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Full-Text Articles in Higher Education and Teaching

Training Teachers Of Slavic Lctls: Student Profiles And Program Design, Mark Richard Lauersdorf Jan 2000

Training Teachers Of Slavic Lctls: Student Profiles And Program Design, Mark Richard Lauersdorf

Linguistics Faculty Publications

This article focuses on the differences between Slavic LCTL and Russian "language teaching situations" in the specific areas of student constituency and basic program structure, and the importance of considering these differences in developing teacher training programs that include teachers of Slavic LCTLs. Emphasis is placed on how the realities of the typical Slavic LCTL program point to the need to train graduate student-teachers in the specific skills of course/program design and development in order to prepare them more adequately for their teaching tasks. The results of a Fall 1996 survey of second-year Polish and Czech students and instructors are …

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Broadly Speaking - December, 1999, Nova Southeastern University Dec 1999

Broadly Speaking - December, 1999, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - November, 1999, Nova Southeastern University Nov 1999

Broadly Speaking - November, 1999, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - October, 1999, Nova Southeastern University Oct 1999

Broadly Speaking - October, 1999, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - August 19, 1999, Nova Southeastern University Aug 1999

Broadly Speaking - August 19, 1999, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - March, 1999, Nova Southeastern University Mar 1999

Broadly Speaking - March, 1999, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - February, 1999, Nova Southeastern University Feb 1999

Broadly Speaking - February, 1999, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Timed Conversation: One Routine For Engaging Large Classes Of Non-Motivated Learners In Meaningful Oral Communication, Bradley J. Deacon Jan 1999

Timed Conversation: One Routine For Engaging Large Classes Of Non-Motivated Learners In Meaningful Oral Communication, Bradley J. Deacon

MA TESOL Collection

This paper will explore an activity called “Timed Conversation” that I use in large classes of relatively unmotivated first and second year non-language majors in a Japanese university setting. Timed Conversation is designed to help students to communicate in native-like and incrementally longer sustained dialogues in the target language. In the activity, the students interact with many partners and practice conversations while practicing various language expressions. In every lesson over the course of a semester they speak in conversations about a number of topics for a set limit of time. The goal is to be able to speak more fluently …

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Broadly Speaking - October 16, 1998, Nova Southeastern University Oct 1998

Broadly Speaking - October 16, 1998, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - August 24, 1998, Nova Southeastern University Aug 1998

Broadly Speaking - August 24, 1998, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - April 27, 1998, Nova Southeastern University Apr 1998

Broadly Speaking - April 27, 1998, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - April, 1998, Nova Southeastern University Apr 1998

Broadly Speaking - April, 1998, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - March 30, 1998, Nova Southeastern University Mar 1998

Broadly Speaking - March 30, 1998, Nova Southeastern University

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No abstract provided.

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Broadly Speaking - February 17, 1998, Nova Southeastern University Feb 1998

Broadly Speaking - February 17, 1998, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - January 26, 1998, Nova Southeastern University Jan 1998

Broadly Speaking - January 26, 1998, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Enhancing Multicultural Education Through Higher Education Initiatives, Porter L. Troutman Jr. Jan 1998

Enhancing Multicultural Education Through Higher Education Initiatives, Porter L. Troutman Jr.

Trotter Review

This paper describes a comprehensive initiative intended to increase multicultural education and the amount of ethnic diversity among college of education faculty and undergraduate teacher education students at the University of Nevada, Las Vegas (UNLV). The paper details six components of the on-going initiative: 1) staff development: to enhance the sensitivity of college of education faculty regarding cultural issues, 2) a minority mentoring program: to provide a stronger support system for under-represented populations enrolled in the teacher education program, 3) the multicultural education project (MCE): a collaborative effort with the public school district in multicultural education, 4) the College of …

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Broadly Speaking - November 19, 1997, Nova Southeastern University Nov 1997

Broadly Speaking - November 19, 1997, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - October 15, 1997, Nova Southeastern University Oct 1997

Broadly Speaking - October 15, 1997, Nova Southeastern University

Broadly Speaking

No abstract provided.

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The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch Oct 1997

The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch

New England Resource Center for Higher Education Publications

In 1994 the New England Resource Center for Higher Education surveyed New England colleges and universities about the professional service faculty are engaging in, and the policies and structures that support such activities. Information was obtained from 120 institutions. As seen through a wide lens, there is considerable institutional commitment to faculty professional service. A majority of respondents reported that service is both a stated part of their institutional mission and that faculty, administrators and staff supported that commitment. However, a sharper focus reveals a gap between statements and practice: only a third of the respondents were able to demonstrate …

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Broadly Speaking - September 10, 1997, Nova Southeastern University Sep 1997

Broadly Speaking - September 10, 1997, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - April 22, 1997, Nova Southeastern University Apr 1997

Broadly Speaking - April 22, 1997, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - April Fools' Day, 1997, Nova Southeastern University Apr 1997

Broadly Speaking - April Fools' Day, 1997, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - March 10, 1997, Nova Southeastern University Mar 1997

Broadly Speaking - March 10, 1997, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Rewarding Faculty Professional Service, Kerryann O’Meara Mar 1997

Rewarding Faculty Professional Service, Kerryann O’Meara

New England Resource Center for Higher Education Publications

Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. In the past five years, however, many colleges and universities have found innovative ways to define, document, and evaluate faculty professional service in traditional promotion and tenure systems. Other institutions have created or expanded alternate faculty reward systems, including faculty profiles in service, merit pay, and post-tenure reviews emphasizing service. Based on data from a nation-wide sample, this paper discusses innovations in rewarding faculty professional service and offers conclusions and recommendations.

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Organizational Structures For Community Engagement, Sharon Singleton, Deborah Hirsch, Cathy Burack Jan 1997

Organizational Structures For Community Engagement, Sharon Singleton, Deborah Hirsch, Cathy Burack

New England Resource Center for Higher Education Publications

In a time of public scrutiny of higher education, there is good reason - both for the survival of the campus and the survival of the community around it -- for institutions to promote outreach. Yet even within those institutions with formal structures -- mission statements, faculty handbooks, and presidential leadership that support community service -- the practical considerations -- work assignments, evaluation mechanisms and institutional rewards -- present real challenges. Service-enclaves are structures that exist or are developed within institutions that allow faculty and staff to work collectively as they serve their communities. While individual service work is no …

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Grading Teaching: An Evaluation Of Teaching Techniques Used By California Community College Introduction To Sociology Instructors, Lynette Ann Osborne-Estes Jul 1996

Grading Teaching: An Evaluation Of Teaching Techniques Used By California Community College Introduction To Sociology Instructors, Lynette Ann Osborne-Estes

Sociology & Criminal Justice Theses & Dissertations

Research on teaching techniques used in higher education report that instructors who use a mixed repertoire of styles promote optimal student learning. However, previous research also indicates that many college professors continue to use the less effective traditional lecture instead of implementing more student-centered methods of instruction. This thesis investigates two general research questions. (1) To what extent do community college instructors utilize teaching techniques that have been shown to promote optimal student learning? (2) What factors, if any, increase the probability of an instructor using the teaching techniques that promote optimal student learning? In order to address these questions …

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Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton Oct 1995

Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton

New England Resource Center for Higher Education Publications

Authors of this essay, also published in the NSEE Quarterly, argue that proponents of service-learning and faculty professional service should join forces to pursue a common agenda of community outreach. At a time when colleges and universities are being urged to help solve society's problems, the faculty represents a virtually untapped resource. Certainly, there are presently - and always have been - individual faculty working in the community as consultants or as supervisors and guides for students. If the campus is to make a significant impact, however, the institution must be able to deploy departments, divisions, interdisciplinary centers and …

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Does Service-Learning Have A Future?, Edward Zlotkowski Jan 1995

Does Service-Learning Have A Future?, Edward Zlotkowski

New England Resource Center for Higher Education Publications

Until very recently the service-learning movement has had an "ideological" bias; i.e., it has tended to prioritize moral and/or civic questions related to the service experience. Such a focus reflects well the movement's past but will not guarantee its future. What is needed now is a broad-based adjustment that invests far more intellectual energy in specifically academic concerns. Only by paying careful attention to the needs of individual disciplines and by allying itself with other academic interest groups, will the service-learning movement succeed in becoming an established feature of American higher education.

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Ethical Decision-Making Strategies Of Supervisors Of Psychology Interns, Judith L. Juhala Aug 1994

Ethical Decision-Making Strategies Of Supervisors Of Psychology Interns, Judith L. Juhala

All-Inclusive List of Electronic Theses and Dissertations

The focus of this study was the ethical decision-making justifications of internship site supervisors regarding hypothetical supervisory dilemmas and explored the relationship between these justifications and selected demographic variables of supervisors. More specifically, supervisors' utilization of decision-making justifications of autonomy, beneficence, nonmaleficence, justice, and fidelity when asked to defend their resolutions of supervisory ethical dilemmas were examined. In addition, there was an examination of the relationship between the justifications utilized and selected demographic variables including type of educational training, gender, level of professionalization, years of experience, and type of internship site in which the supervisor was employed. Four hundred questionnaire …

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Counseling Skills Training An Extensive Review Of Literature, Sarah Kay Smith May 1993

Counseling Skills Training An Extensive Review Of Literature, Sarah Kay Smith

Graduate Theses

Counseling Skills Training is a broad topic and although the proper training of counselors is considered to be consequential, relatively little systematic research of a profound nature has been carried out using graduate level trainees or professional level counselors. Research that has been conscientiously done has centered interviewing skills and suggestions for training rather than on the actual skills of conducting "real" psychotherapy. Given the state of inconclusive research to date, considerations for future research need to be addressed.

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