Download or read book Renewal of the Teacher scholar written by William C. Nelsen and published by . This book was released on 1981 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues pertaining to effective faculty development programs at colleges and universities are considered, based on interviews with faculty members, administrators, and students at 20 liberal arts colleges. The book is also an outgrowth of the author's role in the Project on Faculty Development in 1979 at the Association of American Colleges. Faculty development is viewed as encompassing four specific areas: professional development (scholarship, improved research skills, broadening of scholarly areas); instructional development (pedagogy, improved teaching skills, learning of new changes in current offerings, development of interdisciplinary courses); and organizational change (enhancing faculty renewal through alterations in committee systems, reward structures, and new campus-wide goals). Approaches to renewal of the faculty member as scholar include the award of competitive grants for research, travel, or study, providing released time to a faculty member for study or research, and faculty-student research grants. Among the effective approaches to teaching development are: teaching institutes, skill-oriented and subject-oriented workshops, mentorship by senior colleagues, taking a colleague's course, and teaching consultation. Five areas involving changes in college policies and practices that could change faculty attitudes toward renewal include: the reward structure, the committee system, on-campus faculty support systems, personnel management, and faculty evaluation policies. Attention is also directed to the way that faculty renewal programs are conducted. Brief descriptions of specific faculty development programs and a list of faculty development resources compiled by Michael E. Siegel are appended. (SW)

Download or read book Teacher scholar Program for Elementary and Secondary School Teachers written by and published by . This book was released on 1988 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher scholar Program for Elementary and Secondary School Teachers written by and published by . This book was released on 1994 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Place For Teacher Renewal written by Anthony G. Rud and published by IAP. This book was released on 2008-03-01 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally Published with Teachers College Press in 1992 Foreword by Maxine Greene Are teachers ever given the credit and respect they deserve? Is there a place where they can go to be treated as intelligent professionals rather than as underpaid tools of school administrations or the government? For some teachers the answer to these questions is, finally, yes! The focus of A Place for Teacher Renewal is the North Carolina Center for the Advancement of Teaching, a statefunded university-based program, located in the Western North Carolina mountains, and designed to renew and retain teachers of all kinds. As an exemplary teacher renewal and staff development program, NCCAT strengthens teachers' commitment to their practice by offering outstanding teachers the opportunity for intensive personal investigation into topics inside or outside of their specialties. This hands-on study—extensive, concrete, and engaging—is just what many teachers need. After the tediousness and hectic pace of classroom life, they need a chance to use their intellect just for themselves. Teachers given a chance to express their full adult selves, a chance to be renewed by intellectual challenge, a chance to be valued as competent professionals, are more likely to stay in the profession. Chapters provide the reader with an historical perspective on the Center, arguments for the rationale of the Center, an overview of the programs offered, the roles of administration and evaluation in the creation and continued success of the Center, and NCCAT’s future role in teacher renewal. Many chapters are written by NCCAT staff members, all of whom are also experienced educators. A foreword by Maxine Greene and a chapter by Gary Griffin, as respected educators not affiliated with NCCAT, offer objective and very supportive comments on an idea, and a program, that is long overdue. Staff developers and anyone interested in teacher retention and renewal will find this case study of the finest teacher renewal program in the nation to be an invaluable resource.

Download or read book Scholarship Reconsidered written by Ernest L. Boyer and published by John Wiley & Sons. This book was released on 2015-10-06 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.

Download or read book The Flourishing Teacher written by Christina Bieber Lake and published by InterVarsity Press. This book was released on 2020-06-16 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on more than twenty years of teaching experience, Christina Bieber Lake helps you rediscover your passion for the teaching profession. Creatively structured around the typical rhythms of the academic calendar, this book offers refreshing and practiced advice about how to flourish in the midst of the teaching life.

Download or read book Teacher scholar Program for Elementary and Secondary School Teachers written by and published by . This book was released on 1993 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Renewal written by Kevin J. Swick and published by NEA Professional Library. This book was released on 1983 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Decolonizing Qualitative Approaches for and by the Caribbean written by Saran Stewart and published by IAP. This book was released on 2020-02-01 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney’s (1969) legacy of “groundings” provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses – Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor’s journals, missionaries’ reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.

Download or read book Centers of Pedagogy written by Robert S. Patterson and published by Jossey-Bass. This book was released on 1999-03-08 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the Agenda for Education in a Democracy Series Sponsored by the National Network for Educational Renewal Afterword by John I. Goodlad "Everyone wants to transform teacher education. Most agree that transformation can only occur when arts and science faculty, teacher educators, and K-12 practitioners join together. Intended for provosts and college deans, school leaders and university faculty, this book provides guidance on achieving that transformation through a structural innovation called a Center of Pedagogy." —David G. Imig, chief executive officer, American Association of Colleges for Teacher Education "From vision to reality—this book provides a rationale and illustrations of ways to build bridges among the arts and sciences, education, and partner schools to create a faculty devoted to strengthening teacher preparation and schooling." —Jan Kettlewell, assistant vice chancellor for academic affairs, University System of Georgia "Administrators and teacher educators interested in and committed to building school-university partnerships ought to read Centers of Pedagogy. It will help dedicated and determined educators committed to systemic change to better respond to the challenges they face." —Robert V. Bullough, Jr., professor of educational studies, The University of Utah This volume in the Agenda for Education in a Democracy series examines a growing movement of schools and universities collaborating in ways that break down traditional barriers and promote systemic educational renewal. Centers of Pedagogy offers apractical framework for advancing university-school collaborationon educational improvement. The authors draw from their diverse experiences as university deans and focus on the Centers of Pedagogy model, a strategy conceived by John Goodlad and refined by participating institutions in the National Network for Educational Renewal. Under this model, faculty in teacher education, the arts and sciences, and the P-12 schools work together to provide aspiring teachers with a well-rounded education. This collaboration ultimately improves school curricula, teaching practice, and the education of educators. Featuring case examples from a variety of successful partnership programs, this book studies the policies, organizational structures, and other key conditions needed to establish such vital centers.

Download or read book The Professors of Teaching written by Richard Wisniewski and published by State University of New York Press. This book was released on 1989-04-08 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: In The Professors of Teaching nine scholars pool their insights and their divergent experiences within the profession to discuss and elucidate the origins, productivity, dilemmas, and future of the professorate. Emphasizing the need for professors of education to satisfy the norms of scholarship appropriate to the university, the contributors also underscore the need for the education faculty to work closely with those in the practicing profession—teachers in our nations' schools. The result is a frank and candid exposé which provides a clear sense of what must now be done in order for professors of education to be not only accepted but also respected within the academy and the teaching profession. Professionals, administrators, policy-makers—all those concerned with teacher preparation and practice will be challenged by the authors of The Professors of Teaching.

Download or read book The Challenge to Scholarship written by Gill Nicholls and published by Routledge. This book was released on 2005-06-24 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Challenge to Scholarship is a lively and engaging investigation that seeks to establish what it means to be a scholar and the value of scholarship. It addresses current concerns and tensions including the scholarship of teaching and the relationship between teaching and research. Gill Nicholls gets right to the heart of the debate over scholarship and declares that a reconceptualization of scholarship within universities is required, outlining the changes involved and the practical implications for higher education institutions of the future.

Download or read book Professional Development in Higher Education written by Gill Nicholls and published by Routledge. This book was released on 2014-06-23 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Staff development and teaching accreditation is becoming a reality in UK higher education teaching. This volume explores the implications of continued professional development and institutions such as the ILT, outlining the options and approaches to professional development.

Download or read book Humanities written by and published by . This book was released on 1994 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Classical Legacy of Gilbert Highet written by Robert J. Ball and published by Lockwood Press. This book was released on 2021-06-15 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gilbert Highet (1906-1978) was one of Columbia University's greatest teachers and in his day the most celebrated classical scholar in America. One may regard his life and career as both extraordinary and controversial. Now, over forty years after his death, a fresh retrospect seems appropriate, as a way of presenting new information about him and evaluating his enduring classical legacy for the twenty-first century reader. This fully documented biographical appreciation of Highet's life and work, capped by fully updated bibliographies of publications by him and about him, offers a long-overdue "official life" of this unique and towering figure.

Download or read book Teaching in Nursing and Role of the Educator Third Edition written by Marilyn H. Oermann, PhD, RN, ANEF, FAAN and published by Springer Publishing Company. This book was released on 2021-02-04 with total page 514 pages. Available in PDF, EPUB and Kindle. Book excerpt: All the information you need in one textbook! This all-inclusive text for Nurse Educators delivers comprehensive, evidence-based guidance on the essential components of teaching, including learning theories, teaching methods, new technologies for teaching, curriculum development, evaluation and testing, and accreditation. The text delivers the full scope of knowledge necessary for novice and experienced faculty to become competent teachers in nursing. This third edition features new content on the transition from clinician to educator. There is also a new chapter on nursing professional development and teaching in clinical settings and updated teaching strategies for active learning, clinical judgment, and online teaching. The text is designed to help educators prepare for the certification exams. The text also addresses varied learning styles and how to accommodate them, new developments in simulation, standardized patients, OSCEs, clinical teaching, interprofessional education, and evidence-based teaching. New to the Third Edition: Chapter on the transition from clinician to educator, plus expanded content throughout on becoming a nurse educator Addresses inclusivity and developing an inclusive learning environment for people with different learning styles Strategies to promote active learning, clinical judgment, and higher level learning, and teaching online Updated content on simulations, the use of standardized patients, OSCEs, clinical teaching, and clinical evaluation Chapter on accreditation of nursing programs and developing a systematic program evaluation plan Chapter on nursing professional development and teaching in a clinical setting Key Features: Written by experts who seamlessly integrate evidence-based research and practical strategies Serves as a thorough study guide for nurse educator certification exams Covers practical teaching strategies, simulation, online education, technology, interprofessional education, clinical teaching and evaluation, and test construction Includes case examples and other examples to support content and “how-to” tips Includes a high quality online course ready for an instructor’s use: sample syllabus, PowerPoints, and a complete 20-module online course

Download or read book Rethinking Teacher Preparation Program Design written by Etta R. Hollins and published by Routledge. This book was released on 2021-05-30 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.