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Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
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Teachers' conceptualization of pupil control in elementary school physical education 总被引：1，自引：0，他引：1
S A Henkel 《Research quarterly for exercise and sport》1991,62(1):52-60
Management of conduct has been considered the most important problem facing schools in America during 16 of the last 20 years (Gallup, 1988). Yet little is known about specific techniques teachers use to achieve pupil control in physical education. One purpose of this work is to describe the development of a conceptual framework for pupil control techniques. The framework was derived from 64 live observations and audiotapes of elementary school physical education lessons. A second purpose is to describe how teachers may potentially foster pupil self-control. Data were reduced through analytic induction, constant comparison, and topological analysis. The investigator placed 23 categories into three classifications as perceived by teachers: anticipatory, tutorial, and punitive. Teachers confirmed frequency of using techniques during interviews and on surveys. Intraobserver agreement tests yielded 88% for distinguishing among categories. Interobserver scores ranged from 83 to 86% agreement. Categories may serve to increase teachers' repertoire of control techniques in accordance with their ideological beliefs. For teachers in this study, facilitating self-control involves (a) selecting tutorial control techniques, (b) using indirect forms of techniques, and (c) conveying reasons for using techniques. 相似文献
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Ivar Bleiklie Nicoline Frølich Rachel Sweetman Mary Henkel 《European Journal of Education》2017,52(1):68-79
Specifying learning outcomes (LOs) in higher education as part of the European Qualification Framework (EQF) has resulted in a variety of experiences in the national contexts of England and Norway, as well as in different institutional and disciplinary settings. This article contributes to a contextualised understanding of the kind of management tools that higher education learning outcomes (HELOs) are, based on a conceptually‐informed comparative empirical analysis. The comparison is based on two types of disciplines (the humanities and STEM) in two national contexts (Norway and England) at two research‐intensive universities in each country. These settings offer an opportunity to look for evidence – inspired by public administration literature – as to whether HELOs have some specific characteristics as management tools. HELOs share the characteristics that afflict most reform policies – that of ambiguity and the potential of being shaped by a number of circumstantial factors. Higher education institutions are highly dependent on, and embedded in, multiple relationships to the environment. Hence, as decision making structures, they are ‘penetrated’ and influenced in ways that are likely to vary across countries, types of institutions and academic disciplines. Because institutions and disciplinary groups are embedded in different policy (varying degrees and forms of state steering and policy implementation) and organisational environments (different degrees and forms of hierarchical leadership, managerial control, and autonomy) and different disciplines (different perceptions of scientific‐, professional‐, educational mission, and relationships to external stakeholders) they also constitute different organisational spaces for participation and engagement in shaping and using HELOs. 相似文献
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Concepts of Knowledge and their Organisation in Universities 总被引：1，自引：0，他引：1
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Academic Values and the University as Corporate Enterprise 总被引：3，自引：0，他引：3
Mary Henkel 《Higher Education Quarterly》1997,51(2):134-143
A study of the implications of quality assessment and quality assurance policies finds that higher education institutions are responding to current pressures with policies and structures that draw substantially on post-bureaucratic or 'new public management' thinking. In contrast, many academics are struggling to hold on to values and conceptions of professional practice that are traditionally held to depend on pre-modern forms of governance and organisation. 相似文献
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ABSTRACT This paper examines the Regent University Library's effort to reach online students by incorporating online library workshops using the Live Classroom software from Horizon Wimba. The paper explains the need for synchronous online library instruction which arose from the university's changing clientele and curriculum. It also analyzes participant feedback regarding strengths and weaknesses of the online workshops. The paper concludes by considering the future for this type of instruction in light of Regent University's increasing emphasis on online education. 相似文献
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Higher education institutions in the UK are required, by law, to make anticipatory reasonable adjustments for students with disabilities. Inclusive teaching practice, if adopted across the sector, would ensure that the needs of students with disabilities are considered and provided for, before they even arrive on campus. This paper sets out the background and key findings from an institutional research project at a UK university that aimed to discover if academic staff's attitudes would be problematic or conducive to the implementation of inclusive teaching practice. The paper concludes that there is little evidence of widespread “resistance” but rather, the research discovered a prevailing belief in the rights of students with disabilities to education, albeit a belief which is limited in its practical application in the classroom. The paper also reports on a number of recommendations made to the case study university as a result of this research. 相似文献