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Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Mentors; College Faculty; Higher Education; Writing (Composition); Professional Development; Beginning Teachers; Process Approach (Writing); Scholarship; Writing for Publication; Faculty Publishing
Abstract:
The time, effort, and frustration spent in the publication arena is documented as one of most difficult challenges faced by practitioners moving into the higher education arena. Yet, consistently there is an outcry for expertise from field to enter college and university classrooms. The dilemma, then, rests on how to attract experts from the field into the university realm and support them in the transition process. This article addresses this challenge from viewpoints of both the beginning professor and the senior mentor. Ideas, suggestions, and proven mentoring methods are presented for discussion and support in the hope of attaining mutual success for the transitioning expert and the master professor as they expand the body of knowledge for the field.
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Pub Date: |
2001-03-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Administrator Attitudes; College Faculty; Deans; Higher Education; Scholarship; Teacher Promotion; Teacher Responsibility; Teaching (Occupation); Tenure
Abstract:
This study examined what deans of colleges of education considered important activities and elements of teaching, also noting their beliefs about activities related to scholarship and service. Researchers reviewed data from the National Survey of Deans of Colleges of Education, created a list of 20 descriptors of teaching elements of the professorate, and mailed a survey to deans nationwide. Results indicated that over 70 percent of the respondents considered 4 of the 20 items important teaching activities (e.g., developed/authored a course for the Internet and supervised a field experience/internship/externship for a degree program or licensure). About half of the respondents agreed that chairing/directing student research projects for graduate degrees was an important teaching activity. None of the top four items was among the top four considered important for promotion or tenure. Three items were considered important for service by about 70 percent of respondents (e.g., authored a literature review leading to department curricular change and authored a software program related to professional duties). Four items were considered important for scholarship by about 70 percent of respondents (e.g., teaching/conducting skill-specific workshops and mentoring new faculty). (SM)
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Pub Date: |
1999-08-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Administrator Attitudes; Block Scheduling; Comparative Analysis; Educational Environment; Educational Practices; Elementary Secondary Education; Flexible Scheduling; School Schedules; Teacher Attitudes; Teacher Improvement
Abstract:
This paper reports on a Missouri study that compared block scheduling to traditional schedules in small high schools (schools with fewer than 500 students in grades 9 to 12). The study focused on small-school administrator and teacher perceptions of the effects of block scheduling on student achievement, school climate, and teacher methodology. Only those schools that had implemented some form of block scheduling during or before the fall of 1996 were considered for the study. Principals of 101 high schools that met the definition of a small high school were mailed questionnaires and asked to randomly select three teachers. The questionnaire was divided into four categories: student achievement, school climate, teacher methodology, and an overview section. A total of 62 administrators and 152 teachers participated in the study. The results indicate that teachers and administrators generally believe block scheduling has improved student achievement. Educators perceived an improvement in the quality of student work, depth of subject matter covered, student retention of material, and an increase in enrollment in advanced courses. However, when teachers were divided by subject area, math/science teachers did not necessarily agree with this general assessment. Overall, it was felt that block scheduling improved the teacher-student relationship, stimulated changes in teacher methodology, and improved school climate. (Contains 15 references.) (RJM)
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Pub Date: |
1996-08-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Access to Education; Boards of Education; Charter Schools; Competition; Educational Vouchers; Elementary Secondary Education; Free Enterprise System; Privatization; Public Opinion; Public Schools; School Business Relationship; School Choice
Abstract:
Parents have the legal right to send their children to private schools. This paper presents findings of a survey that compared the opinions of sitting school board presidents (n=1,500) with those of Chamber of Commerce executives (n=1,300) across the United States. The survey asked each group about their attitudes toward charter schools, privatization, and vouchers. Chamber of Commerce respondents, who were members of the business community, were more positive than school board members in their support for charter schools, privatization, and vouchers. The majority of the business leaders favored expanding charters to private schools, while the majority of board members opposed expansion. Chamber of Commerce members believed that educational changes should be driven from outside the school system, and board members expressed support for the status quo. Board members believed that public schools could improve through internal measures. The majority of school board members disagreed with voucher options that would allow students to attend any school, allow students to attend schools in surrounding school districts, and allow students to attend religious schools. (Contains 11 references, 8 tables, and 1 figure.) (LMI)
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