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2. Supporting the Scholarship of Teaching and Learning in Hong Kong
- Author
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McNaught, Carmel and Chun, Cecilia Ka Wai
- Abstract
The paper traces the evolution of the Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong (CUHK) from early 2002 to the end of 2021. The University needed a centre to support both institutional and local (department and faculty) needs and aspirations for enhancing teaching and learning. Five key strategies adopted by CLEAR are: embedding the practice of existing teachers into policy development, localizing quality-assurance processes, relating professional-development activities to career development, involving students, and producing research evidence from within the Hong Kong context. The evidence base that supports these strategies, and the cultural and community factors involved, will be woven into an evidence-based narrative that spans 20 years.
- Published
- 2023
3. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (11th, Porto, Portugal, October 25-27, 2014)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2014 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The conference included the Keynote Lecture: "Designing Learning Environments in a Digital Age: The Quest for What to Consider," by Professor Jan Elen, Faculty of Psychology and Educational Sciences, K.U. Leuven, Belgium. The conference included a panel entitled: "Competencies, Challenges, and Changes: A Global Conversation About 21st Century Teachers and Leaders" by Lynne Schrum, Rose Dolan, Dirk Ifenthaler, Ronghuai Huang, Dale Niederhauser, and Neal Strudler. Papers in the proceedings include: (1) Interactive Application in Spanish Sign Language for a Public Transport Environment (José Guillermo Viera-Santana, Juan C. Hernández-Haddad, Dionisio Rodríguez-Esparragón, and Jesús Castillo-Ortiz); (2) A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise (Maria Cutumisu, Doris B. Chin, and Daniel L. Schwartz); (3) Investigating Teachers' Readiness, Understanding and Workload in Implementing School Based Assessment (SBA) (Norsamsinar Samsudin, Premila A/P Rengasamy, Jessnor Elmy Mat Jizat, Hariyaty Ab Wahid, and Norasibah Abdul Jalil; (4) The Effects of Frequency of Media Utilization on Decision Making of Media Choice (Yasushi Gotoh); (5) Comparing Novices & Experts in Their Exploration of Data in Line Graphs (Bruce H. Tsuji and Gitte Lindgaard); (6) Assessment Intelligence in Small Group Learning (Wanli Xing and Yonghe Wu); (7) Collaborative Creativity Processes in a Wiki: A Study in Secondary Education (Manoli Pifarré, Laura Marti, and Alex Guijosa); (8) LSQuiz: A Collaborative Classroom Response System to Support Active Learning Through Ubiquitous Computing (Ricardo Caceffo and Rodolfo Azevedo); (9) Impacts of MediaWiki on Collaborative Writing Among Teacher Students (Said Hadjerrouit); (10) Teachers' Perceptions of the Individual Case Studies' Literacy Performance and Their Use of Computer Tools (Odette Bourjaili Radi); (11) Exploring Opportunities to Boost Adult Students' Graduation--The Reasons Behind the Delays and Drop-Outs of Graduation (Päivi Aarreniemi-Jokipelto and Asta Bäck; (12) Effective Use of a Learning Management System to Influence On-Line Learning (Xu Hongjiang, Sakthi Mahenthiran, and Kenton Smith); (13) Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect (Charoula Angeli, Nicos Valanides, Eirini Polemitou, and Elena Fraggoulidou); (14) Comparative Case Study on Designing and Applying Flipped Classroom at Universities (Cheolil Lim, Sunyoung Kim, Jihyun Lee, Hyeonsu Kim, and Hyeongjong Han); (15) Organizational Leadership Process for University Education (Ricardo Llamosa-Villalba, Dario J. Delgado, Heidi P. Camacho, Ana M. Paéz, and Raúl F. Valdivieso); (16) Academic versus Non-Academic Emerging Adult College Student Technology Use (Joan Ann Swanson and Erica Walker); (17) Creative Stories: A Storytelling Game Fostering Creativity (Antonis Koukourikos, Pythagoras Karampiperis, and George Panagopoulos); (18) An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria (Steve Bennett, Trevor Barker, and Mariana Lilley); (19) ICT Competence-Based Learning Object Recommendations for Teachers (Stylianos Sergis, Panagiotis Zervas, and Demetrios G. Sampson); (20) Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction (Kausalai [Kay] Wijekumar, Bonnie J.F. Meyer, and Puiwa Lei); (21) Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning (Teresa Wallace and David Georgina); (22) ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations (Panagiotis Zervas, Stefanos Fiskilis, and Demetrios G. Sampson); (23) Digital Storytelling: Emotions in Higher Education (Sandra Ribeiro, António Moreira, and Cristina Pinto da Silva); (24) Design in Practice: Scenarios for Improving Management Education (Lee Schlenker and Sébastien Chantelot); (25) Factors Influencing Students' Choice of Study Mode: An Australian Case Study (Dirk Ifenthaler, Maree Gosper, Matthew Bailey, and Mandy Kretzschmar); (26) Addressing Standardized Testing Through a Novel Assessment Model (Catherine C. Schifter and Martha Carey); (27) "It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App (Ka Rene Grimes); (28) A User Centered Faculty Scheduled Development Framework (Shohreh Hadian and Nancy Sly); (29) Musical Peddy-Paper: A Collaborative Learning Activity Supported by Augmented Reality (José Duarte Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes); (30) Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101 (Catherine Adams and Yin Yin); (31) The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis (Yasuyuki Nakamura, Shinnosuke Nishi, Yuta Muramatsu, Koichi Yasutake, Osamu Yamakawa, and Takahiro Tagawa); (32) Using Five Stage Model to Design of Collaborative Learning Environments in Second Life (Sevil Orhan and M. Kemal Karaman); (33) Students' Reflections Using Visualized Learning Outcomes and E-Portfolios (Takatsune Narumi and Yasushi Gotoh); (34) The Efficiency of Different Online Learning Media--An Empirical Study (Franziska J. Kößler and Marco M. Nitzschner); (35) Microblogging Best Practices (Shohreh Hadian and Maria-Elena Froese); (36) DIY Analytics for Postsecondary Students (Timothy Arndt and Angela Guercio); (37) Project "Flappy Crab": An Edu-Game for Music Learning (Cristina Maria Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, José Bidarra, and José Duarte Cardoso Gomes); (38) Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia (Jessnor Elmy Mat-jizat, Norsamsinar Samsudin, and Rusliza Yahaya); (39) A Cross Cultural Perspective on Information Communication Technologies Learning Survey (Hale Ilgaz, Sacide Güzin Mazman, and Arif Altun); (40) An App for the Cathedral in Freiberg--An Interdisciplinary Project Seminar (Cindy Kröber and Sander Münster); (41) Possible Science Selves: Informal Learning and the Career Interest Development Process (Leila A. Mills); (42) A Case Study of MOOCs Design and Administration at Seoul National University (Cheolil Lim, Sunyoung Kim, Mihwa Kim, Songlee Han, and Seungil Seo); (43) Persistent Possible Science Selves (Leila A. Mills and Lin Lin); and (44) Towards a Collaborative Intelligent Tutoring System Classification Scheme (Rachel Harsley). Individual papers contain references. An author index is included.
- Published
- 2014
4. English Language Teaching Professionals' Trajectories within the Context of Learning Organisations
- Author
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Price, Beatrix
- Abstract
English as a foreign language teachers' associations (henceforth ELTAs) act as empowering platforms for English Language Teaching (ELT) professionals (Lamb, 2012), and yet the contributions of ELTA leaders have not been widely investigated in the fields of second language acquisition and language pedagogy. In order to fill this niche, a qualitative interview study explored the professional trajectories of successful teacher trainers. The paper gives an account of the motivation for continuing professional development (CPD) through the turning points in these professionals' early careers. The findings suggest that there are some similarities behind the motivating factors for CPD and the increasing participation in social spheres (Lave & Wenger, 1991) leads to professional growth. Moving from the periphery towards the centre in a Community of Practice (CoP) the participants of CoPs become knowledge providers. The results reveal that after members have reached their own plateau and can no longer grow professionally in a particular CoP, they either move on to a different, often more challenging CoP and often belong to different CoPs and even end up as the leaders of ELTAs. Limitations and further research suggestions are included at the end of the paper.
- Published
- 2020
5. Does the Missouri Teacher Career Ladder Program Raise Student Achievement? Draft Report. Working Paper 2008-15
- Author
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Vanderbilt University, National Center on Performance Incentives, Mathematica Policy Research, Inc., Booker, Kevin, and Glazerman, Steven
- Abstract
Although Missouri has had a Career Ladder program for teachers since 1987, very little research has been carried out to measure the program's effects and what has been studied has not been comprehensive. This paper examines the program's effect on student achievement across the state, using longitudinal data on district math and reading scores for 524 Missouri school districts over a nine-year period. Our primary specification compares achievement levels in participating districts with a matched group of non-participating districts. We also applied alternative specifications to identify the impact of the program, for example controlling for prior district scores and measuring variations in district participation over time to identify effects of the program within a given district. Across the range of specifications, the estimated effects of the Career Ladder program range from small positive effects to no effect in both math and reading. We conclude that if the Career Ladder has a positive impact on test scores, it is probably very small. (Contains 10 tables and 10 footnotes.)
- Published
- 2008
6. Perceptions of Teachers and School Management Teams of the Leadership Roles of Public School Principals
- Author
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Naidoo, Parvathy
- Abstract
One of the reasons attributed to the continuous decline in student performance and low educational outcomes in public schools is the poor leadership displayed by many principals. Despite the fact that there are no stringent criteria for the appointment of school principals or prerequisite qualifications, principals do have the potential to lead and manage efficient and successful schools. In this paper, I argue that principals can develop exemplary leadership practices when subjected to sound training and professional development programmes. The Department of Education and Higher Education institutions have emphasised the importance of formal qualifications for enhancing career development programmes for practicing and aspiring principals in South Africa. Using questionnaires, I explore the perceptions of teachers and school management team (SMT) members of the leadership qualities exhibited by principals who acquired the professional qualification referred to as the Advanced Certificate in Education: School Leadership and Management (ACESLM). Findings revealed that leadership development for principals is crucial for school improvement because of active teaching and learning. Leadership capacity requires principals to participate with relevant stakeholders skilfully, and where there is high leadership capacity, instructional leadership develops into sound leadership practices.
- Published
- 2019
7. Ofsted's Curriculum Research Review for Languages -- What Does This Mean for Language Teachers, Department Leaders, Curriculum Design and Professional Development?
- Author
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Koglbauer, René
- Abstract
Ofsted's (2021) Curriculum research review for languages (OCRR) draws conclusion on what 'high-quality language education' may look like. This opinion piece problematises the status of these conclusions as 'features' or recommendations. Before delving into a selection of identified 'features' in more depth, the author highlights the complexity of curriculum design and the interdependence between school-based curriculum design and the intended and assessed curricula. This leads to a critical analysis of 'may' statements that directly impact on language teachers, leaders of languages and their approach to curriculum design and pedagogy. These include progress-orientated curriculum design, language assessment and testing (including dictation), communicative strategies, target language and culture through authentic materials as well as transition issues. Furthermore, the opinion piece explores the potential implications the OCRR and its recommendations may have on initial teacher education, early career development and continuous professional development for teachers and leaders. The think piece concludes by calling for a collaborative approach and joint ownership by all stakeholders rather than putting all responsibility on language teachers and language leaders.
- Published
- 2022
- Full Text
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8. Nurturing Professional Growth among New Academics
- Author
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Mahon, Kathleen, Dentler, Sigrid, and Seipel, Sina
- Abstract
The complexity and challenges of higher education (HE) in recent times have been widely discussed in HE literature, as have concomitant demands on university teachers and their professional learning needs. Much attention has been paid to new academics in these conversations, but less so to international PhD and post-doctoral researchers, who are often asked to teach, yet can be precluded from attending foundational pedagogical courses. This paper discusses an interpretive-hermeneutic study based on a pedagogical course developed for new academics in this very situation. Our discussion focuses on professional growth experienced by the course participants in terms of pedagogical "understanding" and "self-confidence," and what enabled that growth from the participants' perspectives. On the basis of analysis of interviews, questionnaires and qualitative course evaluations, we consider the value of such purpose-built courses and offer insights into what may need to be considered by course developers to ensure that their impact is optimal.
- Published
- 2022
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9. Policies and Practices of Professional Development in China: What Do Early Childhood Teachers Think?
- Author
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Guo, Karen Liang and Yong, Yan
- Abstract
This paper focuses on early childhood teachers' professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers' perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely the teachers' positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An important aspect of the teachers' perspectives of their professional development, which connects up to the early childhood environment in ChangChun, is the view that professional development was oriented to their own employment continuity. Teachers' learning was perceived as a useful means to offset the insecurity of their careers, but not closely related to children's learning.
- Published
- 2013
10. Personal Reflection: An Early Introduction to SoTL and the Shaping of an Academic Career
- Author
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McGrath, April L.
- Abstract
This personal reflection describes my development as a professor engaged in SoTL, describing the path from an unsure graduate student to an early career faculty member working at an undergraduate university dedicated to excellence in teaching. I was introduced to SoTL at the beginning of my doctoral program and received the necessary support to pursue my research interests in the area of writing and feedback. The mentoring provided by a faculty member during that time ensured that I followed through on my first SoTL research project. Since then, support from a SoTL program at my current institute has allowed me to learn more about SoTL and to take my research in different directions, all the while keeping student learning at the centre of my inquiries.
- Published
- 2012
11. New Horizons in Education, 2001.
- Author
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Hong Kong Teachers Association. and Ho, Kwok Keung
- Abstract
Articles in the May 2001 issue include the following: "Utilizing the Approach of Educational Evaluation on the Methodology of Research on Modern and Contemporary Chinese Literature" (Chun Kwong Wong); "An Examination of the Binet Intelligence Test and Multiple Intelligence Constructs" (Kwok Cheung Cheung); "Developmental Change on the Duration of Undergraduate Programme in Hong Kong" (Siu Wai Wu); "Direct-Granted Primary and Secondary Schools with 'Through Train Model' and Equal Opportunity of Education" (Maggie Fung Leun Lau); "The Moral Values of a New Generation: An Investigation of the Moral Landscape of Students in the PRC's Coastal Regions" (Feng Luo); "The Implementation and Extension of Whole Language Writing Project" (Che Ying Kwan); "The Use of Comparison Teaching Method in the Teaching of Chinese" (Hon Kwong Chow); "Does General Studies Help Pupils Develop Their Natural Identity in HKSAR?" (Lai Wah Wong Yu); "The Issues of Developmentally Appropriate Curriculum: Relevance and Application to the Early Childhood Curriculum in Hong Kong" (Paul Shu Sing Wong); "Information Technology in Learning and Teaching: Digital Video Clip Resources Bank" (Winnie Wing Mui So, Hing Keung Hung, and Siu Cheung Kong); "Transforming Extensive Reading Lessons" (Gertrude Tinker Sachs); and "Brief Critique on the Design of 'Accelerated Schools' and Its Practicality in Hong Kong from Both a Leadership and Cultural Perspectives" (Alan Ping Yan Chow). The November 2001 issue contains: "Emotional Intelligence, Students' Attitudes towards Life and the Attainment of Education Goals: An Exploratory Study in Hong Kong" (Chi Sum Wong, Ping Man Wong, and So Ling Chau); "Higher Education Pursuit as the Key to Career Advancement: An Exploratory Attitudinal Research Study" (Kenneth Chee Kwong Chao and Winnie Ngai); "The Issues Encountered in Information Technology Education: A Case Study of Three Secondary Schools in Hong Kong" (Hong Kin Kwok); "The Hong Kong 'Bird-Caged Arts Education' Needs Substantiate Improvement" (Shu Tak Yu); "On the Views of the Participants of Putonghua Teachers Inservice Training Course towards Action Research" (Che Ying Kwan); "A Study of the Hong Kong Primary General Studies as an Integrated Curriculum: Theory and Practice" (Joe Tin Yau Lo and Irene Nga Yee Cheng); "A Survey of the Chinese Language Remedial Teaching in Hong Kong Secondary Schools" (Kit Ling Lau); "A Preliminary Study of the Materials of Sentence Teaching for Primary 1 Students in Hong Kong" (Shuk Ying Ng); "Kindergarten Teachers' Rating of Children's Social Competence and Strategies They Use To Guide Appropriate Behavior" (Margaret Wing Chi Lau); "Information Technology and Early Childhood Education: A Case Study Report" (Siu Cheung Kong and Yuk Hing Wong); and "Are Parents Prepared To Be Involved in Children's Education?" (Shun Wing Ng). (Papers contain references.) (SM)
- Published
- 2001
12. Application of Campus Instructional Support: Two Case Studies
- Author
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Clauss-Ehlers, Caroline S. and Pasquerella, Lynn
- Abstract
Purpose: The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology. Design/methodology/approach: The approach presents two case studies, one a large state research university, and the other a small liberal arts college. Findings: Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff. Research limitations/implications The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model's application to diverse campus settings. Practical implications: A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses. Social implications: The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented. Originality/value: The manuscript reflects original work based on case studies that reflect the authors' experiences.
- Published
- 2017
- Full Text
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13. The Role of Vision in Trajectories of Literacy Practice among New Teachers
- Author
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McElhone, Dot, Hebard, Heather, and Scott, Renee
- Abstract
Evidence suggests that teachers' visions of their ideal teaching may account for some differences in their development and effectiveness. In this study, we investigate the visions of teachers with differing trajectories of change in their practice. The paper describes trends in teachers' visions in the pre-service and in-service years across one cohort of new teachers. We explore the characteristics of vision for three subgroups based on scores reflecting the quality of their practice: those whose practice improved, those whose practice became weaker, and those whose practice remained stable. Teachers who maintained high practice scores or showed improvement on practice scores held visions characterized by specificity and coherence. Two cases are presented to illustrate the role of vision in beginning teachers' practices. Implications for future research and teacher education are discussed.
- Published
- 2009
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14. To Improve the Academy: Resources for Student, Faculty, and Institutional Development, 1985.
- Author
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Professional and Organizational Network in Higher Education., Jeffrey, Julie Roy, Erickson, Glenn R., Jeffrey, Julie Roy, Erickson, Glenn R., and Professional and Organizational Network in Higher Education.
- Abstract
This collection of papers, the fourth in an annual series, presents views of members of the Professional and Organizational Development Network in Higher Education on faculty, instructional, and institutional development. Papers and authors are as follows: "The Kahuna as Professional and Organizational Development Specialists" (Susanne Whitcomb and David Whitcomb); "Institutional Development: Impressions from Abroad" (Len Ainsworth and Einhard Rau); "Applying Japanese Management Techniques to American Higher Education" (Peter Seldin); "It's the Institution That Teaches" (George C. Helling and Barbara B. Helling); "Faculty Careers: Satisfactions and Discontents" (Mary Deane Sorcinelli); "A Theory of Effectiveness: Faculty Development Case Studies" (Ronald A. Smith and Fred S. Schwartz); "The Instructional Skills Workshop Program: An Inter-Institutional Approach" (Diane Morrison); "Critical Thinking in a Freshman Introductory Course: A Case Study" (Lynn L. Mortensen and Willis D. Moreland); "Improving Classroom Climate for Women: The Faculty Developer's Role" (Delivee L. Wright); "Faculty Exchanges as a Means of Renewal and Development" (Phyllis Zweig Chin); "Buyouts and a Career Transition Program as a Response to Retrenchment" (Carol A. Paul); "Learning in a Clinical Setting" (LuAnn Wilderson); "'It Ain't Necessarily So: Uncovering Some Assumptions About Learners and Lectures'" (Marilla D. Svinicki); "Academic Counseling Techniques" (Robert G. Piereleoni); "Teaching Students to Think: A Workshop Design" (Betty LaSere Erickson); "Small Groups in Large Classes" (Wendy Holmes); "Silk Purses" (Calvin B. Peters); "Group Problem-Solving Exercises: An Application in Economics" (Yngve Ramstad); "One Sentence Is Worth a Thousand: A Strategy for Improving Reading, Writing, and Thinking Skills" (Lois Cuddy); and "Techniques for Teaching Scientific Reasoning and Problem Solving" (James L. Fasching, Betty LaSere Erickson). References follow chapters. (GLR)
- Published
- 1985
15. Do birds of a feather flock together? Lessons from an interdisciplinary and interinstitutional community-development approach to faculty development.
- Author
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Soares, Diana, Franco, Amanda, Rocha, Magda, and Dias, Paulo
- Subjects
TEACHER development ,EDUCATIONAL planning ,CAREER development ,TEACHING methods ,HIGHER education - Abstract
Faculty development is essential to promote pedagogical innovation and the transformation of teaching practices. The faculty development model presented in this study was guided by three research questions about how scholars engage in institutionally held training opportunities for professional development; how scholars engage with and collaborate within learning communities/communities of practice; and the implications and perceived impacts of such dynamics for the conceptualization of faculty development approaches aimed at community development. The results highlight community development as an interdisciplinary opportunity to reflect, learn, diversify, rethink, envision, and be intentional about pedagogy. A desenvolvimento pedagógico docente no Ensino Superior é essencial para a inovação e transformação das práticas de ensino e aprendizagem. Neste estudo, apresenta-se um modelo de desenvolvimento pedagógico assente três questões de investigação: como se envolvem os docentes em sessões de formação pedagógica da instituição; como se envolvem e colaboram os docentes em comunidades de aprendizagem e prática; quais as implicações e impactos percebidos destas iniciativas no desenvolvimento pedagógico dos docentes e na comunidade académica. Os resultados reforçam o desenvolvimento comunitário, colaborativo e interdisciplinar entre docentes, como uma oportunidade para refletir, aprender, diversificar, repensar, projetar e conferir intencionalidade à pedagogia no Ensino Superior. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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16. Higher education teachers’ professional learning: Process and outcome.
- Author
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Saroyan, Alenoush and Trigwell, Keith
- Subjects
- *
HIGHER education , *TEACHING methods , *COLLEGE teachers , *CAREER development , *PROFESSIONAL learning communities , *OUTCOME assessment (Education) - Abstract
In this paper, we first offer an analytic perspective on the papers in this volume, framing our discussion within the context of academic development as a discipline and highlighting common lines that cut across the nine contributions. We then offer insights about the current state of research on the evaluation of academic development and suggest directions that are likely to advance our theoretical and empirical knowledge in this area and anchor us firmly in evidence-based practice. We suggest that clarifying the mechanisms of change when professional learning occurs and measuring the changes in student learning outcomes that are associated with professional learning are important avenues for future research. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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17. How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature.
- Author
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Boerboom, Tobias B.B., Stalmeijer, Renée E., Dolmans, Diana H.J.M., and Jaarsma, Debbie A.D.C.
- Subjects
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CAREER development , *WORK environment , *CLINICAL trials , *MEDICAL education , *ATTENTION , *TEACHING methods - Abstract
Student ratings of teaching have received much attention in both higher and medical education research. Paramount has been the attention to the robustness of the instruments used to capture these ratings as a source of feedback for teachers. However evidence is scarce with regard to what happens after ratings are fed back to the teachers. This paper will focus on feedback facilitation strategies needed for medical teachers in the workplace setting to improve their teaching. First, the attributes of clinical teaching will be introduced, followed by a disquisition on feedback uptake, and finally reflection as a tool to improve teaching. Second, several recently published strategies aimed at improving clinical teaching through the facilitation of feedback are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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18. Faculty Development for Teaching Faculty in Psychiatry: Where We Are and What We Need
- Author
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De Golia, Sallie G., Cagande, Consuelo C., Ahn, Mary S., Cullins, Lisa M., Walaszek, Art, and Cowley, Deborah S.
- Published
- 2019
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19. Paired Teaching: A Professional Development Model for Adopting Evidence-Based Practices.
- Author
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Holland, Tara, Sherman, Sarah Bean, and Harris, Sara
- Subjects
TEACHING methods ,ACTIVE learning ,TEACHER development ,CAREER development ,HIGHER education - Abstract
How can we best support instructors to learn, practice, and retain student-centered, active-learning teaching strategies in their undergraduate courses? While approaches like professional development workshops may inspire some, permanent adoption of new pedagogy is rare. Here, we investigate "paired teaching" to achieve adoption and continued use of evidence-based practices. In this model, an instructor with little or no experience in student-centered teaching is paired with an experienced instructor in a semester-long course that has established student-centered pedagogy. This study evaluates information from eight pairs of instructors over a three-year period. Data was collected before, during, and after the paired teaching semester through interviews, written reflections, and teaching observations. Results indicate that paired teaching is beneficial as a professional development model for new instructors who have little teaching experience. The teaching practice of these instructors evolved to be increasingly student-centered, and they continued to use this pedagogy in subsequent classes. More established instructors who were less familiar with active learning showed lower tendencies to incorporate new pedagogies into their existing classes. We suggest best practices to maximize benefits and mitigate challenges associated with paired teaching. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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20. Graduate Students as Consultants: Implementing Alternative Teaching Approaches through Collaborative Partnerships.
- Author
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Laflamme, Elaine and Saroyan, Alenoush
- Subjects
EDUCATIONAL intervention ,TEACHER development ,CAREER development ,PEDAGOGICAL content knowledge ,CURRICULUM ,TEACHING methods ,COLLEGE students ,COLLEGE teachers ,EDUCATION - Abstract
In an educational development intervention at McGill University in Canada, three doctoral students specializing in faculty development offered consultation to newly appointed professors with minimal formal pedagogical training. The larger research project from which this study emanates (University Teaching: Meeting Challenges and Demands funded by The Max Bell Foundation) is currently being conducted at three research-intensive universities in Canada (McGill, Queen's, Dalhousie) where new faculty are involved in several pedagogical development activities following an intensive 5-day Course Design and Teaching Workshop (CDTW). During the Winter-2007 academic term, professors delivered the course they designed in the December-2006 CDTW. Three doctoral students, who were also assistants in the CDTW, observed their assigned professors throughout the entire Winter-07 term and provided weekly consultation sessions involving discussion and feedback of classroom observations and related issues. Professors were encouraged to explore the teaching methods outlined in their individual CDTW Course Plan and designed to help their students attain specific learning outcomes. Overall, these weekly observation and consultation sessions were meant to increase professors' awareness of what they do in their classrooms, help them critically evaluate the impact of their teaching, and consider alternatives once they became aware they did not implement their intended plans. The authors wish to acknowledge the Max Bell Foundation of Canada for supporting this research. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
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21. BRIEF REPORTS A Year of Mentoring in Academic Medicine Case Report and Qualitative Analysis of Fifteen Hours of Meetings Between a Junior and Senior Faculty Member.
- Author
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Rabatin, Joseph S., Lipkin Jr., Mack, Rubin, Alan S., Schachter, Allison, Nathan, Michael, and Kalet, Adina
- Subjects
MEDICAL education ,MENTORING in education ,QUALITATIVE research ,TEACHING methods ,PROFESSIONAL education ,EDUCATORS - Abstract
We describe a specific mentoring approach in an academic general internal medicine setting by audiotaping and transcribing all mentoring sessions in the year. In advance, the mentor recorded his model. During the year, the mentee kept a process journal. Qualitative analysis revealed development of an intimate relationship based on empathy, trust, and honesty. The mentor's model was explicitly intended to develop independence, initiative, improved thinking, skills, and self-reflection. The mentor's methods included extensive and varied use of questioning, active listening, standard setting, and frequent feedback. During the mentoring, the mentee evolved as a teacher, enhanced the creativity in his teaching, and matured as a person. Specific accomplishments included a national workshop on professional writing, an innovative approach to inpatient attending, a new teaching skills curriculum for a residency program, and this study. A mentoring model stressing safety, intimacy, honesty, setting of high standards, praxis, and detailed planning and feedback was associated with mentee excitement, personal and professional growth and development, concrete accomplishments, and a commitment to teaching. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
22. Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland.
- Author
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Snook, Abigail Grover, Schram, Asta B., Sveinsson, Thorarinn, and Jones, Brett D.
- Subjects
TEACHER development ,CAREER development ,TEACHING methods ,EFFECTIVE teaching ,INTRINSIC motivation - Abstract
Background: About 70% of teachers who instruct healthcare students are considered sessional (adjunct/temporary part-time) faculty and receive limited instruction in pedagogy. Sessional faculty may feel isolated and struggle with their teacher identity, and are often assumed to vary in their commitment, motivation, and ability to teach. However, research on teaching identity, motivations, and needs of sessional faculty is lacking. The aim of this study was to compare similarities and differences between sessional and tenure-track faculty across a health science school to guide faculty development for sessional faculty. Methods: We developed an online needs assessment survey, based on informal interviews and literature reviews. Seventy-eight tenure-track faculty and 160 sessional faculty completed the survey (37, 25% response rate, respectively). We used validated scales to assess intrinsic motivation, identified regulated motivation, and identification with teaching, as well as developed scales (perceived connectedness, motivated by appreciation to try new teaching method) and single items. All scales demonstrated good internal consistency. We compared sessional and tenure-track faculty using t-tests/chi-square values. Results: We found similarities between sessional and tenure-track faculty in intrinsic motivation, identified regulated motivation, and identification with teaching. However, sessional faculty perceived less department connectedness and were more motivated to improve instruction if shown appreciation for trying new teaching methods. Sessional faculty agreed more that they desired pedagogy instruction before starting to teach and that teachers should invest energy in improving their teaching. Admitting to less participation in activities to enhance teaching in the last year, sessional faculty were more interested in digital formats of faculty development. Conclusion: Our comparison suggested that sessional faculty value being a teacher as part of their self, similar to tenured faculty, but desired more appreciation for efforts to improve and perceived less connectedness to their university department than tenured faculty. They also preferred digital formats for pedagogy to improve accessibility, prior to and throughout their teaching career to support their development as teachers. Using this information as a guide, we provide suggestions for faculty development for sessional faculty. Supporting sessional faculty in the health sciences should improve the quality of teaching and positively affect student learning. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
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