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Articles 3361 - 3390 of 6523

Full-Text Articles in Higher Education and Teaching

Metacognition By Design: How A Course Design Experience Can Increase Metacognition In Faculty, Teresa A. Johnson, Sarah A. Holt, Margaret Sanders, Lindsay Bernhagen, Kathryn Plank, Stephanie V. Rohdieck, Alan Kalish Jan 2017

Metacognition By Design: How A Course Design Experience Can Increase Metacognition In Faculty, Teresa A. Johnson, Sarah A. Holt, Margaret Sanders, Lindsay Bernhagen, Kathryn Plank, Stephanie V. Rohdieck, Alan Kalish

To Improve the Academy: A Journal of Educational Development

Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which has now been completed by more than 600 teaching faculty, staff, and Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants’ teaching, this study utilizes qualitative data drawn from five years of participant feedback gathered on the last day of each CDI, as well as from focus groups conducted with CDI graduates in the years following their participation. The results show that participating in the CDI helps instructors …

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Assessing The Long-Term Impact Of The Preparing Future Faculty Seminar, Laura N. Schram, Tershia Pinder-Grover, Stefan Turcic Ii Jan 2017

Assessing The Long-Term Impact Of The Preparing Future Faculty Seminar, Laura N. Schram, Tershia Pinder-Grover, Stefan Turcic Ii

To Improve the Academy: A Journal of Educational Development

The Preparing Future Faculty (PFF) initiative for graduate students was launched in the United States in 1993 as a partnership between the Council of Graduate Schools and the Association of American Colleges and Universities to prepare graduate students for faculty careers at different institutional types and to provide them with teaching-related professional development. PFF programs have proliferated U.S. universities over the last two decades, but there has been limited research on the long-term impact of these programs. This study at the University of Michigan examines the career paths and attitudes of graduate students who participated in an annual, intensive, five-week …

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Taking A Community Approach To Curriculum Change, Sarah E. Dalrymple, Anna Jo Auerbach, Elisabeth E. Schussler Jan 2017

Taking A Community Approach To Curriculum Change, Sarah E. Dalrymple, Anna Jo Auerbach, Elisabeth E. Schussler

CTL Teaching Gallery

Many undergraduate institutions are reforming their courses to increase student engagement. A critical challenge in these efforts is to engage the academic community beyond the instructors in the process of change. At our university, we embraced this challenge by creating a volunteer community of faculty, postdocs, graduate students, and undergraduates to design the discussion curricula for a new introductory biology sequence. We report on this process of curriculum development using a case study approach and describe how the community created the new curriculum and how they perceived the outcomes of the process. Our findings indicate that this curriculum design approach …

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Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover Jan 2017

Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover

CTL Teaching Gallery

The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge …

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Preliminary Development Of An Attrition Risk Assessment Instrument For Secondary Agricultural Educators, Laura L. (Lemons) Greenhaw, M. Todd Brashears, Scott Burris, Courtney Meyers, Carley Morrison Jan 2017

Preliminary Development Of An Attrition Risk Assessment Instrument For Secondary Agricultural Educators, Laura L. (Lemons) Greenhaw, M. Todd Brashears, Scott Burris, Courtney Meyers, Carley Morrison

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Secondary agricultural education has consistently faced a shortage of teachers for the past several decades. Because there are not enough newly qualified teachers certified annually to fill all the vacancies, attrition must be addressed. The purpose of this research was to develop and pilot test an attrition risk assessment instrument. Items were written and included in a preliminary instrument based on existing literature as well as a qualitative study we conducted previously. Principal components analysis resulted in a 25-question instrument, with 17 questions measuring attrition risk in four constructs including alternative career opportunities, expectations versus realities, passions, and people frustrations. …

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Faculty Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover Jan 2017

Faculty Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover

University Author Recognition Bibliography: 2017

The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge …

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Cultivating Social Capital In Undergraduate Research: Key Sources And Distinctions By Gender, Heather Ann Daniels Jan 2017

Cultivating Social Capital In Undergraduate Research: Key Sources And Distinctions By Gender, Heather Ann Daniels

Open Access Theses & Dissertations

Women are outpacing men in overall educational attainment, however this is not the case in science, technology, engineering, and mathematics (STEM) fields when women fall behind men. Establishing strong social connections is important to retention in STEM fields and persistence in the STEM pipeline. This study qualitatively examines what serves as social capital in STEM-focused undergraduate research and how social capital is accrued and deployed differently by men and women in ways that could be contributing to the gender gap in STEM. 17 students participating in external summer research programs at 12 different universities were interviewed at 3 points in …

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Comm 454: Communication And Health Disparities—A Peer Review Of Teaching Project Benchmark Portfolio, Angela L. Palmer-Wackerly Jan 2017

Comm 454: Communication And Health Disparities—A Peer Review Of Teaching Project Benchmark Portfolio, Angela L. Palmer-Wackerly

UNL Faculty Course Portfolios

The current portfolio examines the second iteration of a new course in the Department of Communication Studies, Comm 454: Communication and Health Disparities. The primary goal of the course is for students to understand what health disparities are and how communication (on micro, meso, and macro levels) helps to create, reinforce, and improve these health disparities. Student learning was measured through the evaluation of the above course objective through four assignments: a short reflection paper, 2 teaching lessons, a research paper, and a health disparities communication campaign/intervention. The short reflection paper was examined through thematic analysis, while the latter three …

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Engl 352: Intermediate Fiction Writing—A Peer Review Of Teaching Project Benchmark Portfolio, Chigozie Obioma Jan 2017

Engl 352: Intermediate Fiction Writing—A Peer Review Of Teaching Project Benchmark Portfolio, Chigozie Obioma

UNL Faculty Course Portfolios

Absent the elements of effective writing, there has been a strong debate on whether or not other aspects of creative writing can be taught. Many practicing writers like myself who teach have concluded that a student writer can be guided towards fully actualizing their talent, and this “guidance” is what mostly constitutes teaching. How then do we evaluate the effectiveness of this teaching, and to what extent do students’ individual talent help or stand in the way of effective instruction? How do we plan various learning outcomes and test the success of such strategies over the duration of the ENGL …

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Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn Jan 2017

Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn

English Faculty Articles and Research

This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.

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Seeking To Identify Student And Staff Perspectives On The Nature Of Pedagogical Support For Academic Writing., Roisin Donnelly, Maria-Jose Gonzalez Jan 2017

Seeking To Identify Student And Staff Perspectives On The Nature Of Pedagogical Support For Academic Writing., Roisin Donnelly, Maria-Jose Gonzalez

Papers, presentations and other resources

No abstract provided.

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The Congruity/Incongruity Of Efl Teachers’ Beliefs About Listening Instruction And Their Listening Instructional Practices, Mohammad Nabi Karimi, Mostafa Nazari Jan 2017

The Congruity/Incongruity Of Efl Teachers’ Beliefs About Listening Instruction And Their Listening Instructional Practices, Mohammad Nabi Karimi, Mostafa Nazari

Australian Journal of Teacher Education

While research on EFL teachers’ beliefs and the realization of these beliefs in their classroom practices has recently gained momentum in the field of applied linguistics, the study of teachers’ beliefs as they relate to listening has received insufficient attention in the literature. This study was conducted to investigate Iranian EFL teachers’ beliefs about listening and their beliefs-driven instructional practices. To this end, a listening beliefs questionnaire was administered to a total of 85 teachers (BA= 49, MA= 36), followed by classroom observation of 12 teachers (6 teachers per group) who were given an audio to teach. The results revealed …

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Pre-Service Teachers’ Reflections: The Influence Of School 1:1 Laptop Programs On Their Developing Teaching Practice., Susan Blackley, Rebecca Walker Jan 2017

Pre-Service Teachers’ Reflections: The Influence Of School 1:1 Laptop Programs On Their Developing Teaching Practice., Susan Blackley, Rebecca Walker

Australian Journal of Teacher Education

Throughout Australia, many government and non-government schools have implemented a one-laptop-per-student (1:1) policy. Whilst there was initial interest in the implementation of these programs, little has been done to track the uptake of digital learning technologies afforded by access to the laptops. This study examined pre-service teachers’ reflections on their experiences with 1:1 laptop programs in their secondary schooling. The lens for this reflection was their consideration of their aspirational teaching practice. Qualitative data were collected from two successive cohorts (2014 and 2015) of the first year of a Bachelor of Education course. The objectives of the research presented in …

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Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy, Beverly J. Christian Jan 2017

Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy, Beverly J. Christian

Australian Journal of Teacher Education

Pre-service teachers’ instructional self-efficacy, that is, their belief in their own ability to foster learning with instructional tactics, is one predictor of classroom effectiveness. This qualitative investigation used focus groups to gather data from fifty-one pre-service teachers enrolled in one Bachelor of Education (Primary) degree in Australia. Pre-service teachers were asked their perceptions of course related factors that increased their instructional self-efficacy. Focus group transcripts were themed and triangulated with prioritised lists developed by each of the focus groups. Pre-service teachers identified vicarious and enactive modelling, accompanied by professional conversations and a supportive learning culture as contributors to instructional self-efficacy. …

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Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price Jan 2017

Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price

Australian Journal of Teacher Education

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were …

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Participant Perspectives And Critical Reflections On Language Teacher Education By Distance, John S. Knox Jan 2017

Participant Perspectives And Critical Reflections On Language Teacher Education By Distance, John S. Knox

Australian Journal of Teacher Education

Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students (i.e. trainee or practicing language teachers) and teacher-educators in such distance programs. There are significant educational advantages for language teachers who choose to study by distance, and e-learning technologies have enhanced these benefits. This paper also includes an in-depth analysis of the qualitative survey responses from two individual students, highlighting …

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Narrative Inquiry: A Dynamic Relationship Between Culture, Language And Education, Esther Yim Mei Chan Jan 2017

Narrative Inquiry: A Dynamic Relationship Between Culture, Language And Education, Esther Yim Mei Chan

Australian Journal of Teacher Education

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative …

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Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris Jan 2017

Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris

Australian Journal of Teacher Education

This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …

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International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse Jan 2017

International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse

Australian Journal of Teacher Education

Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological …

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A Comparison Of The Motivations Of Pre-Degree And Degree Education Students For Becoming Teachers In Aotearoa New Zealand, Vivienne Hogan, Lynette Reid, Dale Furbish Jan 2017

A Comparison Of The Motivations Of Pre-Degree And Degree Education Students For Becoming Teachers In Aotearoa New Zealand, Vivienne Hogan, Lynette Reid, Dale Furbish

Australian Journal of Teacher Education

In New Zealand the Ministry of Education is committed to attracting and retaining ‘high quality individuals’ to the teaching profession who represent the diverse cultural and socio-economic communities in the country. One way to achieve this has been through the provision of multiple pathways into initial teacher education (ITE). Such pathways provide access for students significantly underrepresented in Teacher Education. This research sought to investigate and compare the motivation of students enrolled on the Certificate of Introduction to Early Childhood Education (ECE) or the Bachelor of Education (BEd) Primary and ECE specialism. As other research has suggested, there is a …

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Perceptions On The Role Of A Pre-Service Primary Teacher Education Program To Prepare Beginning Teachers To Teach Mathematics In Far North Queensland, Philemon Chigeza, Cliff Jackson, Aaron Neilson Jan 2017

Perceptions On The Role Of A Pre-Service Primary Teacher Education Program To Prepare Beginning Teachers To Teach Mathematics In Far North Queensland, Philemon Chigeza, Cliff Jackson, Aaron Neilson

Australian Journal of Teacher Education

This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic …

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Active Learning And Self-Regulation Enhance Student Teachers’ Professional Competences, Päivi Virtanen, Hannele M. Niemi, Anne Nevgi Jan 2017

Active Learning And Self-Regulation Enhance Student Teachers’ Professional Competences, Päivi Virtanen, Hannele M. Niemi, Anne Nevgi

Australian Journal of Teacher Education

The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean …

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Emotions And Casual Teachers: Implications Of The Precariat For Initial Teacher Education., Kathryn A. Jenkins, Jennifer Charteris, Michelle Bannister-Tyrrell, Marguerite Jones Jan 2017

Emotions And Casual Teachers: Implications Of The Precariat For Initial Teacher Education., Kathryn A. Jenkins, Jennifer Charteris, Michelle Bannister-Tyrrell, Marguerite Jones

Australian Journal of Teacher Education

It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment – often a tenuous and unsupported transition into the profession - it is beholden on teacher educators to re-think aspects of their preparation. Four teacher educators undertook ‘memory work’ based on their previous experiences as casual teachers. Content analysis of follow up focus group discussions stressed the emotional and challenging nature of casual teaching, for both novice and experienced teachers. Findings from this small …

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Arab 202: A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan Jan 2017

Arab 202: A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan

UNL Faculty Course Portfolios

This project examines the impact of adopting a text book of teaching Arabic for nonnative speakers that doesn’t use any English. The project targets “ARAB 202”, second year Arabic, since this course has already used a text book that uses English for instructions and grammar for 3 semesters, ARAB 101 , ARAB102, ARAB 201 and before the new curriculum was available in the market. Students of ARAB 202 will be the first to experience the switch to the new curriculum and therefore can be the best to evaluate the experience. For the project, students were asked to complete a pre-course …

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Ides 200: Program, Standards And Codes—A Peer Review Of Teaching Project Benchmark Portfolio, Nathan E. Bicak Jan 2017

Ides 200: Program, Standards And Codes—A Peer Review Of Teaching Project Benchmark Portfolio, Nathan E. Bicak

UNL Faculty Course Portfolios

This teaching portfolio documents my teaching efforts for IDES 200, a class in UNL’s Interior Design Program, entitled Program, Standards and Codes. Although I have taught similar content prior to this course, Spring 2017 marked the first time I taught this course. After seven years of teaching the material, and now packaged in a new class, the Peer Review of Teaching project offered the opportunity to critically reflect on course objectives, teaching and delivery methods, the structure of course activities and documenting and analyzing student learning. My primary objective through the Peer Review of Teaching project has been to …

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The Effects Of Structured Health Policy Education On Connecticut Registered Nurses' Clinical Documentation, Rosale Lobo Jan 2017

The Effects Of Structured Health Policy Education On Connecticut Registered Nurses' Clinical Documentation, Rosale Lobo

Walden Dissertations and Doctoral Studies

Registered Nurses use clinical documentation to describe care planning processes, measure quality outcomes, support reimbursement, and defend litigation. The Connecticut Department of Health, guided by federal Conditions of Participation, defines state-level healthcare policy to include required care planning processes. Nurses are educated in care planning process standards, however no policy-required competency verification processes in academia or employers exists. Guided by the advocacy coalition framework, the purpose of this quasi-experimental study was to determine if the quality of nurse coalition actors’ clinical documentation, a relatively stable parameter, would increase after attending policy-centered structured education. Data were extracted from 272 electronic medical …

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Elementary Teachers' Perceptions On Writing Proficiency Of Military-Connected Students, Kerrin Weatherwax Jan 2017

Elementary Teachers' Perceptions On Writing Proficiency Of Military-Connected Students, Kerrin Weatherwax

Walden Dissertations and Doctoral Studies

At Base Elementary School (BES) in the Southwest United States school administrators were concerned that writing proficiency levels for 2014-2015 were below district and state standards and there was not a clear understanding of teachers' perceptions on writing proficiency of military-connected (MC) students at the target site. Therefore, the purpose of this qualitative case study was to explore teachers' perceptions on writing proficiency of MC students at BES. Using Lave and Wenger's communities of practice framework, a qualitative instrumental case study was used to discern perceptions of elementary English Language Arts (ELA) teachers regarding the writing proficiency of MC students. …

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Relationships Between Early Academic Indicators And Accelerated-Baccalaureate Student Nurse Success, Bonnie J. White Jan 2017

Relationships Between Early Academic Indicators And Accelerated-Baccalaureate Student Nurse Success, Bonnie J. White

Walden Dissertations and Doctoral Studies

In 2013, the National Council Licensure Examination for Registered Nurses' (NCLEX-RN) passing standard was increased, leading to a decrease in NCLEX-RN pass rates. The passing standard increase was prompted by an advisory panel's determination that a gap in safe, competent practice existed among new graduate nurses. New graduates' success on NCLEX-RN is critical to meet workplace demand for new nurses. The purpose of this study was to examine whether cumulative grade point average at completion of 200-level nursing courses and scores on the standardized final exam in the 200-level fundamentals course were related to on-time nursing program completion and a …

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University Professors' And Department Directors' Perceptions Regarding Support For Freshman Academic Performance, Karen Sauer Jan 2017

University Professors' And Department Directors' Perceptions Regarding Support For Freshman Academic Performance, Karen Sauer

Walden Dissertations and Doctoral Studies

In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support provided to freshman students in a program at 1 campus of a private Chilean university. Deci and Ryan's self-determination theory emphasizing internal and external motivations and social constructivism theory emphasizing development as a process comprised the conceptual framework. Both theories provide meaningful understanding of the drivers that support …

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Attention Deficity Hyperactivity Disorder, College Students, And Identity, Jeanne Vandenberg Jan 2017

Attention Deficity Hyperactivity Disorder, College Students, And Identity, Jeanne Vandenberg

Walden Dissertations and Doctoral Studies

Attention Deficit Hyperactivity Disorder (ADHD) is a growing societal problem that has been increasing among college students. Previous research on this population is limited and even fewer studies focus on women. The purpose of this quantitative study is to understand the developmental task of ego identity status for female college students with and without a diagnosis of ADHD based on Erikson's psychosocial theory. The study used the Objective Measure of Ego Identity Status (OMEIS) to measure identity diffusion, foreclosure, moratorium, and achievement status as a means to assess identity status in female college students. Data analysis included descriptive statistics, independent …

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