Open Access. Powered by Scholars. Published by Universities.®

2012

Higher Education and Teaching

PDF

Institution
Keyword
Publication
Publication Type

Articles 1 - 17 of 17

Full-Text Articles in Other Teacher Education and Professional Development

Crossing The Bridge: Transitioning From A Teacher To A Professor, Steven Page, Charles Jenks Dec 2012

Crossing The Bridge: Transitioning From A Teacher To A Professor, Steven Page, Charles Jenks

Journal of Inquiry and Action in Education

This is a qualitative study that was conducted to gain a better understanding of the experiences of professors in Colleges of Education who were former K-12 teachers. The study presents the responses of eighty nine professors from across the United States. By coding the responses based on the university setting (National, Large Regional, Small Regional) in which the respondents worked the authors found that professors have different experiences in their transition from K-12. The authors found that the size of the university was a factor in how the new faculty felt welcomed and how they were treated by colleagues. Also ...


Supporting Professionalism In Educational Development In Irish Higher Education, Muireann Okeeffe Dec 2012

Supporting Professionalism In Educational Development In Irish Higher Education, Muireann Okeeffe

Articles

Higher education, in Ireland and globally, is undergoing profound change influenced by a variety of factors. In conjunction with these changes many initiatives to improve teaching and learning and the quality of graduates in higher education have been introduced in recent years. The changes and expansions in the sector has enabled growth of new roles in higher education described as ‘third space’ professionals by Whitchurch (2008).

This paper describes the struggle of those in third space professions, such as academic development, to establish a professional identity in higher education. The benefits of these contemporary roles to higher education are discussed ...


Exploring Supports Provided For Student Eportfolio Development In A Professional Development Context, Muireann Okeeffe Dec 2012

Exploring Supports Provided For Student Eportfolio Development In A Professional Development Context, Muireann Okeeffe

Articles

This small scale study aimed to explore and establish if support strategies implemented to enhance student ePortfolios were helpful to students and to identify useful ways of supporting ePortfolio development with future cohorts of students. This action research study was informed through focus group discussion and individual interviews with students.

The importance of reflection for the development professional practice and of creative abilities is discussed. The substantial benefits of creativity within education are investigated and characteristics of creativity that might be developed with students’ ePortfolios are revealed. Specifically this paper seeks to foster Crafts (2011) four characteristics of creativity, pluralities ...


The Concept And Perception Of Peace Education In Gilgit Baltistan Pakistan: A Comparative Case Study, Abida Begum Oct 2012

The Concept And Perception Of Peace Education In Gilgit Baltistan Pakistan: A Comparative Case Study, Abida Begum

Professional Development Centre, Gilgit

In the geographically remote culture and context of Gilgit Baltistan Pakistan, this study explores the perceptions and practices of peace education by two secondary school head teachers (one in a relatively urban area and another in a rural area), as well as three additional teachers from each school. A qualitative, interview-based research approach is employed. The concept of peace education is related by the interviewed teachers to the inculcation and development of positive thinking and positive attitude among students. This positivity is seen as instrumental for the holistic development of the children, and ultimately, for the cultivation of a peaceful ...


Are Teacher Education Programs Failing The Nation’S Urban Schools? A Closer Look At Pre-Service Teachers’ Beliefs About Working With Inner-City Students, Servet Celik Oct 2012

Are Teacher Education Programs Failing The Nation’S Urban Schools? A Closer Look At Pre-Service Teachers’ Beliefs About Working With Inner-City Students, Servet Celik

Servet Celik

To address the issue of pre-service teachers being under-prepared for work in multicultural and impoverished environments in America’s urban schools, teacher education programs have taken steps to improve diversity-oriented curricula and provide relevant fieldwork experience. However, research indicates that a large proportion of teacher candidates still do not have the necessary skills to deal with students from divergent upbringings. This interpretive study investigated the beliefs of pre-service teachers about urban students and how well their teacher education programs are addressing the issues of working in inner-city schools. The results revealed that, although some progress has been made, a significant ...


“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard Sep 2012

“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard

Journal of Educational Research and Practice

The percentage of higher education students enrolled in online courses has increased from 9.6 percent in fall 2002 to 33 percent in fall 2010. Due to the increased importance of online courses and programs on university campuses there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online masters program. Minutes of meetings, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes ...


What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane Aug 2012

What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane

Australian Journal of Teacher Education

Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers’ perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees need to encourage an ...


Designing Professional Development For Better Pedagogy: A Higher Education Experience In Pakistan, Imran Anjum Chaudary, Shahida Imran Jun 2012

Designing Professional Development For Better Pedagogy: A Higher Education Experience In Pakistan, Imran Anjum Chaudary, Shahida Imran

Imran Anjum Chaudary

The mission of the Designing Professional Development for Better Pedagogy is to make a contribution to the understanding of Pakistani professional development in tertiary and higher education sectors. The inspiration for this book came from a research project on teacher development conducted by us in 2009 at the Melbourne Graduate school of Education, the University of Melbourne, Australia. This ethnographic case study, conducted in 2011, not only refreshes the results of our previous research, but also moves the debate forward by analysing the problems and practices of Pakistani professional development, cataloguing the voices of tertiary/higher education teachers, introducing a ...


Alternate Pedagogy For Developing Transformational Leadership, Zubeda Bana Jun 2012

Alternate Pedagogy For Developing Transformational Leadership, Zubeda Bana

Institute for Educational Development, Karachi

As the growing concern for educational reforms worldwide is on developing transformational leadership that is responsive to the needs of the local as well as the global contexts, teacher educators are still searching for pedagogies, which could help them to develop transformational leaders. This paper offers some scope to teacher educators to critically analyze current teaching learning pedagogies while preparing transformational leaders for the 21st Century. Utilizing the allegoric approach as an alternate pedagogy for developing transformational leadership, this paper deliberates upon the relevance and efficacy of the role of aesthetic tradition of learning in leadership development programmes. The paper ...


Building International Faculty-Development Collaborations: The Evolving Role Of American Teaching Centers, Mary Deane Sorcinelli, Deborah Dezure, Nancy Van Note Chism, Grace Cheong, Aziza Ragai Ellozy, Matthew Holley, Bahaa Kazem, Dawood Atrushi Jun 2012

Building International Faculty-Development Collaborations: The Evolving Role Of American Teaching Centers, Mary Deane Sorcinelli, Deborah Dezure, Nancy Van Note Chism, Grace Cheong, Aziza Ragai Ellozy, Matthew Holley, Bahaa Kazem, Dawood Atrushi

Mary Deane Sorcinelli

No abstract provided.


Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable May 2012

Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable

Teacher Education

A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and number of certifications. A relationship ...


Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges May 2012

Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges

Doctoral Dissertations

Blended approaches to collaborative faculty development have the potential for stimulating critical reflection, but the process of online reflection by faculty members has not been fully explored in the literature. The purpose of this qualitative action research case study was to examine a blended approach to collaborative inquiry for professional development with a particular interest in the reflections that occurred online. This study had two focal points. First, to explore the relationship between the online reflections and the overall development of the participants and second, to more closely examine the levels of reflection that occurred within the online aspect of ...


The Impact Of Analyzing Correct Versus Incorrect Student Work Samples On Students’ Mathematical Proficiency, Lauren Jeneva Moseley Apr 2012

The Impact Of Analyzing Correct Versus Incorrect Student Work Samples On Students’ Mathematical Proficiency, Lauren Jeneva Moseley

Lauren Jeneva Moseley

The purpose of this study is to determine if any gains in mathematical understanding differ if calculus learners analyze correct or incorrect student work samples and to investigate students’ perceptions of the effect of analyzing student work samples on their understanding of mathematical concepts. Calculus students will be assigned to two groups: one group analyzing correct student work samples and one group analyzing incorrect student work samples. What difference, if any, exists between groups in determining correct solutions to problems similar to the work samples analyzed? What difference, if any, exists between groups in whether they replicate errors similar to ...


The Mathematics Portfolio: An Alternative Tool To Evaluate Students’ Progress, Marla A. Sole Apr 2012

The Mathematics Portfolio: An Alternative Tool To Evaluate Students’ Progress, Marla A. Sole

Publications and Research

This article describes the need for more thorough and varied forms of assessment to evaluate students’ level of understanding in mathematics. Portfolios are one type of assessment tool that, when added to a teacher’s repertoire can improve students’ comprehension and retention and enable students to monitor their own progress and to take more responsibility for their own learning. Portfolio assignments can also help students and teachers to detect and remedy weaknesses and misunderstandings and can increase students’ self-confidence in mathematics. This article discusses what a portfolio is, gives an example of a unit portfolio used in an undergraduate Finite ...


The Use Of The Epostl To Foster Teacher Autonomy: Elt Student Teachers’ And Teacher Trainers’ Views, Abdulvahit Cakir, Cem Balcikanli Mar 2012

The Use Of The Epostl To Foster Teacher Autonomy: Elt Student Teachers’ And Teacher Trainers’ Views, Abdulvahit Cakir, Cem Balcikanli

Australian Journal of Teacher Education

It was the aim of this pilot study to investigate ELT (English Language Teaching) student teachers’ and teacher trainers’ views on the use of the EPOSTL (The European Portfolio for Student Teachers of Languages) in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed through the questions prepared and piloted. The findings indicated that both student teachers and teacher trainers found the use of the EPOSTL beneficial in terms of reflection, self-assessment and awareness. In ...


Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki Feb 2012

Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki

Democracy and Education

A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature ...


Resource Guide For Faculty Of Color At The Five Colleges, Mary Deane Sorcinelli, Enobong Branch, David Cort, Patricia Banks, Amber Douglas, Becky Packard Jan 2012

Resource Guide For Faculty Of Color At The Five Colleges, Mary Deane Sorcinelli, Enobong Branch, David Cort, Patricia Banks, Amber Douglas, Becky Packard

Mary Deane Sorcinelli

In 2012, the Supporting Faculty of Color Through Tenure & Beyond Mutual Mentoring Grant Team produced a Faculty of Color Resource Guide to facilitate mentoring connections among faculty at the Five Colleges, share information on setting up academic work groups, and provide guidance on productive mentoring relationships and career development.