Showing papers on "Professional development published in 2005"

Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.

Abstract: Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers’ pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers’ beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers’ classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers’ classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.

Reflection in Learning and Professional Development: Theory and Practice

Abstract: Reflection is a technique for aiding and reinforcing learning, used in education and professional development. This volume offers practitioners and students guidance that cuts across theoretical approaches, enabling them to understand and use reflection to enhance learning in practice.

Theory at a glance: a guide for health promotion practice (Second edition).

Abstract: This monograph Theory at a Glance: Application to Health Promotion and Health Behavior (Second Edition) describes influential theories of health-related behaviors processes of shaping behavior and the effects of community and environmental factors on behavior. It complements existing resources that offer tools techniques and model programs for practice such as Making Health Communication Programs Work: A Planners Guide and the Web portal Cancer Control PLANET (Plan Link Act Network with Evidence-based Tools). Theory at a Glance makes health behavior theory accessible and provides tools to solve problems and assess the effectiveness of health promotion programs. (For the purposes of this monograph health promotion is broadly defined as the process of enabling people to increase control over and to improve their health. Thus the focus goes beyond traditional primary and secondary prevention programs.) For nearly a decade public health and health care practitioners have consulted the original version of Theory at a Glance for guidance on using theories about human behavior to inform program planning implementation and evaluation. We have received many testimonials about the First Editions usefulness and requests for additional copies. This updated edition includes information from recent health behavior research and suggests theoretical approaches to developing programs for diverse populations. Theory at a Glance can be used as a stand-alone handbook as part of in-house staff development programs or in conjunction with theory texts and continuing education workshops. (excerpt)

Models of Continuing Professional Development: a framework for analysis

Abstract: The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD. The framework identifies nine key models, which are then classified in relation to their capacity for supporting professional autonomy and transformative practice. The article considers the circumstances in which each of the nine models of CPD might be adopted, and explores the form(s) of knowledge that can be developed through any particular model. It also examines the power relationships inherent in the individual models and explores the extent to which CPD is perceived and promoted either a...

Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

Abstract: This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support), structural features of programs (e.g. ,length), process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up), a mediating variable (level of professional community generated), and four outcome measures (knowledge; practice; student learning and efficacy). Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

Using Video to Support Teachers’ Ability to Notice Classroom Interactions

Abstract: This article examines how video can be used to help preservice and inservice teachers learn to notice what is happening in their classrooms Data from two related studies are presented In the first study, middle-school mathematics teachers met monthly in a video club in which they shared and discussed excerpts of videos from their classrooms In the second study, a group of preservice high-school mathematics and science teachers used a new video analysis support tool called VAST to examine excerpts of video from their own and others' classrooms In both cases, there were changes over time in what the teachers noticed and in how they interpreted these events This research adds to the theoretical understanding of the role of video in teacher education and also provides direction for the development of new forms of video-based professional development activities ********** Video has become an important tool for working with both novice and veteran teachers This is particularly true in mathematics and science education, where many new video-based and multimedia programs have recently been developed In some cases, video is used to demonstrate new ways that teachers can explore specific content areas with students (eg, Hatfield & Bitter, 1994) In other cases, video is used to illustrate particular classroom processes such as discourse or problem solving (Corwin, Price, & Storeygard, 1996) Common to both of these approaches is an emphasis on helping teachers learn what to do in the classroom In contrast, this research examines how video can help teachers learn to notice, that is, to develop new ways of "seeing" what is happening in their classrooms This approach is based on the assertion that the ability to notice is critical in the context of current mathematics and science education reforms that require teachers to make pedagogical decisions in the midst of instruction (American Association for the Advancement of Science [AAAS], 1993; National Council of Teachers of Mathematics [NCTM], 2000) For example, teachers are supposed to pay close attention to the ideas that students raise and then use these ideas as the basis for the lesson-in-progress This adaptive style of instruction calls for teachers to be skilled at noticing and interpreting classroom interactions Even veteran teachers who may already be experienced at seeing what is happening in their classrooms need to find ways to focus their attention on new aspects of classroom interactions (Smith, 1996) This article reports on two related studies that used video to support teachers' ability to notice and interpret classroom interactions In both cases, changes took place in what the teachers noticed and in how they interpreted these events This research adds to our theoretical understanding of the role of video in teacher education and also provides direction for the development of new forms of video-based professional development activities THEORETICAL PERSPECTIVES The nature of expertise has been the focus of research for many years From this research, key features of expert thought and action have been identified For example, experts have well-structured knowledge systems in their area of expertise, as well as the ability to use that knowledge flexibly (Schoenfeld, 1985) In addition, experts typically make use of automated responses to tasks with which they have become familiar, easing the cognitive load for these tasks (Greeno & Simon, 1988) Experts also have the ability to recognize complexities within situations that they examine (Goodwin, 1994) Thus, rather than focusing on superficial aspects of a task, experts tend to focus on substantive issues and meaningful patterns (Chi, Feltovich, & Glasser, 1981) In studying teaching expertise in particular, many of these same issues have been investigated For example, a great deal of research has explored the organization of teacher knowledge and how this knowledge is accessed (Ball, 1991; Ma, 1999; Putnam, 1987; Sherin, 2002) …

We Don't Train in Vain: A Dissemination Trial of Three Strategies of Training Clinicians in Cognitive-Behavioral Therapy

Abstract: There has been little research on the effectiveness of different training strategies or the impact of exposure to treatment manuals alone on clinicians' ability to effectively implement empirically supported therapies. Seventy-eight community-based clinicians were assigned to 1 of 3 training conditions: review of a cognitive-behavioral therapy (CBT) manual only, review of the manual plus access to a CBT training Web site, or review of the manual plus a didactic seminar followed by supervised casework. The primary outcome measure was the clinicians' ability to demonstrate key CBT interventions, as assessed by independent ratings of structured role plays. Statistically significant differences favoring the seminar plus supervision over the manual only condition were found for adherence and skill ratings for 2 of the 3 role plays, with intermediate scores for the Web condition.

Professional Development for Language Teachers: Strategies for Teacher Learning

Abstract: This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.

Making sense of focus groups

Abstract: CONTEXT: This paper provides an overview of the contribution of medical education research which has employed focus group methodology to evaluate both undergraduate education and continuing professional development. PRACTICALITIES AND PROBLEMS: It also examines current debates about the ethics and practicalities involved in conducting focus group research. It gives guidance as to how to go about designing and planning focus group studies, highlighting common misconceptions and pitfalls, emphasising that most problems stem from researchers ignoring the central assumptions which underpin the qualitative research endeavour. PRESENTING AND DEVELOPING FOCUS GROUP RESEARCH: Particular attention is paid to analysis and presentation of focus group work and the uses to which such information is put. Finally, it speculates about the future of focus group research in general and research in medical education in particular.

Can Teacher Education Make a Difference

Abstract: Occupational socialization in schools is a known factor counteracting attempts at educating innovative teachers. In this study, findings are reported from a longitudinal study conducted among 357 students, 128 cooperating teachers, and 31 university supervisors from 24 graduate teacher education programs. Quantitative survey data as well as in-depth qualitative data were collected over a period of 4.5 years. Development of teaching competence was followed from candidates’ enrollment until their third year as in-service teachers. Occupational socialization in schools was demonstrated to have a considerable influence on the development of graduates’ in-service competence. However, evidence was also produced for an impact of specific characteristics of the teacher education programs studied involving the integration of practical experience and theoretical study. Implications of these findings for the design of teacher education programs and the conduct of teacher education research are discussed.

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators

Abstract: This article provides a conceptual framework for training in professional psychology focused on the construct of competency. The authors present a 3-dimensional competency model delineating the domains of knowledge, skills, attitudes, and values that serve as the foundation required of all psychologists, the domains of functional competencies that broadly define what psychologists do, and the stages of professional development from doctoral education to lifelong learning through continuing education. The goal in presenting this model is to provide a conceptual frame of reference for those responsible for psychology education, credentialing, and regulation.

Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World

Abstract: Preface. National Academy of Education's Reading Sub-Committee Members. Acknowledgements. About the Authors. 1: Yet Another Report About Teacher Education? 2: Students Change: What Are Teachers to Learn About Reading Development? 3: Students Vary: How Can Teachers Address All Their Needs? 4: Students Encounter Difficulties: When Teachers Need Specialized Knowledge. 5: Learning to Use Assessments Wisely. 6: A Model of Professional Growth in Reading Education. Appendix. References. Name Index. Subject Index.

Planning for Neomillennial Learning Styles

Abstract: Rapid advances in information technology are reshaping the learning styles of many students in higher education. The standard “world to the desktop” interface is now complemented by ■ multiuser virtual environments in which people’s avatars interact with each other, computer-based agents, and digital artifacts in a simulated context; and ■ augmented realities in which mobile wireless devices infuse overlays of digital data on physical real-world settings. Higher education institutions can prosper by using these emerging technologies to deliver instruction matched to the increasingly “neomillennial” learning styles of their students. Based on “mediated immersion,” these emerging learning styles include: ■ Fluency in multiple media and in simulation-based virtual settings ■ Communal learning involving diverse, tacit, situated experience, with knowledge distributed across a community and a context as well as within an individual ■ A balance among experiential learning, guided mentoring, and collective reflection ■ Expression through nonlinear, associational webs of representations ■ Co-design of learning experiences personalized to individual needs and preferences Many faculty will find such a shift in instruction difficult, but through professional development they can accommodate neomillennial learning styles to continue teaching effectively as the nature of students evolves. Beyond this professional development, to fulfill their students’ evolving needs and interests, colleges and universities must reconsider their investments in physical plant, technology infrastructure, and research. Further, in the long run the mission and structure of higher education might alter due to the effect on civilization of these new interactive media.

Listening to Teachers of English Language Learners: A Survey of California Teachers’ Challenges, Experiences, and Professional Development Needs

Abstract: As long as students with limited English language skills have attended California schools a debate has raged among educators and policy-makers regarding how best to educate these children. A major focal point of this debate is bilingual education. That is, the viability, advisability, and effectiveness of using students’ primary language in instruction. However, everyone agrees that English Language Learners (ELs) must learn English, learn it well, and meet rigorous standards. No matter what the method or program of instruction, teachers of English language learners need special skills and training to effectively accomplish this task.

Role development and effective practice in specialist and advanced practice roles in acute hospital settings: systematic review and meta-synthesis.

Abstract: Aims. This paper reports a study whose aim was to identify and synthesize qualitative research studies reporting barriers or facilitators to role development and/or effective practice in specialist and advanced nursing roles in acute hospital settings. Background. The number of clinical nurse specialist, nurse practitioner, advanced nurse practitioner and consultant nurse roles has grown substantially in recent years. Research has shown that nurses working in innovative roles encounter a range of barriers and facilitators to effective practice. Methods. Systematic literature searches were undertaken, and relevant studies identified using specific inclusion and exclusion criteria. The selected studies were appraised, and their findings synthesized using Ritchie and Spencer's ‘Framework’ approach. Results. Fourteen relevant studies were identified, mostly from the UK. They described a range of barriers and facilitators affecting specialist and advanced nursing practice. These related to the practitioner's personal characteristics and previous experience, professional and educational issues, managerial and organizational issues, relationships with other health care professionals, and resources. The factors most widely identified as important were relationships with other key personnel, and role definitions and expectations. Conclusions. Relationships with other staff groups and role ambiguity are the most important factors which hinder or facilitate the implementation of specialist and advanced nursing roles. These factors seem interlinked, and the associated problems do not appear to resolve spontaneously when staff become familiar with the new roles. In order to reduce role ambiguity and the consequent likelihood of negative responses we recommend that, when specialist and advanced nursing roles are introduced, clear role definitions and objectives are developed and communicated to relevant staff groups; these definitions and objectives should be updated as necessary.

Leadership as distributed: a matter of practice

Abstract: This paper derives from a National College of School Leadership sponsored study conducted within schools in three English local authorities exploring what distributed leadership looked like in practice and how it was seen by headteachers and teachers in the 11 participating schools. On the basis of questionnaires, shadowing and workshops with representatives from the schools, six models of distribution were derived. In the final stages of the project these were tested with teachers and headteachers and further refined and published by the National College as a professional development activity. These six models from ‘formal’ to ‘cultural’ distribution may, it is argued, be seen as a developmental sequence, adapted to the context and stage of development of a school.

Identity learning: the core process of educational change

Abstract: The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today’s innovations require changes in teachers’ professional identity. Identity learning involves a relation between social‐cognitive construction of new meanings and individual, emotional sense‐making of new experiences. This relationship between cognition and emotion asks for a strong learning environment: the question is whether schools provide these strong learning environments. To answer this question, the paper provides an overview of the existing knowledge about schools as contexts for teacher learning and change. It will become clear that the emotional side of the change process has been overlooked. A model for identity learning is presented, involving both meaning‐giving and sense‐making. Building on this model, it is discussed how school leaders can build strategies for the identity learning of teachers.

Generation X: implications for faculty recruitment and development in academic health centers.

Abstract: Differences and tensions between the Baby Boom generation (born 1945-1962) and Generation X (born 1963-1981) have profound implications for the future of academic medicine. By and large, department heads and senior faculty are Boomers; today's residents and junior faculty are Generation X'ers. Looking at these issues in terms of the generations involved offers insights into a number of faculty development challenges, including inadequate and inexpert mentoring, work-life conflicts, and low faculty morale. These insights suggest strategies for strengthening academic medicine's recruitment and retention of Generation X into faculty and leadership roles. These strategies include (1) improving career and academic advising by specific attention to mentoring "across differences"--for instance, broaching the subject of formative differences in background during the initial interaction; adopting a style that incorporates information-sharing with engagement in problem solving; offering frequent, frank feedback; and refraining from comparing today to the glories of yesterday; to support such improvements, medical schools should recognize and evaluate mentoring as a core academic responsibility; (2) retaining both valued women and men in academic careers by having departments add temporal flexibility and create and legitimize less-than-full-time appointments; and (3) providing trainees and junior faculty with ready access to educational sessions designed to turn their "intellectual capital" into "academic career capital."Given the trends discussed in this article, such supports and adaptations are indicated to assure that academic health centers maintain traditions of excellence.

Children, play, and computers in pre-school education

Abstract: The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development.

Characteristics of professional development that effect change in secondary science teachers' classroom practices

Abstract: We studied the outcome of a professional development opportunity that consisted of 2- week-long resident institutes for teams consisting of a secondary science teacher and two students. The science content of the National Science Foundation (NSF)-funded professional development institute was monarch butterfly ecology. The first institute took place in Minnesota during the summer, and the second in Texas during the fall. Staff scientists provided intense instruction in inquiry, with numerous opportunities for participants to conduct short inquiry-based research projects. Careful attention was paid to introducing each step of the full inquiry process, from asking questions to presenting research findings. All participants conducted independent team full inquiry projects between the two institutes. Project findings show that the number of teachers providing opportunities for their students to conduct full inquiry increased significantly after their participation. A mixed-methodology analysis that included qualitative and quantitative data from numerous sources, and case studies of 20 teachers, revealed that the characteristics of the program that helped teachers successfully translate inquiry to their classrooms were: deep science content and process knowledge with numerous opportunities for practice; the requirement that teachers demonstrate competence in a tangible and assessable way; and providers with high expectations for learning and the capability to facilitate multifaceted inquiry experiences. 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 668-690, 2005

ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide

Abstract: Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers’ training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre- and in-service teacher training, and connect teachers to the global teacher community. This paper analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-cell matrix. Based on the analysis of those approaches, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into teacher training and networking.

A handbook for translator trainers

Abstract: The community of translator trainers is growing constantly, as new courses are set up in diverse contexts throughout the world. After a brief overview of current approaches to translator training, this book offers practical guidance to sound training practices in different contexts. Given the very wide variety of backgrounds translator trainers come from, the text aims to be equally of use to language teachers new to translation, to professional translators new to teaching or training, to recent graduates in translation intending to embark on academic careers in translation studies, and to more experienced trainers wishing to reflect on their activity or to train new trainers. For that reason, no specific prior knowledge or experience of training is taken for granted. A systematic approach to curriculum and syllabus design is adopted, guiding readers from the writing of learning outcomes or objectives through to the design of teaching and learning activities, to the assessment of learning and course evaluation, all this applied throughout in detail to the field of translation. Chapters contain exercises and activities designed to promote reflection on practice and to help trainers to develop their teaching skills, as well as their own course material. These activities are suitable both for self-learners and for groups on trainer training and staff development courses.

Special Education Teachers' Views of Research-Based Practices:

Abstract: Focus groups with teachers of students with learning disabilities (n = 30) and teachers of students with emotional/behavior disorders (n = 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful. The study further addressed the ways in which new practices were introduced within target teachers' schools and their reaction to the appropriateness of these practices for students with special needs. Findings revealed that most teachers were not pressed to use practices supported by their school or district. Furthermore, the notion of “research-based” was not important as a criterion for selection. Teachers sought instructional practices that were feasible, were appropriate for their students, were accompanied by all necessary materials and professional development support, and could be individualized for multilevel classrooms.

Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

Abstract: BACKGROUND Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. METHOD In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. DISCUSSION Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

A Longitudinal Study of Teacher Change: What makes professional development effective? Report of the second year of the study

Abstract: This article reports on an ongoing longitudinal investigation of the influence of professional development on teaching strategies. The study has so far identified models of type and duration of professional development activity for a national sample of primary subject co-ordinators and secondary heads of department of English, mathematics and science. This article reports on participants' changes in type of professional development activity over time, extent of subject content emphasis of the development activity and subsequent changes to teaching practice effected by involvement in a longer term professional development activity.

Beyond the Rhetoric: Trends in the Relative Value of Teaching and Research in Faculty Salaries

Abstract: In 1990, Ernest Boyer argued in Scholarship Reconsidered for a renewed commitment to college teaching by recasting instruction as a form of scholarship. He intended to enhance the visibility of teaching on college campuses and to reduce what he saw as an overemphasis on traditional faculty scholarly publication (scholarship of discovery) (Boyer, 1990). Boyer's work appeared at a time when a dramatic recasting of teaching seemed essential. Traditional scholarly productivity in various forms had become an almost universal expectation for promotion and tenure at all types of 4-year colleges and universities (Bok, 1992; Massy & Wilger, 1995; Trow, 1984). In the late 1980s and early 1990s, it also dominated the internal and external academic labor markets (Winston, 1994). During this time, research consistently showed scholarly productivity as the strongest correlate of faculty pay. Teaching was typically unrelated to or a negative factor in faculty compensation. According to the 1987-1988 and 1992-1993 National Surveys of Postsecondary Faculty (NSOPF-88 and NSOPF-93), faculty who taught less and published more received the highest average salaries regardless of type of 4-year institution or academic discipline (Fairweather, 1994, 1996, 1997). Boyer's seminal work unquestionably influenced the policy conversation within and outside of academe. Efforts such as Gene Rice's American Association of Higher Education Forum on Faculty Roles and Rewards have led to many reforms in the assessment of faculty work (Braskamp & Ory, 1994; Glassick, Huber, & Maeroff, 1997). Legislative policies in Ohio, South Carolina, Tennessee, and many other states now tie some public university resources to a commitment to teaching and learning (Banta, 1986; Burke & Serban, 1998). Federal agencies, such as the National Science Foundation (NSF), and independent foundations, such as the Bush Foundation, have invested heavily in undergraduate education and professional development for teaching. The NSF has gone so far as to require aspiring grantees to demonstrate how their proposed research work will improve teaching and learning. The past decade also has seen increasing evidence about the effectiveness of active and collaborative instructional practices in improving student learning as well as about faculty development strategies to encourage the use of these practices by college teachers (Bruffee, 1993; Seldin & Associates, 1990; Wankat, 2002). Many colleges and universities have established centers for teaching and learning for this purpose (Rice, Sorcinelli, & Austin, 2000). Braxton, Luckey, and Helland (2002) found evidence that some institutions are starting to define expectations for faculty scholarship more consistently with institutional mission (p. 103). Johnstone (1993) has led the call for colleges and universities to focus on efficiently increasing student learning outputs rather than focusing exclusively on faculty instructional inputs. In the past decade, we also have learned that research universities, often the most criticized for paying inadequate attention to undergraduate teaching (Bok, 1992), vary in their origins and in their policies toward instruction and scholarship. Some have been research-oriented for decades; others evolved from a commitment to public service and only recently have focused heavily on research and scholarship. These historical differences are reflected in differing commitments to teaching and learning (Fairweather & Beach, 2002; Geiger & Feller, 1995). Indeed, some land-grant research universities, including the University of Wisconsin-Madison, Michigan State University, and the Pennsylvania State University through the new NSF Center for the Integration of Research, Teaching, and Learning and other initiatives, are leading efforts to promote effective instructional practices. Yet countervailing forces remain. Some have argued that a national labor market for faculty based primarily on enhancing prestige through research productivity persists (Fairweather, 1995; Trow, 1984; Winston, 1994). …

Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: a synthesis of the research

Abstract: vii EXECUTIVE SUMMARY ix PART ONE: INTRODUCTION 1 1.1 Project Outline 1 1.2 Student Learning Outcomes Research before 1990 2 1.2.1 Early empirical studies 2 1.2.2 How college affects students 3 1.2.3 The story continues post 1990 6 1.3 Methodology 6 1.3.1 Best evidence synthesis 6 1.3.2 Adapting best evidence synthesis 6 1.3.3 Challenges 7 1.4 Research Team 9 1.5 Report 10 PART TWO: ACADEMIC STAFF DEVELOPMENT AND ITS IMPACT ON TEACHING AND LEARNING 11 2.