Showing papers on "Coursework published in 2004"

Educating Culturally Responsive Teachers : A Coherent Approach

Abstract: Educating Culturally Responsive Teachers: A Coherent Approach, by Ana Maria Villegas & Tamara Lucas. Albany, New York: SUNY Press, 2002, 246 pp. $21.95, paperback. The central claim in this book is that in order to "facilitate coherence" across coursework and fieldwork, "programs of teacher education need to articulate a vision of the role of schools and of the processes of teaching and learning in a multicultural society" (p. 197). Courses and field experiences can become more successful, the authors argue, only through developing and upholding a strong, guiding, coherent vision among faculty, administrators, and students in any teacher preparation program. "The vision we have proposed is anchored in the belief that a primary role of schools is to promote a more equitable and just society and is informed by constructivist views of teaching and learning" (p. 197). This focus on creating a meaningful vision makes the book equally important for the administrators coordinating programs or departments and the faculty teaching in or affiliated with colleges of education. Given that Educating Culturally Responsive Teachers: A Coherent Approach includes attention to facilitating collaborations among and across education faculty, arts and sciences faculty, and school districts, it may also be useful for district-based directors of teacher induction programs. Students enrolled in teacher credential or certification programs may not attach importance to the higher education applications of the text, but students are likely to appreciate some of the 25 useful charts and figures (e.g., demographics related to public school teaching, interview questions for exploring school communities, and recommended culturally responsive teaching practices) as well as the effects of being students in such "coherent" preparation programs. The authors are professors in the Montclair State University education program and their research has been on promoting equity in secondary and higher education settings. The text sometimes offers successful examples from their university. Overall, the book adds to the knowledge base on designing or re-designing (e.g., for accreditation reviews or strategic planning) university-based teacher training to better reflect the needs and aspirations of the current and projected K-12 student populations. The book begins and ends by referring to the persistent and increasing cultural differences between the teaching force and the student force; this is the primary justification for the authors' programmatic recommendations. The first chapter describes the "shifting demographic landscape" of the U.S. and its impact in teacher education. Nationwide, as much as 91% of K-12 teachers are White while only 65% of students are White. By 2050 it is predicted that only 44% of students will have Anglo-American backgrounds. The next three chapters present what are called "curriculum strands" meant to direct program planning to respond to this growing gap. A total of six strands comprise the "coherent approach" to preparing new teachers for culturally responsive teaching. These are (a) gaining sociocultural consciousness, (b) developing an affirming attitude toward students from culturally diverse backgrounds, (c) developing the commitment and skills to act as agents of change, (d) embracing the constructivist foundations of culturally responsive teaching, (e) learning about students and their communities, and (f) cultivating the practice of culturally responsive teaching. New teachers should understand and embrace these six areas as they move through their university experiences. A significant seventh strand might have been "modeling culturally responsive research methodologies and dissemination" in addition to teaching practices. Faculty members of "coherent" teacher preparation programs, although also mostly White, should model culturally responsive teaching. While consistently and convincingly advocating for culturally responsive teaching for the growing cultural diversity among public school students, the authors do not explicitly locate themselves in the demographics of the teacher or teacher educator population. …

Becoming an Online Teacher: Adapting to a Changed Environment for Teaching and Learning in Higher Education.

Abstract: Advancements in online technologies have facilitated a convergence of distance and campus‐based learning and, thus, offer new opportunities for all students through better access to resources, increased interaction between staff and students and greater flexibility in place and time. However, the transition to online teaching and learning presents new challenges as the roles and expectations of both staff and students evolve. An online teacher must create a coherent learning experience for students with whom they may not meet face‐to‐face and, therefore, must develop new support strategies that maintain motivation and encourage interaction. Adapting student‐centred approaches to the online environment has required the development of new skills and changes to teaching practices. This paper presents an analysis of the changed environment for teachers and learners in a post‐graduate coursework programme based on constructivist principles that has moved from predominately on‐campus delivery to online mode. Th...

Action Learning in Higher Education: an investigation of its potential to develop professional capability

Abstract: This study investigated the extent to which a course, designed using peer and action learning principles to function as an ‘on campus practicum’, can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as ‘student consultants’, entered into a ‘client–consultant’ relationship with first and second year ‘student client’ groups. Both groups of students reported positive learning outcomes. Third year student consultants reported using less surface and more deep approaches to their learning in this course design than in concurrent courses taught along more conventional (i.e. lecture and tutorial) lines. Students also reported significantly greater development of meta‐adaptive skills (e.g. learning to learn) than in conventional teaching designs.

Career influence of an international health experience during medical school.

Abstract: BACKGROUND AND OBJECTIVES International health (IH) experiences are popular among medical students and may influence career choices. The International Health Fellowship Program (IHFP) consisted of preparatory coursework and field experience in a developing country. We conducted a survey 4-7 years later to assess the career influence of IHFP participation. METHODS Fellows completed a questionnaire regarding training, practice setting, patient population, further international work, and knowledge and attitudes about IH. RESULTS Surveys were completed by 42 (70%) fellows; 31% spend most of their time working with underserved populations, 67% have been involved in community health projects, 74% practice primary care, 29% have an MPH degree, 57% have done further work in developing countries, while 90% named one or more barriers to further IH experiences. Knowledge and attitudes about IH were largely retained. Most fellows (67%) believed the IHFP influenced their careers. CONCLUSIONS Most fellows felt that IHFP participation had a positive influence on their careers. While a causative relationship cannot be inferred, fellows demonstrate a strong preference to work with underserved populations and engage in community service activities. Compared with US physicians, IHFP fellows are more likely to practice primary care and obtain MPH degrees. Medical schools that seek to produce graduates with these qualities should make efforts to increase quality IH opportunities for their students.

Secondary Teachers' Assessment Literacy: Does Classroom Experience Make A Difference?

Abstract: Assessing student performance is one of the most critical aspects of the job of a classroom teacher, but many teachers do not feel adequately prepared to assess their students' performance. In order to measure and compare secondary preservice and inservice teachers' "assessment literacy", both groups were surveyed using the Classroom Assessment Literacy Inventory (CALI), which was designed to parallel the Standards for Teacher Competence in the Educational Assessment of Students. Inservice teachers performed highest on Administering, Scoring, and Interpreting the Results of Assessments and lowest on Developing Valid Grading Procedures. Preservice teachers performed higher on Choosing Appropriate Assessment Methods and lowest on Developing Valid Grading Procedures. Comparisons between the two groups revealed significant differences on five of the seven competency areas, as well as on the total scores. In all cases where significant differences were found, the secondary inservice teachers scored higher than their preservice counterparts. BACKGROUND It has been estimated that teachers spend up to 50 percent of their time on assessment-related activities (Plaice, 1993). Regardless of the amount of time spent on it, classroom assessment is a vitally important teaching function; it contributes to every other teacher function (Brookhart, 1998, 1999b). Sound assessment and grading practice help teachers to improve their instruction, improve students' motivation to learn, and increase students' levels of achievement (Brookhart, 1 999a). According to Stiggins (1999a), "The quality of instruction in any classroom turns on the quality of the assessments used there" (p. 20). For all of these reasons, the information resulting from classroom assessments must be meaningful and accurate; i.e., the information must be valid and reliable (Brookhart, 1999a). In recent years, public and governmental attention has shifted to school achievement as evidenced by performance on standardized achievement tests (Campbell, Murphy, & Holt, 2002; U.S. Department of Education, n.d.). Additionally, expectations regarding teachers' assessment expertise were increased. Teachers have been required to develop classroom assessments that align curriculum with state standards as a means of improving test scores (Campbell et al. 2002). New research on the relationship between classroom assessments and student performance on standardized tests reveals that improving the quality of classroom assessments can increase average scores on large-scale assessments as much as 3/4 of a SD (as much as four grade equivalents or 15-20 percentile points), representing a huge potential (Stiggins, 1999a). Ironically, in this age of increased emphasis on testing and assessment, many colleges of education and state education agencies do not require preservice teachers to complete specific coursework in classroom assessment (Campbell et al. 2002), and many inservice teachers have reported that they were not well prepared to assess student learning (Plake, 1993). Furthermore, these teachers claimed that the lack of adequate preparation is largely due to inadequate preservice training in the area of educational measurement (Plake, 1993). Brookhart (2001) also cited literature that calls for an increase in emphasis in teacher preparation programs on classroom assessment and a decrease in emphasis on large-scale testing. Studies have generally concluded that teachers' skills in both areas are limited. Brookhart (2001) summarized the research on teachers' assessment practices by stating that teachers apparently do better at classroom applications than at interpreting standardized tests (likely due to the nature of their work). Additionally, they lack expertise at test construction. WHAT is "ASSESSMENT LITERACY?" Assessment literacy has been defined as "the possession of knowledge about the basic principles of sound assessment practice, including terminology, the development and use of assessment methodologies and techniques, familiarity with standards of quality in assessment. …

Student attendance in an accounting module – reasons for non-attendance and the effect on academic performance at a Scottish University

Abstract: This paper aims to focus on two aspects of student attendance, an area that has received little attention in the higher education literature, namely the reasons why some students do not attend classes, and the issue of whether attendance improves academic performance. The paper begins by reviewing a number of reasons for non-attendance, including issues relating to financial hardship and term-time employment. The paper questions whether student attendance impacts upon academic performance and reports the results of a study into aspects of attendance on an accounting module at a Scottish university. The paper concludes that, in today's higher education environment, it is to be expected that considerable numbers of students will be absent for a variety of reasons that vary in their worthiness. Students' participation in part-time employment was the most frequently cited reason for non-attendance. Some aspects of the students' academic work may affect attendance, such as the timing of classes and coursework ...

Academic Writing: A Handbook for International Students

Abstract: Most international students need to write essays and reports for exams and coursework. Yet writing good academic English is a demanding task. This new edition of Academic Writing has been fully revised to help students reach this goal. Clearly organised, the course explains the writing process from start to finish. Each stage is demonstrated and practised, from selecting suitable sources, reading, note-making and planning through to re-writing and proofreading.

Teacher Development and National Standards for Spanish as a Heritage Language

Abstract: Given the increasing presence of heritage speakers at both the high school and postsecondary levels, greater numbers of preservice and in-service Spanish teachers need exposure to Spanish for native speakers (SNS) issues. This is because well-structured SNS courses should look more like native language arts courses than like Spanish as a foreign language (SFL) courses. Therefore, traditional foreign language methodology courses are insufficient to prepare teachers to work with heritage-speaking populations. In addition to offering considerations for national standards in SNS teaching, the authors suggest coursework components designed to prepare teachers to work more effectively with SNS students. Introduction Between 1990 and 2000, the U.S. Latino population grew a staggering 40% while the rest of the population increased only 10%. This population change has profoundly impacted the American education system at all levels of instruction. Currently, Hispanics constitute nearly 32% of the student population of the 100 largest public school districts and 27% of the population of the 500 largest public school districts in the United States. In some of this nation's largest urban areas, the proportion of Latino students is even higher. There are 6,942 public schools that are between 50% and 100% Latino, including 71% of public schools in Los Angeles, 46% in Bade County, Florida, 34% in New York City and 33% in Chicago (Stearns & Watanabe, 2002). These demographics are directly at odds with current practices in many Spanish programs. A recent survey conducted by the National Foreign Language Center and the American Association of Teachers of Spanish and Portuguese (AATSP) (Ingold, Rivers, Tesser, & Ashby, 2002) found that only 18% of the postsecondary programs surveyed had Spanish for native speakers (SNS) classes. At the secondary level, the lack of SNS is even more acute: Just 9% of schools offered SNS instruction in 1997 (Rhodes & Branaman, 1999). This situation is not likely to improve soon, given the scarcity of teacher training resources in SNS. To date, there is no SNS methods textbook and there are no standards for SNS teacher preparation, no state-sponsored certification of SNS teachers, and no national language standards for heritage language speakers of Spanish. Additionally, few foreign language teacher-training programs include coursework on teaching Spanish to native speakers, a point that will be illustrated further in this article. This means that even at institutions with an SNS program, teachers often do not receive adequate preparation to work with these students. Calls for SNS teacher training began appearing at least 20 years ago (Garcia-Moya, 1981; Gutierrez, 1997; Roca, 1992), but to date no formal national surveys have determined how many preservice teacher-training programs include heritage issues. General curricular offerings in Spanish programs are also out of kilter with demographic realities. Although the United States is the hfth largest and the wealthiest Spanish speaking country in the world, the literature, history, language, and general contributions of U.S. Latinos do not figure prominently in the teaching of Spanish in this country. There is a growing volume of pedagogical resources with information of this nature, but the use of these materials is generally confined to basic and intermediate courses, where it is primarily intended to be used as a motivational tool rather than to provide substantive content matter instruction. Rarely, if ever, does this information make its way into the advanced language courses, much less into the literature and culture courses that form the core preparation of Spanish language majors. Clearly, these curricular deficits do not serve heritage language speakers well. Furthermore, as researchers and teachers have noted repeatedly, they do not serve the nation well. In today's global economy, the linguistic and cultural skills of heritage language speakers are vital to the security and economic prosperity of the United States (Brecht & Ingolcl, 2002). …

Teacher Perceptions and Expectations of School Counselor Contributions: Implications for Program Planning and Training.

Abstract: The researchers examined the perceptions of 23 teachers in elementary, middle, and high schools regarding necessary counseling and guidance services, how these services might best be delivered, and teachers' expectations about school counselor contributions and working relationships. The researchers also examined the resulting reflections of the graduate student interviewers regarding their future work as professional school counselors. Implications for training and practice are discussed. ********** The role of the school counselor has long been debated within the field, and various models and means of accountability have been presented, tried, and evaluated over the past several decades. Comprehensive counseling and guidance programs that incorporate academic, career development, and social/emotional domains have been described in the professional literature for many years (Gysbers & Henderson, 2000; Myrick, 2003). School administrators, teachers, and parents often may view the counselor's role from their own perspectives (Burnham & Jackson, 2000). There has been a recent shift in emphasis to the perception of the school counselor as an educational leader, student advocate, and social change agent (Clark & Stone, 2000; House & Martin, 1998; Stone & Clark, 2001). This leadership role entails increased collaborative interventions with those people who are significant in the lives of students (Cooper & Sheffield, 1994). In the vast majority of states, there has been an increased emphasis on high academic achievement for all students. Statewide competency-based testing results have become an increasingly high priority in our K-12 schools. The No Child Left Behind Act (2001) has established new math and reading testing requirements and has authorized funds for states to develop, select, and design their own tests (National Association of Secondary School Principals, 2002). Much pressure has been placed on students and educators at all levels to raise academic standards, with regard to achievement test scores as well as increased credit and more rigorous coursework requirements for graduation from high school (Quaglia, 2000). And, the "achievement gap" between minority and majority students as demonstrated by test scores and high school and college graduation rates is contributing to the call for higher academic standards and accountability measures for all students (Isaacs, 2003). The development of the American School Counselor Association (ASCA) National Standards (Campbell & Dahir, 1997) and the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003a) has provided the impetus and rationale for establishing the school counseling program as an integral component of the mission of each school. The ASCA National Standards and the National Model help the profession address questions about our role as school counselors, how we fit into the overall mission of the school, and how we contribute to academic achievement of students (Schwallie-Giddis, ter Maat, & Pak, 2003). The four domains included in the National Model--foundation, delivery system, management system, and accountability--make up a comprehensive model for effective service delivery. Experts agree that establishing meaningful connections between teachers and students in the class rooms, as well as among the students themselves, is essential for the mission of education to be successful (Dodd, 2000; Mulgan, 1996). Many educators assert that too much instructional time is taken up with classroom management issues including the lack of positive communication between teacher and student(s) (Dodd). The educators are recognizing that when schools attend to students' social and emotional skills, the academic achievement of children increases, the incidence of problem behaviors decreases, and the quality of the relationships surrounding each child improves (Cummings & Haverty, 1997; Elias et al. …

The Impact of Student Life Stress on Health Related Quality of Life Among Doctor of Pharmacy Students.

Abstract: The purpose of this study was to examine the association between student-life stress and health related quality of life (HRQOL) among Doctor of Pharmacy (Pharm.D.) students. Data were collected for 166 students in the first three years of a Pharm.D. curriculum. Student-Life Stress Inventory scores were significantly negatively correlated to mental component SF-12 HRQOL scores (p Introduction The intensity of the Doctor of Pharmacy (Pharm.D.) curriculum requires enormous commitment and hard work by students. The intense curriculum may produce stress on the pharmacy student's life. The Pharm.D. curriculum typically involves two years of pre-pharmacy coursework after high school, followed by four years in the professional pharmacy curriculum. The transition from the pre-pharmacy curriculum, which is similar to an undergraduate program, to the professional Pharm.D. curriculum involves significant change. Morevover, the curriculum requirements vary significantly during the four years of matriculation in the Pharm.D. program. The transition from an undergraduate program to a professional program has been reported to result in increased stress levels for students (Beck, Hackett, Srivastava, McKim, & Rockwell, 1997). In the hope of preparing students for their future roles as pharmacists, it is important to identify stressful factors that may affect their successful development. This is especially true since student stress has been associated with a variety of negative outcomes, including effects on general and health-related quality of life (Hudd, Dumplao, Erdmann-Sager, Murray, Phan, Soukas, & Yokozuka, 2000; Damush, Hays, & DiMatteo, 1997). Lazarus and Folkman (1984) describe stress as a specific stimulus-response transaction, which threatens an individual. One study identified the major academic stressors among college students to be tests, grade competition, time demands, professors and classroom environment, and career and future success (Murphy & Archer, 1996). Another study reported that stress may be associated with the type of institution the student attends (e.g., public, private, undergraduate, professional or graduate) (Hudd et al., 2000). Misra, McKean, West, and Russo (2000) found that academic stress among college students varies across year in school and gender. Specifically, freshmen and sophomores had higher academic stress levels than juniors and seniors, and females reported higher academic stress than males. Interestingly, this study found that the levels of academic stress perceived by students and their faculty varied. Faculty members' perceptions of student academic stress and reactions to stressors were higher than students' self-perceptions. Because faculty members most often observe students during class time, the results of this observation could imply that students experience their largest amount of stress during class hours (Misra, et al., 2000). The literature is replete with evidence that students in health professional programs also suffer from stress. Most of these studies have been performed in medical, dental and nursing students (Beck, & Srivastava, 1991 ; Coburn, & Jovaisas, 1975; Davis, Tedesco, & Meier, 1989; Hamill, 1995; Helmers, Danoff, Steinert, Leyton, & Young, 1997; Vitaliano, Maiuuro, Mitchell, & Russo, 1989). Surprisingly, only two studies have been reported that measured stress levels among pharmacy students in United States. The first study focused on perceived stress levels among students in a Bachelor of Science pharmacy program and found that stress levels were not related to any of the demographic variables, including age, gender and involvement in professional student organizations (Ortmeier, Wolfgang, & Martin, 1991). …

Physical Education Teachers' Perceptions of the Adequacy of University Coursework in Preparation for Teaching.

Abstract: Teaching physical education in K-12 schools is a very challenging profession. Consequently, colleges and universities must provide instruction and experiences that will adequately prepare teachers to make a successful transition into full time teaching. In this study, a sample of K-12 physical educators within the state of Washington were surveyed to determine their undergraduate coursework in physical education, the value of each course in preparing them to teach, and specific areas in which they experienced difficulty during their first year of teaching. Results indicated that most physical education teacher education (PETE) programs consist of similar course requirements. In addition, the respondents' perceptions of the value of the components that were included in these classes generally validate current college and university PETE curriculums. The findings also indicate that dealing with inadequate facilities and equipment, classroom management and discipline, meeting the needs of students in special populations, schedule interruptions, personal fatigue, parental contact, and student assessment are the most significant challenges experienced by first year teachers.

What Students Remember and Say about College Economics Years Later

Abstract: In his presidential address to the American Economic Association, George Stigler (1963) offered the provocative hypothesis that students would retain very little knowledge from principles courses in economics five years or more after taking the courses. The few empirical studies that have been published on this topic generally found no or small lasting effects, at least for those who took fewer than four courses (see e.g., G. L. Bach and Phillip Saunders, 1965; Gerald J. Lynch, 1990). That raises even broader questions about the long-term effects of studying economics in college, in terms of individuals’ behavior as consumers, workers, and voters, which we are now beginning to investigate using both survey and transcript data. We have two major goals in this study. First, we want to learn how students perceive their classroom experience in economics courses years after leaving school, both in absolute terms and compared to other courses they took. We drew samples of economics, business, and other majors, who attended our four universities in 1976, 1986, and 1996, and asked which topics regularly covered in economics courses they now viewed as being most (and least) important. We asked whether they now viewed the economics courses they took as interesting, important, too difficult, or too abstract. We also compared their perceptions of teaching methods and grading rigor in economics courses to those developed in other courses. Our second major goal represents an empirical test of the common claim that economics is a unique “way of thinking.” If it is, we might reasonably expect people with more training in economics to have different views on policy issues, and to make different decisions as consumers, workers, savers, investors, and voters. We collected survey data on many of these choices, and by matching those responses with transcript data, we plan to investigate whether there are observable behavioral responses associated with being an economics major, or simply taking some minimum number of economics courses, compared to students who took fewer courses or none at all. There are other uses for these data. They can likely be used to study choice of major and course-taking behavior as well as common laboreconomics issues such as human capital versus screening in the labor market. Certainly the data can provide insight into curriculum development for economics departments, and business schools as well. There is, obviously, the potential for response biases in the analysis of these data, but we expect that having transcript data for respondents and nonrespondents will allow us to deal with these issues econometrically. This first, brief report from this ongoing project addresses only the first goal of the project, specifically, how our former students evaluate their experience with economics courses and instructors. What economic courses and concepts do they now believe are most important? Do they wish they had taken more, or less, coursework in economics? What do they think now about various economic issues? And * Allgood: Department of Economics, University of Nebraska, Lincoln, NE 68588 (e-mail: sallgood@unlnotes.unl. edu); Bosshardt: Department of Economics, Florida Atlantic University, Boca Raton, FL, 33431 (e-mail: wbosshar@fau.edu); van der Klaauw: Department of Economics, University of North Carolina, Chapel Hill, NC, 27599 (e-mail: vanderkl@email.unc.edu); Watts: Department of Economics, Purdue University, West Lafayette, IN 47907, and while this paper was written, the German International School of Management and Administration, Hanover, Germany (e-mail: mwatts@mgmt.purdue.edu). We thank the Board of the Calvin K. Kazanjian Economics Foundation for the grant that made this work possible, and the AEA Committee for Economic Education for bringing us together to write the proposal, as described in Michael Salemi et al. (2002). Mike Salemi provided helpful comments on an earlier draft of this paper. April Fidler provided major assistance in project coordination, administration, and data entry. Georg Schaur worked extensively with data organization and preliminary tabulations.

A Survey of Preservice Consultation Training in School Psychology Programs

Abstract: In this study, we investigated the state of preservice consultation training and supervision in school psychology programs. Consultation trainers or supervisors in school psychology programs were surveyed to determine how they prepared students for working as consultants. Specifically addressed were the theoretical models or formats of consultation training used and the structure of such training. In addition, information regarding the supervision process was explored. Through the results of the survey, we found that nondoctoral and doctoral training programs offered more consultation-specific coursework and field experience than they have in the past. Regarding supervision, the majority of programs did not provide consultation students with regular (weekly or biweekly) or individualized supervision, and supervision techniques such as tape recording were rarely implemented. The results of this study should create an awareness of the recent trends in consultation training and supervision. The study serves ...

Students' perspectives of effective and ineffective nursing instructors.

Abstract: This descriptive study identified students' perspectives of the characteristics used to judge the quality of a classroom nursing instructor. A sample of 171 baccalaureate nursing students from a university in the midwestern United States completed the study. The nursing students completed a questionnaire regarding personal demographics, characteristics of an effective and ineffective instructor, and how their grade and the amount of coursework affected their opinion of the instructor. Content analysis was performed to categorize the characteristics that emerged, with data ranked according to the number of times each characteristic was identified as effective or ineffective. Teaching methods, personality, and presentation of course materials were the three primary characteristics of an effective instructor, according to the students' responses, with personality being most important. Conversely, in related nursing studies of effective teachers, personality characteristics were ranked lower.

Genesis of an Online Course

Abstract: This paper presents a descriptive and evaluative analysis of the transformation of a face‐to‐face graduate tax accounting course to an online course. One hundred fifteen students completed the compressed six‐week class in 2001 and 2002 using WebCT, classroom environment software that facilitates the creation of webbased educational environments. The paper provides a description of the required technology tools and the class conduct. The students used a combination of asynchronous and synchronous learning methods that allowed them to complete the coursework on a self‐determined schedule, subject to semi‐weekly quiz constraints. The course material was presented in content pages with links to Excel® problems, Flash examples, audio and video files, and self‐tests. Students worked the quizzes and then met in their groups in a chat room to resolve differences in answers. Student surveys indicated satisfaction with the learning methods.

Looking for Critical Literacy With Postbaccalaureate Content Area Literacy Students

Abstract: Finding practical applications for critical literacy in preservice teacher education coursework is a challenging pursuit for educators. In this study, the author investigates the possibilities of drawing on critical literacy theories within the context of a content area literacy class designed for secondary level postbaccalaureate students. Through an examination of intersections of critical literacy and content area literacy instruction, this study considers student exchange as an important factor in implementing critical literacy pedagogy. With a series of classroom vignettes, the author examines the extent to which preservice students develop their own sense of critical literacy as they engage in discussions about educational equity while experiencing content area literacy theories and strategies. Data for the study were gathered through qualitative research methods conducted from a teacher-researcher stance. Data sources include field notes, a reflective journal, collection of student questions, and artifacts of student work. Implications include the importance of fostering preservice teachers' commitment to the roles of agency and advocacy in working with their future students.

Reflective Journals: A Valuable Tool for Teacher Preparation

Abstract: Many middle-and high-school preservice teachers assume their role is to impart content knowledge. Diligently, they attend to the theory and practice espoused in methods courses. Education courses prepare pre-service teachers for clinical experience. How adequate is the teacher-preparation education and how can practicum students gain the most benefit from their clinical experiences? Reflective journals of practicum students can identify viable topics of concern for those preparing to enter today's classrooms. Causing pre-service teachers to reflect on clinical experiences can improve the quality of significant learning. A study conducted by Rowls & Swick (2000), reports the effects of reflective journal writing on teacher development as providing new developmental information to the teachers participating in their study: "I really gained a better perspective about relating to children different from me ... I realized I was trying to see the children within one mental framework--mine! Now I can see that each child comes from a unique position in life (p. 463)." Teaching experiences during clinical practice are helpful in preparing new teachers, but reflecting on the experience adds a critical dimension. According to Marie Doyle (1997), the pre-service teacher must reflect on and analyze what he or she saw, heard, and felt in the classroom through the practice of writing reflective journals. Using reflection on their experiences, pre-service teachers are able to "think about their attitudes, beliefs, and assumptions ... to promote self-evaluation and change (pp. 519-532)." Indeed, experienced in-service teachers seeking to obtain National Teacher Board Certification are required to conduct rigorous and repeated reflections of their daily classroom activities by videotaping their classroom teaching and by submitting reflective entries in a professional journal (National Board for Professional Teaching Standards). When addressing teachers and those in education, President Bush remarked, "Teachers will be given the opportunity to teach--to understand what works" (Bush, 2002). In order to learn more profoundly "what works," reflection is a most useful tool. The following article shares some of the discoveries (most-significant learnings) of pre-service teachers in clinical practice as they reflected on their classroom observations and personal experiences. The Pre-service Teacher Practicum Experience All students enrolled in the pre-service teacher secondary practicum experience were required to complete a total of 85-clock hours in the middle school or secondary school classroom. The hours required bell-to-bell, all-day visits to the classroom with an assigned cooperating teacher. Pre-service teachers enrolled in the clinical experience for one or two days a week, depending on the demands of their college coursework. All practicum students attend as many days of the week as possible until their 85 hours are completed. Those practicum students who have the opportunity to attend their assigned clinical setting two days a week will normally finish the practicum experience in a 5-week time frame. Those who can visit their practicum site only one day a week will finish in 10 weeks. Practicum students in this study are matched with classroom teachers not only in teaching field but also according to similar learning style. The Gregorc Style Delineator is the learning style inventory administered to both pre-service teachers and in-service teachers. During the 85-hour practicum experience, the pre-service teachers are required to engage in the following activities: * Attend secondary methods course one evening a week. * Participate, as a faculty member, in an extra-curricular activity hosted by their assigned school. * Complete personal interviews with administrators, faculty, and students in their clinical setting. * Teach a minimum of three complete class sessions, two of which must include cooperative-learning activities. …

Finding the Truths in Teacher Preparation Field Experiences.

Abstract: In teacher education, as in many fields, there are several truths, each based on different assumptions and beliefs "Conventional teacher education reflects a view of learning to teach as a two-step process of knowledge acquisition and application or transfer" (Feiman-Nemser & Remillard, 1996, p 79 ) In this view of truth the university provides Constance M Perry is a theory, skills and knowledge through coursework, professor of curriculum, and the school provides the field setting where knowl instruction, and edge is applied The preservice teacher integrates it foundations with the all Student teaching is seen as the bridge between College of Education and theory, knowledge and skills gained at the university Human Development at and their application in the school ( Britzman, 1991 the University of Maine, as cited in Wideen, Mayer-Smith & Moon, 1998) In Orono, Maine Brenda a review of 97 empirical studies focusing on learning M Power until recently to teach, most of the beginning teachers studied were was a professor of enrolled in programs based on the conventional truth literacy at the University model However, "the notion that coursework should of Maine She is provide teaching skills and information about teach presently a senior editor ing — and that beginning teachers can integrate and at Stenhouse Publishers effectively implement that information — receives

Multicultural MPA Curriculum:Are We Preparing Culturally Competent Public Administrators?

Abstract: This article addresses the level of formal diversity training that masters of public administration (MPA) students receive in their coursework. By examining the top twenty public affairs pr...

Designing and teaching information security curriculum

Abstract: With increasing interest by students and faculty in Information Security Curriculum, and increasing demand for information security professionals from industry, many institutions are beginning the task of creating a meaningful information security program. Whether the institution desires a single course, or an entire set of coursework, it is important that the faculty and administrators designing the curriculum follow an establish methodology and research the unique demands of this new and exciting field. This paper provides an overview of such a methodology.

Beginning with a Baseline: Insuring Productive Technology Integration in Teacher Education

Abstract: If colleges of education are going to successfully prepare teacher candidates to meet NETS-T standards (Kelly, 2002), then teacher education programs must begin developing strategies to assess technology competencies of beginning college students. Colleges must then move beyond these assessments to providing student support for achieving technological competencies. With this type of foundation, teacher preparation programs will then be able to provide students with experiences that nurture powerful technology integration in P-12 settings. This article presents one college’s efforts in developing and implementing a mandatory technology skills assessment for beginning teacher education students. A sample of the assessment is provided, as well as scoring checklists, a description of the resources that support student mastery of these skills, and the procedures for administering the assessment, and recording results. The context of continued technology integration in coursework and field experiences is emphasized.

Preparing School Counselors for Group Work

Abstract: The American School Counselor Association has endorsed group work as an important component of school counseling programs, and research has demonstrated the effectiveness of group work in schools. Yet there is still considerable variation in practice of group work in schools. The type of group training preservice school counselors receive is an important factor. School counselor educators should maximize the one group course format by integrating and sequencing content most appropriate for school counseling, linking and infusing group principles in all coursework, especially practicum and internship classes, and consider group leadership skills and competencies in admission and programmatic decisions. This manuscript presents a one-course infusion model for preparing school counselors for group work.

Student Use of the Internet

Abstract: This article explores Internet use among undergraduates, especially at one public research university where researchers have studied students' self-reported Internet use for several years. Analysis of data from a survey administered to 490 undergraduates in Fall 2000 and a survey of 593 undergraduates in Fall 2003 revealed that Internet use is ubiquitous among undergraduates; students spend most of their online time using Instant Messenger and e-mail, surfing the Web, doing coursework and downloading things. Although males and females spend about the same amount of time online, some of that time is spent differently. At least ten percent of the students exhibit some problematic behaviors related to spending too much time on the Internet.

Using concept maps to assess design process knowledge

Abstract: If engineering educators are to incorporate assessment of student learning outcomes into their curricula, they need assessments that are reliable, valid and feasible within the time constraints of coursework. We are engaged in an NSF supported project to develop such measures for design skill. This paper describes our exploration of the use of student-generated concept maps to assess students' understanding of how various aspects of the design process go together. Students in three senior-level engineering courses constructed concept maps of the design process. The resulting maps could be reliably sorted into patterns that presumably represent distinctly different ways of understanding the process. In addition, subpatterns of the concept maps were used to assess specific units of knowledge (e.g., the relation between feasibility, on the one hand, and requirements and preliminary design, on the other). These two components comprise an easily created report that provides detailed and useful pointers toward course and curricular improvement.

The Socially-Responsible University: Talking the Talk while Walking the Walk in the College of Business

Abstract: This article presents a stakeholder-based example of corporate social responsibility (CSR) within a university context. The first section provides a literature review that builds the case for CSR efforts by educational institutions. The next section details aspects of the focal corporate social responsibility program at the University of South Florida St. Petersburg (USFSP) from its early conception to its implementation. The Talking the Talk section describes the overarching mission of the larger university and its influence on the mission of the newly formed College of Business which undertook an ambitious community outreach program in a downtown neighborhood. The execution of the program is discussed subsequently in the Walking the Walk section, with an emphasis on formation of advisory boards, development of appropriate coursework, relevant interactions with external constituencies, and plans for assessment and continuous improvement. The article closes with recommendations for universities considering similar endeavors.

Quality Assurance for Distance Learning: A Case Study at Brunel University.

Abstract: Brunel University currently has four distance learning MSc courses, with over 500 students registered, and one undergraduate distance learning course. Some have been running for over five years, and well-established practices have been developed and provide a basis of support for the university. Quality assurance in the university has always been considered in three, equally important, ways: the curriculum and its assessment; the handling of coursework and assignments; and the liaison with students. The lesson we have learned is that a distance learning programme must be based on an existing full-time MSc programme, which is the gold standard for curriculum and its assessment, and where possible, common examinations and assessment be used. This can be further assured by scrutinisation by the associated research council. This is going to become ever more important with the increasing scrutiny by overseas governments on the academic quality of distance learning courses, which seek assurance on the comparability and quality of degrees. Quality assurance for the handling of coursework and assignments must be secure and demands a high overhead of paperwork. Detailed feedback to students on their assignments is essential, but this can, at the same time, form a quality assurance check for later progression decisions. We also copy and retain approximately 10% of the assignments for the same purpose. Rapid turnaround is essential if feedback is to be timely and therefore useful, and quality checks on processing time should be standard. Quality assurance for the procedures for liaison with distance learning students are somewhat harder to measure quantitatively. The mark of good distance learning must be its tutorial support. This demands good communications. Our own course, entitled Data Communications Systems, benefits from the high proportion of use of electronic communications, namely email, which allows fast turnaround of questions, yet is not intrusive. However, it is deemed essential that hard copy of all such correspondence is kept. Migration to other Internet support services, such as the World Wide Web, videoconferencing and groupware, is inevitable. [ABSTRACT FROM AUTHOR]

Media selection to meet communications contexts: comparing e-mail and instant messaging in an undergraduate population

Abstract: Media selection is a complex issue that may involve weighing factors such as media features (richness), user characteristics, and tasks. This study examines user perceptions about instant messengers (IM) compared to email (EM). It compares the relation of eight motivation variables with past experience (desktop and wireless) and future use intention (social interactions and work/coursework). Our results, based on a student survey, show that, for this population, frequency of use may predict the adoption of new technology, such as IM, but results in little or no effect on media that already enjoy widespread adoption. Years of media use did not affect IM or EM adoption. This study finds no evidence of a relationship between the availability of wireless access and user perceptions of IM and EM. IM adopters tend to use IM for both social reasons and work/coursework. These users expressed a strong intention for future use of IM. No significant difference was found in expected EM future use between the IM-adopters and nonadopters.

Plagiarism: the Internet makes it easy.

Abstract: This article examines the issue of plagiarism by nursing students and academics in British universities and highlights how electronic developments such as the internet and word processing have made it easier. It describes how some websites support plagiarism and how, for a price, a qualification up to and including higher degree level may be gained without the recipient of the award having to do any coursework. Summary

Evaluation of a Family-Centered Early Childhood Special Education Preservice Model by Program Graduates:

Abstract: This qualitative study evaluated the impact on program graduates of two personnel preparation projects founded on a family-centered preservice model and funded by the Office of Special Education Programs. Three cohorts totaling 22 participants were interviewed to (a) determine their attitudes and skill level in working with a diverse group of families and (b) identify pedagogical practices that reinforced the use of family-centered practices on the job. Results revealed that participants' perceptions were similar, indicating that confidence in utilizing family-centered practices was the result of the multiple opportunities their preservice program provided them to interact with families. Family involvement in content-based and field-based coursework, as well as parent-members in the cohorts, positively affected utilization of family-centered practices in their careers.

Developing a mentoring internship model for school leadership: using legitimate peripheral participation

Abstract: Educational Leadership students need to spend significant time in authentic school contexts working alongside well‐prepared mentor principals to be adequately prepared for complex leadership roles. Through carefully‐designed internships, students link school leadership theory from academic coursework with actual improvisational practice. This type of knowledge can be accessed only in the context of action. Lave and Wenger’s (1991) model of legitimate peripheral participation (LPP) describes effective means for bringing intern administrators from the periphery to the center of the community of leadership practice. In LPP mentors create growth‐promoting divisions of labor that allow interns to coparticipate with them completing part of the task while simultaneously observing mentor principals perform theirs, gradually increasing the complexity of tasks that interns are given. LPP is a promising model for guiding selection and preparation of principals for mentoring roles. This paper concludes with four reco...