes. Although this is partially true, Spillane, Reiser and Reimer (2002) direct our attention to the cognitive factors that play a critical role in policy implementation. They argued that implementing agents try to make sense of policy …
Standing My Ground: Reflections Of A Queer Indian Immigrant Professor In The U.S. Classroom, Umeeta Sadarangani
Standing My Ground: Reflections Of A Queer Indian Immigrant Professor In The U.S. Classroom, Umeeta Sadarangani
English Faculty Scholarship
No abstract provided.
In Focus: Teaching 9/11, Louise Spence
In Focus: Teaching 9/11, Louise Spence
Communication, Media & The Arts Faculty Publications
This article introduces a collection of essays focusing on media studies about the political and ideological implications of the September 11, 2001 terrorist attacks on the U.S. Influence of witnessing an event on images and stories; Psychological impact of the terrorist attacks.
Inside Unlv, Diane Russell, Gian Galassi, Richard Jensen
Inside Unlv, Diane Russell, Gian Galassi, Richard Jensen
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Mae Worthey-Flennoy, Cate Weeks, Gian Galassi
Inside Unlv, Diane Russell, Mae Worthey-Flennoy, Cate Weeks, Gian Galassi
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Gian Galassi, Cate Weeks
Inside Unlv, Diane Russell, Gian Galassi, Cate Weeks
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Jennifer Vaughan, Richard Jensen, Mae Worthey-Flennoy
Inside Unlv, Diane Russell, Jennifer Vaughan, Richard Jensen, Mae Worthey-Flennoy
Inside UNLV
No abstract provided.
Inside Unlv, Betty Blodgett, Tom Flagg, Diane Russell
Inside Unlv, Betty Blodgett, Tom Flagg, Diane Russell
Inside UNLV
No abstract provided.