자연주의적 탐구조사(Naturalistic Inquiry)

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

This article reviews current scholarship about how to promote change in instructional practices used in undergraduate science, technology, engineering, and mathematics (STEM) courses. The review is based on 191 conceptual and empirical journal articles published between 1995 and 2008. Four broad categories of change strategies were developed to capture core differences within this body of literature: disseminating curriculum and pedagogy, developing reflective teachers, enacting policy, and developing shared vision. STEM education researchers largely write about change in terms of dis- seminating curriculum and pedagogy. Faculty development researchers largely write about change in terms of developing reflective teachers. Higher education researchers largely write about change in terms of enacting policy. New work often does not build on prior empirical or theoretical work. Although most articles claim success of the change strategy studied, evidence presented to support these claims is typically not strong. For example, only 21% of articles that studied implementation of a change strategy were categorized as presenting strong evidence to support claims of success or failure of the strategy. These analyses suggest that the state of change strategies and the study of change strategies are weak, and that research communities that study and enact change are largely isolated from one-another. In spite of the weak state of the literature, some conclusions related to the design of change strategies can be drawn from this review. Two commonly used change strategies are clearly not effective: developing and testing ''best practice'' curricular materials and then making these materials available to other facul- ty and ''top-down'' policy-making meant to influence instructional practices. Effective change strategies: are aligned with or seek to change the beliefs of the individuals involved; involve long-term interventions, lasting at least one semester; require understanding a college or university as a complex system and designing a strategy that is compatible with this system. ! 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 952-984, 2011

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Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature

ly, modem utopian communities, of which there were at least seven hundred in 2000 (such as Drop City, Stephen Gaskin’s The Farm, or Twin Oaks). Although Sutton undoubtedly is right in concluding that “secular communities, in contrast to religious ones, often lacked a charismatic leader,” he provides vivid portraits of many visionaries whose names are indelibly associated with some of the communities mentioned above that they inspired. When Sutton’s introduction labels utopian communalism as “an unbroken motif in American history,” readers may expect a celebration of this tradition. However, his tone throughout is even handed, and, in fact, he concludes by pessimistically noting the “eventual disillusionment” experienced by most members of communal societies when they realized that their experiments were simply microcosms of the larger society, sharing the same problems and shortcomings. Even readers familiar with the subject will most likely encounter new information; however, because Sutton was constrained by both the book’s brevity and breadth of coverage, they may also wish that he had devoted more attention to certain communities, such as Frances Wright’s radical Nashoba Community. I was surprised that the selected bibliography omitted such works as John Egerton’s Visions of Utopia: Nashoba, Rugby, Ruskin, and the “New Communities ” in Tennessee’s Past (1977), Richard Fairfield’s Communes USA: A Personal Tour (1972), Robert Houriet’s Getting Back Together (1971), and Ron Roberts’s The New Communes: Coming Together in America (1971). Nonetheless, this brief overview, along with his companion volume on religious utopian communities, belongs in all major library collections.

A History of American Higher Education: Thelin, John R.: Baltimore: Johns Hopkins University Press, 421 pp., Publication Date: August 2004

Background: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building.Methods: This review included 111 studies (between 2002 and 2012) that met the review criteria.Findings: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional co...

A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40

Introduction: The Challenge of Professionalism PART ONE: THE ACADEMIC AS REFLECTIVE PROFESSIONAL The Reflective Professional in Academic Practice A Critical Matrix of Learning and Teaching PART TWO: GENRES OF TEACHING IN HIGHER EDUCATION Designing: Course and Curriculum Design Lecturing: Large-group Teaching Facilitating: Small-group Teaching Supervising: Project, Dissertation, and Thesis Guidance Innovating: Teaching with Technology Assessing: Student Assessment Evaluating: Teaching and Course Evaluation PART THREE: PERFORMANCE STRATEGY Realizing the Reflective Professional Appendix: Structured Observation of Teaching: Guidelines

Learning and Teaching in Higher Education: The Reflective Professional

This paper reports findings from an empirical four-year study designed to investigate the relationship between key constructs of an extended model of teaching and learning in higher education. Using a mixed-methods approach, we sought to assess the impact of a year-long faculty development program (FDP) designed for pre-tenure faculty on participant approaches to teaching. From our analysis of participant critical reports of teaching, post-program interviews, and the Approaches to Teaching Inventory (ATI), we found evidence of positive change in the approaches to teaching of junior faculty participants in the FDP. All three methods elicited evidence indicating that participating faculty moved towards more conceptual change/student focused approaches to teaching, and that a significant part of that change could be attributed to their participation in the program.

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Assessing the Impact of a Year-Long Faculty Development Program on Faculty Approaches to Teaching

Increasing calls for accountability in education have promoted improvements in quantitative evaluation approaches that measure student performance; however, this has often been to the detriment of qualitative approaches, reducing the richness of educational evaluation as an enterprise. In this article the authors assert that it is not merely performance but also how learners think and how their thinking changes that we should be measuring in educational program evaluation. They describe a mixed-methods evaluation model based on the qualitative method phenomenography that can be used to evaluate how learners think in multiple contexts, from skills training to employee development to higher education, and how their thinking may change over time. They then describe two evaluation studies making use of this approach and provide suggestions for evaluators interested in using the phenomenographic model.

Assessment Beyond Performance: Phenomenography in Educational Evaluation

Personal response systems (PRS)—also called student response systems (SRS), or more commonly, “clickers”—can be a catalyst for transformation of a learning environment from one of silence to one rich in dialogue and interaction. But how is this transformation achieved? In this paper, we present three case studies of instructors who use PRS in undergraduate science and math classes at a research-intensive institution in the Midwest, USA. All three instructors reported having to make significant adjustments to their teaching over time in order to transform their respective learning environments and fully realize the benefits of PRS. These adjustments included (1) modifying activities to overcome the tension between the students’ desire for anonymity and the need for interactivity to enhance learning, and (2) revising PRS questions in response to student behavior. We contend that transformation of the environment with PRS is neither instantaneous nor straightforward. As such, faculty who introduce PRS to the...

“Clickers” as Catalysts for Transformation of Teachers

As research demands continue to weigh heavily on junior and non‐tenured faculty, the need to maintain and develop sound teaching is crucial. Yet few studies have systematically explored how a faculty development program (FDP) can impact the way that faculty experience or conceive of teaching. In this study, we examine how a year‐long FDP impacts the conceptions of teaching held by early‐career faculty. We interviewed 22 tenure‐track faculty participants, pre‐ and post‐program, categorizing their conceptions of teaching from the transcripts. The analysis drew on conceptual frameworks of faculty conceptions of teaching derived from phenomenographic literature increasingly used in Europe, Asia, and Australia, but not in the USA. The present study identifies and explores a range of patterns of experience that emerged over the course of an American FDP program. We discuss the broader implications of these patterns for the study and understanding of faculty development programs. Alors que les demandes reliees a...

Susanna C Calkins

Papers

Learning and Teaching in Higher Education: The Reflective Professional

Assessing the Impact of a Year-Long Faculty Development Program on Faculty Approaches to Teaching

Assessment Beyond Performance: Phenomenography in Educational Evaluation

“Clickers” as Catalysts for Transformation of Teachers

The experience of faculty development: patterns of variation in conceptions of teaching