Journal ArticleDOI
Are We Asking the Right Questions?: A Conceptual Review of the Educational Development Literature in Higher Education
Cheryl Amundsen,Mary Wilson +1 more
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In this paper, a conceptual review of the literature variously referred to as faculty development, educational development, instructional development, and academic development in higher education is presented, with a framework with six foci of practice (skill, method, reflection, disciplinary, institutional, and action research or inquiry).Abstract:
This is a conceptual review of the literature variously referred to as faculty development, educational development, instructional development, and academic development in higher education. Previous empirical reviews covering more than 30 years of published literature could draw only tentative and weak conclusions about the effectiveness of educational development practices. The authors used different questions that queried the nature of educational development practice and the thinking underlying practice. Their conceptual review yielded a framework with six foci of practice (skill, method, reflection, disciplinary, institutional, and action research or inquiry) that was drawn from an analysis of the design elements of the educational development practices in the research they reviewed and from an analysis of the conceptual, theoretical, and empirical literature cited by those articles. This six-cluster framework provides a new way of thinking about the design of practice and a more meaningful basis for ...read more
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A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40
Yvonne Steinert,Karen Mann,Brownell Anderson,Bonnie Maureen Barnett,Angel Centeno,Laura Naismith,David Prideaux,John Spencer,Ellen Tullo,Thomas R. Viggiano,Helena Ward,Diana H. J. M. Dolmans +11 more
TL;DR: A review of 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 to hold implications for practice and research.
Journal ArticleDOI
A systematic literature review of students as partners in higher education
Lucy Mercer-Mapstone,Sam Lucie Dvorakova,Kelly E. Matthews,Sophia Abbot,Breagh Cheng,Peter Felten,Kris Knorr,Elizabeth Marquis,Rafaella Shammas,Kelly Swaim +9 more
TL;DR: Through a systematic literature review of empirical research, trends across results provide insights into four themes: the importance of reciprocity in partnership; the need to make space in the literature for sharing the (equal) realities of partnership; a focus on partnership activities that are small scale, at the undergraduate level, extracurricular, and focused on teaching and learning enhancement.
Journal ArticleDOI
Increasing the Use of Evidence-Based Teaching in STEM Higher Education: A Comparison of Eight Change Strategies
Maura Borrego,Charles Henderson +1 more
TL;DR: In this paper, the authors describe the goals, assumptions, and underlying logic of selected change strategies with potential relevance to STEM higher education settings for a target audience of change agents, leaders, and researchers.
Journal ArticleDOI
Global citizenship education redefined – A systematic review of empirical studies on global citizenship education
Heela Goren,Miri Yemini +1 more
TL;DR: The authors performed a systematic conceptual review of empirical studies dealing with Global Citizenship Education (GCE) in the last ten years to reveal and analyze the patterns of contemporary research on GCE and to highlight the themes included in and excluded from the current academic discourse.
Journal ArticleDOI
Water funds and payments for ecosystem services: practice learns from theory and theory can learn from practice
Rebecca L. Goldman-Benner,Silvia Benitez,Timothy M. Boucher,Alejandro Calvache,Gretchen C. Daily,Peter Kareiva,Timm Kroeger,Aurelio Ramos +7 more
TL;DR: In this article, a series of watershed-oriented ecosystem services (PES) projects based on a trust fund model were examined and the authors concluded that thoughtful consideration is required when evaluating the promise of a PES approach against a theoretical ideal.
References
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Book
Theory in Practice: Increasing Professional Effectiveness
Chris Argyris,Donald A. Schön +1 more
TL;DR: In this paper, a transition from Model I to Model II is discussed, with a focus on the transition from Theory of Action to Practice. But, the transition is not seamless: it requires Learining model-II behavior.
Book
Evaluating Training Programs : The Four Levels
TL;DR: The "Kirkpatrick Model" for evaluating training programs is the most widely used approach in the corporate, government, and academic worlds as discussed by the authors, focusing on four key areas: reaction, learning, behavior, and results.
Journal ArticleDOI
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Book
The Qualitative Researcher's Companion
A. Huberman,Matthew B. Miles +1 more
TL;DR: In this article, Eisenhardt et al. discuss the generalizability of qualitative research and the importance of interpretive interactionism in the context of case study reports, as well as the fact that real men don't collect soft data.
Journal ArticleDOI
Elaborating a model of teacher professional growth
TL;DR: In this paper, a model of teacher professional growth is proposed, which identifies the specific mechanisms by which change in one domain is associated with change in another, and the interconnected, non-linear structure of the model enabled the identification of particular "change sequences" and "growth networks".