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Author: Michelle L. Davis Publisher: ISBN: Category : Education Languages : en Pages :
Book Description
Background: Faculty who teach in technical colleges are considered content experts, but may lack teaching experience in the college classroom. The Center for Community College Student Engagement conducted a nationwide survey of community and technical colleges and found that students participating in active and collaborative learning activities experience higher levels of engagement in the classroom and higher levels of success. It may be necessary to provide professional development for technical college faculty to improve active and collaborative learning in the classroom. Purpose: The purpose of this study was to explore technical college faculty’s interpretations of scholarly teaching and examine their intentions to alter classroom teaching in future semesters after participation in a professional development program called Scholar to Scholar. Methods: Six faculty members of a small technical college (STC) located in Texas participated in Scholar to Scholar. This qualitative study used Carspecken’s three-stage method of critical ethnography: 1.) compile the primary record through monological data, 2.) preliminary reconstructive analysis, and 3.) dialogical data generation. Questionnaires, classroom and Scholar to Scholar program observations, and interviews of participants were collected and coded for themes. Results: Faculty participating in the Scholar to Scholar program shared that they intend to use the information learned in the professional development sessions to improve the instructional strategies in their classroom but in varying degrees. The results of this study may assist faculty developers and technical college administrators in implementing effective professional development for faculty, especially for those who lack teaching experience. Conclusion: Faculty members teaching in technical colleges i professional development related to teaching to make them aware of instructional strategies that engage students in the classroom. Contributions to the literature, limitations, recommendations for future Scholar to Scholar programs, and recommendations for future research are included in this study.
Author: Michelle L. Davis Publisher: ISBN: Category : Education Languages : en Pages :
Book Description
Background: Faculty who teach in technical colleges are considered content experts, but may lack teaching experience in the college classroom. The Center for Community College Student Engagement conducted a nationwide survey of community and technical colleges and found that students participating in active and collaborative learning activities experience higher levels of engagement in the classroom and higher levels of success. It may be necessary to provide professional development for technical college faculty to improve active and collaborative learning in the classroom. Purpose: The purpose of this study was to explore technical college faculty’s interpretations of scholarly teaching and examine their intentions to alter classroom teaching in future semesters after participation in a professional development program called Scholar to Scholar. Methods: Six faculty members of a small technical college (STC) located in Texas participated in Scholar to Scholar. This qualitative study used Carspecken’s three-stage method of critical ethnography: 1.) compile the primary record through monological data, 2.) preliminary reconstructive analysis, and 3.) dialogical data generation. Questionnaires, classroom and Scholar to Scholar program observations, and interviews of participants were collected and coded for themes. Results: Faculty participating in the Scholar to Scholar program shared that they intend to use the information learned in the professional development sessions to improve the instructional strategies in their classroom but in varying degrees. The results of this study may assist faculty developers and technical college administrators in implementing effective professional development for faculty, especially for those who lack teaching experience. Conclusion: Faculty members teaching in technical colleges i professional development related to teaching to make them aware of instructional strategies that engage students in the classroom. Contributions to the literature, limitations, recommendations for future Scholar to Scholar programs, and recommendations for future research are included in this study.
Author: Aaron S. Richmond Publisher: Routledge ISBN: 1317283279 Category : Psychology Languages : en Pages : 229
Book Description
What makes a good college teacher? This book provides an evidence- based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher. Based on six fundamental areas of teaching competency known as Model Teaching Characteristics outlined by The Society for the Teaching of Psychology (STP), this book describes how college faculty from all disciplines and at all levels of experience can use these characteristics to evaluate, guide, and improve their teaching. Evidence based research supports the inclusion of each characteristic, each of which is illustrated through example, to help readers master the skills. Readers learn to evaluate their teaching abilities by providing guidance on what to document and how to accumulate and organize the evidence. Two introductory chapters outline the model teaching characteristics followed by six chapters, each devoted to one of the characteristics: training, instructional methods, course content, assessment, syllabus construction, and student evaluations. The book: -Features in each chapter self-evaluation surveys that help readers identify gaps between the model characteristics and their own teaching, case studies that illustrate common teaching problems, discussion questions that encourage critical thinking, and additional readings for further exploration. -Discusses the need to master teaching skills such as collaborative learning, listening, and using technology as well as discipline-specific knowledge. -Advocates for the use of student-learning outcomes to help teachers better evaluate student performance based on their achievement of specific learning goals. -Argues for the development of learning objectives that reflect the core of the discipline‘s theories and applications, strengthen basic liberal arts skills, and infuse ethical and diversity issues. -Discusses how to solicit student feedback and utilize these evaluations to improve teaching. Intended for professional development or teacher training courses offered in masters and doctoral programs in colleges and universities, this book is also an invaluable resource for faculty development centers, college and university administrators, and college teachers of all levels and disciplines, from novice to the most experienced, interested in becoming more effective teachers.
Author: Sally J. Zepeda Publisher: Routledge ISBN: 1317925998 Category : Education Languages : en Pages : 333
Book Description
This top-selling book will serve as the compass and road map to your school’s professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional development program that moves ideas from knowledge to action. Topics include: Learning Communities Job-Embedded Learning Coaching Teacher Study Groups Critical Friends Lesson Study Portfolios And more! Additionally, this book features helpful case studies, useful forms and templates, sample agendas, and other invaluable resources for professional development. The second edition contains the following enhancements: Expanded coverage of job-embedded learning, which is a cost-effective way for administrators to enhance professional development with their staff More information on the theoretical grounding of professional development with applications that can be readily adapted for use in schools Updated references and figures to reflect newly published literature on the topics covered User-friendly tabs, so you can find and return to your favorite sections time after time
Author: Susan Loucks-Horsley Publisher: Corwin Press ISBN: 1452208298 Category : Education Languages : en Pages : 425
Book Description
The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning
Author: Thomas R. Guskey Publisher: Corwin Press ISBN: 9780761975618 Category : Business & Economics Languages : en Pages : 332
Book Description
Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.
Author: Gabriel Díaz-Maggioli Publisher: ASCD ISBN: 0871208598 Category : Education Languages : en Pages : 191
Book Description
Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.
Author: Douglas B. Reeves Publisher: ASCD ISBN: 1416612440 Category : Education Languages : en Pages : 171
Book Description
How can we create and sustain professional learning programs that actually lead to improved student achievement? In this thoughtful and informative guide for teachers, administrators, and policymakers, Douglas B. Reeves provides answers. First he casts a critical eye on professional learning that is inconsistent, unfocused, and ultimately ineffective, and explains why elaborate planning documents and "brand-name" programs are not enough to achieve desired outcomes. Then he outlines how educators at all levels can improve this situation by * Taking specific steps to move from vision to implementation; * Focusing on four essentials: teaching, curriculum, assessment, and leadership; * Making action research work; * Moving beyond the "train the trainer" model; and * Using performance assessment systems for teachers and administrators. If you're tired of professional development that takes up too much time and delivers too little, read Transforming Professional Development into Student Results and discover how to move toward a system that gives educators the learning experiences they need to make a measurable difference for their schools and their students.
Author: Anat Zohar Publisher: Springer Science & Business Media ISBN: 1402018541 Category : Education Languages : en Pages : 256
Book Description
How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.
Author: Management Association, Information Resources Publisher: IGI Global ISBN: 152255632X Category : Education Languages : en Pages : 2283
Book Description
Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.
Author: Michelle L. Davis
Author: Michelle L. Davis
Author: Aaron S. Richmond
Author: Sally J. Zepeda
Author: Susan Loucks-Horsley
Author: Thomas R. Guskey
Author: Gabriel Díaz-Maggioli
Author: Douglas B. Reeves
Author: Anat Zohar
Author: Management Association, Information Resources
Author: Sally Shake Gaff