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1.
In this study we extended Neumann’s scholarly learning theory (2009)?and Hansen’s theory on vocation (1994, 1995) to explore the scholarly learning of faculty members employed at institutional types not typically recognized for faculty work beyond teaching. Through interviews with 22 participants, we studied the content of and reasons for faculty engagement in scholarly learning. Our analysis found that the content of participants’ scholarly learning focused on expanding and constructing disciplinary knowledge whereas their reasons connected to a sense of obligation and personal fulfillment. Such findings confirmed Neumann’s suggestion that administrators should conceptualize the academic profession as a learning enterprise. 相似文献
2.
Nadine Dolby 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):629-640
In this essay, I discuss my experience as a member of my university’s Institutional Animal Care and Use Committee (IACUC). Using Blum’s (2016) model of experiential learning (or “learning in the wild”), I reflect on the connected processes of reading, thinking, seeing, hearing, smelling, talking, and listening that were the basis for my education about the use of animals for research on university campuses. In conclusion, I suggest that faculty members, staff members, and students have an obligation to understand, and work to change, the lives of the animals who exist among us. 相似文献
3.
Guided by Hagedorn’s (2000) theory of faculty job satisfaction, mindful of social and organizational structures of higher education, and acknowledging recent changes in the academic labor market, this study examines satisfaction for approximately 30,000 tenured and tenure-track faculty members in 100 US colleges and universities. Findings revealed similarity between female and male faculty members in some aspects of work satisfaction, but difference in other areas in which women reported lower satisfaction. Findings also revealed that perceptions of department fit, recognition, work role balance, and mentoring are more important to women faculty’s satisfaction than male peers. Implications for policy and practice are discussed. 相似文献
4.
Yan Sun Johannes Strobel Timothy J. Newby 《Educational technology research and development : ETR & D》2017,65(3):597-629
Adopting a two-phase explanatory sequential mixed methods research design, the current study examined the impact of student teaching experiences on pre-service teachers’ readiness for technology integration. In phase-1 of quantitative investigation, 2-level growth curve models were fitted using online repeated measures survey data collected from 68 pre-service teachers doing their student teaching. The results revealed significant progress in readiness for technology integration during student teaching and significant variability in individual change trajectories of readiness for technology integration. Two dummy variables, prior-teaching (0 = “having no prior teaching experience”; 1 = “having prior teaching experience”) and grade-level (0 = “elementary level”; 1 = “secondary level”), were identified as significant in predicting the shape of individual change trajectories of readiness for technology integration. In phase-2 of qualitative investigation, follow-up interview data were collected from 11 pre-service teachers among those who participated in the online surveys. The interview data was analyzed both deductively and inductively yielding clues and insights for interpreting and understanding the quantitative results from phase-1. Based on its quantitative and qualitative results, this study made recommendations for future technology integration research and for improving pre-service teachers’ technology use experience during student teaching. 相似文献
5.
Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca
2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage
in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins
to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these
faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the
challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure
and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
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| Matthew M. MarsEmail: |
6.
Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory. 相似文献
7.
This paper uses Tight (High Educ Res Dev 23(4):395–411, 2004; High Educ Res Dev 31(5):723–740, 2012; High Educ Res Dev 32(1):136–151, 2013)’s journal analysis and review framework to review a sample of 497 journal articles on researches concerning international students over the past 30 years. It was found that a majority of the articles focus on the students’ in-campus, academic and social experience. Even with different conceptualisation of the terms “international student” and “international student mobility”, international students undergo similar challenges throughout their sojourn duration, and much of the responsibilities in managing international students fall on universities and respective faculty members within the institutions. It might seem as if we are going in circles in terms of the issues and concerns in managing international students, but the silver lining out of this observation is the increased ethnical awareness among countries and higher education institutions in hosting and safeguarding the students throughout their international higher education experience, albeit rather slowly. The analysis brings to attention how much have we achieved in internationalisation of higher education in general and international student-related research in particular, and the potential for greater expansion and focus on managing the student population within a comprehensive “life cycle” approach. 相似文献
8.
This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development. 相似文献
9.
Nationally, non-tenure-track faculty (NTTF) represent the new majority. Efforts to move the full-time NTTF role from expendable labor to sustainable professional position have led to improvements in policy and working conditions at many institutions. Still, the profession broadly has just begun to grapple with the implications of this shifting labor market on aspects of the profession traditionally reserved for tenure system faculty, such as collegiality. In this qualitative study we use Bess’s (High Educ Handb Theory Res 8:1–36, 1992) framework of structure, culture, and behavior to analyze the collegial expectations of 38 full-time, NTTF members. Participant accounts point to a desire for parity despite differentiation, and highlight the fundamental contradictions of a professional virtue that requires the independence of faculty for it to be fully expressed. 相似文献
10.
Utilizing a nationwide sample of university professors in the United States, this study explored job satisfaction levels of academicians and the differences between perceived satisfaction of faculty in professional schools and that of faculty in other disciplines. The results were based upon responses from 336 faculty representing 24 universities selected on a stratified basis which included large, small, public and private universities. Teaching dimensions and research requirements were the most satisfying elements of the academic work environment; support and compensation aspects were the most dissatisfying. Faculty from professional schools reported higher levels of satisfaction for almost all of the 22 separate environmental dimensions, and these faculty also reported higher salaries and less stringent requirements for tenure and promotion. The demographic variables which explained the greatest amount of variance in work satisfaction scores were tenure, teaching load, sex, institution (public-private), and age. Salary and academic rank, which a priori are considered to be significant in an academician's satisfaction with work, appeared to have a lesser impact. 相似文献
11.
L. Earle Reybold 《Innovative Higher Education》2008,32(5):279-295
This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations
of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty
members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality
and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process
is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also
help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity.
相似文献
| L. Earle ReyboldEmail: |
12.
Teachers need an understanding of the nature of science (NOS) to enable them to incorporate NOS into their teaching of science. The current study examines the usefulness of a strategy for challenging or changing teachers’ understandings of NOS. The teachers who participated in this study were 10 initial teacher education chemistry students and six experienced teachers from secondary and primary schools who were introduced to an explicit and reflective activity, a dramatic reading about a historical scientific development. Concept maps were used before and after the activity to assess teachers’ knowledge of NOS. The participants also took part in a focus group interview to establish whether they perceived the activity as useful in developing their own understanding of NOS. Initial analysis led us to ask another group, comprising seven initial teacher education chemistry students, to take part in a modified study. These participants not only completed the same tasks as the previous participants but also completed a written reflection commenting on whether the activity and focus group discussion enhanced their understanding of NOS. Both Lederman et al.’s (Journal of Research in Science Teaching, 39(6), 497–521, 2002) concepts of NOS and notions of “naive” and “informed” understandings of NOS and Hay’s (Studies in Higher Education, 32(1), 39–57, 2007) notions of “surface” and “deep” learning were used as frameworks to examine the participants’ specific understandings of NOS and the depth of their learning. The ways in which participants’ understandings of NOS were broadened or changed by taking part in the dramatic reading are presented. The impact of the data-gathering tools on the participants’ professional learning is also discussed. 相似文献
13.
Chantal Oliver 《Children‘s Literature in Education》2012,43(4):293-302
Given its stance against organised religion, it is perhaps not surprising that Philip Pullman’s award-winning trilogy His Dark Materials has, alongside the plaudits and praise, invited controversy and debate. Jacobs (The Weekly Standard, 2000), for instance, views the “anti-Christian” theme in Pullman’s work as both misleading and dishonest, whilst Hitchens (The Mail on Sunday, 2002) denounces it as atheistic “propaganda.” Of central concern to these critics, and others, is the impact of Pullman’s heretical understandings on impressionable young readers. I would suggest that such concern implies a somewhat questionable homogenisation of young readers, and fails to recognise the empowering potential residing in Pullman’s text. Indeed, by drawing on Mikhail Bakhtin’s theory of “carnival,” a literary mode which subverts official culture through laughter and role reversals, it can be argued that far from indoctrinating the reader or promoting uncontested atheistic understandings, the heretical disruptions and inversions in Pullman’s religious theme encourage an altogether more positive and plural response. 相似文献
14.
William A. Behl 《College Teaching》2013,61(4):178-180
ABSTRACTAcademic dishonesty has evolved to keep pace with changes in higher education. Websites now advertise the service of taking online courses for students. This study examined one such online company. Representatives from the company were professional and delivered the advertised services. Two experienced faculty members who co-taught the course used in this study were unable to identify the cheating company. The cheating company earned an “A” for the student. This article discusses the process by which the company was initially identified as well as provides an account of the interactions with the company that resulted in the student earning an “A.” 相似文献
15.
Sue Middleton 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):511-525
The academic study of Education1 (as a social, historical, and theoretical phenomenon) is complicated by the fact of our immersion in it. This paper combines Said's idea of “contrapuntal reading” with Bourdieu's notion of reflexivity to explore what happens when students on an Education course directly confront the fact of their everyday involvement in their object of study, Education. How do the questions raised by post-colonial and other critical social writers “appear” from such a position? How does the fact of our involvement complicate our theoretical or scientific knowledge of these? By means of an episodic, narrative form of writing, this paper describes a life history pedagogy for teaching a compulsory “social issues” course online to New Zealand pre-service teacher education students. As data I draw on online conversations with and between students as they engage in the production of contextualized life history interview narratives. 相似文献
16.
Charlene D’Avanzo 《CBE life sciences education》2013,12(3):373-382
The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.”
All members of the biology academic community should be committed to creating, using, assessing, and disseminating effective practices in teaching and learning and in building a true community of scholars. (American Association for the Advancement of Science [AAAS], 2011 , p. 49)Realizing the “vision” in Vision and Change in Undergraduate Biology Education (Vision and Change; AAAS, 2011 ) is an enormous undertaking for the biology education community, and the scale and critical importance of this challenge prompts us to ask fundamental questions about widespread transformation of college biology teaching and learning. For example, Vision and Change reflects the consensus that active teaching enhances the learning of biology. However, what is known about widespread application of effective active-teaching pedagogy and how it may differ across institutional and classroom settings or with the depth of pedagogical understanding a biology faculty member may have? More broadly, what is the research base concerning higher education biology faculty–development programs, especially designs that lead to real change in classroom teaching? Has the develop-and-disseminate approach favored by the National Science Foundation''s (NSF) Division of Undergraduate Education (Dancy and Henderson, 2007 ) been generally effective? Can we directly apply outcomes from faculty-development programs in other science, technology, engineering, and mathematics (STEM) disciplines or is teaching college biology unique in important ways? In other words, if we intend to use Vision and Change as the basis for widespread transformation of biology instruction, is there a good deal of scholarly literature about how to help faculty make the endorsed changes or is this research base lacking?In the context of Vision and Change, in this essay I focus on a few key topics relevant to broad-scale faculty development, highlighting the extent and quality of the research base for it. My intention is to reveal numerous issues that may well inhibit forward momentum toward real transformation of college-level biology teaching and learning. Some are quite fundamental, such as ongoing dependence on less reliable assessment approaches for professional-development programs and mixed success of active-learning pedagogy by broad populations of biology faculty. I also offer specific suggestions to improve and build on identified issues.At the center of my inquiry is the faculty member. Following the definition used by the Professional and Organizational Development Network in Higher Education (www.podnetwork.org), I use “faculty development” to indicate programs that emphasize the individual faculty member as teacher (e.g., his or her skill in the classroom), scholar/professional (publishing, college/university service), and person (time constraints, self-confidence). Of course, faculty members work within particular departments and institutions, and these environments are clearly critical as well (Stark et al., 2002 ). Consequently, in addition to focusing on the individual, faculty-development programs may also consider organizational structure (such as administrators and criteria for reappointment and tenure) and instructional development (the overall curriculum, who teaches particular courses). In fact, Diamond (2002) emphasizes that the three areas of effort (individual, organizational, instructional) should complement one another in faculty-development programs. The scope of the numerous factors impacting higher education biology instruction is a realistic reminder about the complexity and challenge of the second half of the Vision and Change endeavor.This essay is organized around specific topics meant to be representative and to illustrate the state of the art of widespread (beyond a limited number of courses and institutions) professional development for biology faculty. The first two sections focus on active teaching and biology students’ conceptual understanding, respectively. The third section concerns important elements that have been identified as critical for effective STEM faculty-development programs. 相似文献
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Christine R. Lotter Stephen Thompson Tammiee S. Dickenson Whitney F. Smiley Genine Blue Mary Rea 《International Journal of Science and Mathematics Education》2018,16(2):255-273
This study examined changes in middle school teachers’ beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura’s (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers’ quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers’ inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers’ outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants’ inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers’ use of inquiry-based instructional strategies. 相似文献
20.
Kemal Izci Lloyd H. Barrow Erica Thornhill 《Journal of Science Education and Technology》2013,22(4):402-417
The purpose of this study was (a) to evaluate ten online periodic table sources for their accuracy and (b) to compare the types of information and links provided to users. Limited studies have been reported on online periodic table (Diener and Moore 2011; Slocum and Moore in J Chem Educ 86(10):1167, 2009). Chemistry students’ understanding of periodic table is vital for their success in chemistry, and the online periodic table has the potential to advance learners’ understanding of chemical elements and fundamental chemistry concepts (Brito et al. in J Res Sci Teach 42(1):84–111, 2005). The ten sites were compared for accuracy of data with the Handbook of Chemistry and Physics (HCP, Haynes in CRC handbook of chemistry and physics: a ready-reference book of chemical and physical data. CRC Press, Boca Raton 2012). The 10 sites are the most visited periodic table Web sites available. Four different elements, carbon, gold, argon, and plutonium, were selected for comparison, and 11 different attributes for each element were identified for evaluating accuracy. A wide variation of accuracy was found among the 10 periodic table sources. Chemicool was the most accurate information provider with 66.67 % accuracy when compared to the HCP. The 22 types of information including meaning of name and use in industry and society provided by these sites were, also, compared. WebElements, “Chemicool”, “Periodic Table Live”, and “the Photographic Periodic Table of the Elements” were the most information providers, providing 86.36 % of information among the 10 Web sites. “WebElements” provides the most links among the 10 Web sites. It was concluded that if an individual teacher or student desires only raw physical data from element, the Internet might not be the best choice. 相似文献