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Descriptors:
Higher Education; College Faculty; Adjunct Faculty; Faculty; Teacher Shortage; Proprietary Schools; Teacher Motivation; Incentives; Teaching Conditions; Flexible Scheduling; Educational Opportunities; Research Methodology; Job Security; Online Courses; Faculty Development

Abstract:
A shortage of qualified online faculty exists as learner demand rises. This replication research studied two sample populations--full-time and adjunct--of online faculty at a for-profit applied arts college. The purpose of this study was to discover the motivators and incentives that drive faculty to teach online, enabling college-level administrators to make decisions targeted at retaining and hiring a qualified online teaching pool. Using descriptive and inferential statistics the study explored four research questions about the motivators and incentives of two current online populations. The findings showed flexible schedule to be the top motivator for both populations. Additionally, adjuncts were motivated by job concerns. Passing on experiential knowledge and the ability to balance work and family motivated full-timers. Higher pay and professional development opportunities were the top incentives for both sample populations. Full-timers were also concerned with job security. It was concluded that ensuring a flexible schedule and higher pay are two areas that administrators should focus on in order to attract and retain top online teaching talent. Questions remain as to whether the results were universally dependent upon subject matter taught (i.e., art, career, liberal arts, engineering courses) or the type of institution (i.e., public, non-profit, for-profit). Would the results have been different had the study been conducted during a stable era at the institution? A replication of this study at the same institution at a future date would answer this question. A study at a different 100% online college would help further elucidate the findings. Six appendixes present: (1) Informed Consent Letter to Participate in Online Survey; (2) Permission to Use Survey Instrument; (3) Survey Instrument; (4) Institutional Consent; (5) Email Contact to Participants' Supervisor; and (6) Email Contact to Participants. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; College Graduates; Educational Change; Federal Legislation; Legislators; Hearings; Labor Force Development; Student Diversity; Part Time Students; Time Perspective; Time to Degree; Flexible Scheduling; State Action; Change Strategies; Career Choice; Student Educational Objectives; Graduation Rate; School Holding Power; Performance Factors

Abstract:
This paper presents Stan Jones' testimony before the United States House of Representatives Subcommittee on Higher Education and Workforce Training. In his testimony, he talks about a new American majority of students that is emerging on campuses, especially at community colleges. These students must delicately balance long hours at jobs they must have with the higher education they desire. Even though this emerging majority has fundamentally different needs, American higher education in general has been slow to change, continuing to deliver courses and programs designed decades ago and best suited for full-time, residential students. Time, choice and structure are the essential optics through which all higher education reforms must be viewed in order to maximize the likelihood of graduating more of today's students. Successful, large-scale programs and systems around the country have proven that by utilizing informed choice and structured delivery, students can successfully balance jobs and school--and are much more likely to graduate. To achieve the substantial gains in college completion Americans must have to compete, must reinvent American higher education. To do so, requires significant shared responsibility by all stakeholders, including government. More of the same will not do. The Administration can seize key opportunities to encourage states, incent needed reforms, and signal its clear interest in more college graduates, not just enrollments. Appended are: (1) "College: The Unfinished Revolution" by James Rosenbaum, et.al.; (2) NGA/CCA Common College Completion Metrics; and (3) Complete College America's "Essential Steps for States." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Library Services; Mentors; Flexible Scheduling; School Libraries; Librarians; Professional Development; Library Development; Program Evaluation; Program Effectiveness; Program Descriptions; Professional Recognition; State Policy; Performance Technology

Abstract:
Colorado school librarians are in the midst of a crisis. According to a 2009-2010 survey of public schools in Colorado, just 23% of elementary schools have an endorsed librarian, while 37% of middle schools and 32% of high schools report having an endorsed librarian. This report also shows how these percentages have dropped in just a two-year span. The "Colorado Power Libraries Program," begun in 1998, recognized school librarians who applied for either a "High Performance (HP)" or "Developing" designation. Librarians were ineligible to participate in the program at either level if certain elements were not in place (such as a flexible schedule or lack of certification). Librarians who earned HP were recognized as going above and beyond in developing a high-quality school library program. In many cases, these librarians also provided mentoring for those in the Developing phase. The "power" of this model was that it provided recognition to librarians with high-quality library programs and, despite limited funding, was a way for librarians with Developing libraries to get mentoring from these HP librarians. However, the challenge of this program was that it excluded librarians who didn't have certain elements in place (like flexible scheduling or a collaborative culture). In this article, the author describes how the program was restructured to provide opportunities for all school librarians to improve, participate, and design competencies that reflected what a 21st-century school library should look like. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Influence of Technology; Instructional Design; Computer Assisted Instruction; Distance Education; College Instruction; Student Attitudes; Teaching Models; Architectural Education; Architecture; Instructional Innovation; Questionnaires; Statistical Analysis; College Students; College Faculty; Teacher Attitudes; Studio Art; Lecture Method; Flexible Scheduling

Abstract:
The term "flexible education" is now firmly entrenched within Australian higher education discourse, yet the term is a contested one imbued with a multiplicity of meanings. This paper describes a process designed to elucidate how the idea of flexible education can be translated into teaching models that are informed by the specific demands of disciplinary contexts. The process uses a flexible learning "matching" tool to articulate the understandings and preferences of students and academics of the Built Environment to bridge the gap between student expectations of flexibility and their teacher's willingness and ability to provide that flexibility within the limits of the pedagogical context and teaching resources. The findings suggest an informed starting point for educators in the Built Environment and other creative disciplines from which to traverse the complexities inherent in negotiating flexibility in an increasingly digital world. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Flexible Scheduling; Core Curriculum; Models; Educational Trends; Curriculum Design; Individualized Instruction; Curriculum Implementation; Maps; Educational Policy; Educational Technology; School Organization; Visual Aids; Computer Uses in Education

Abstract:
We present a new approach for the organization of schools, which we call the flexible scheduling paradigm (FSP). FSP improves student learning by dynamically redeploying teachers and other pedagogical resources to provide students with customized learning conditions over shorter time periods called "mini-terms" instead of semesters or years. By conceptualizing the school curriculum as a physical map, we can use technology from other sectors, such as project management, transportation, telecommunications networks, and the like, to customize the routing of students through curriculum using a core curriculum-targeted mastery-based approach, within current school budgetary and resource constraints. The maps are built from a unit-based curriculum, similar to current curricula, yet with the addition of more detailed unit dependency relationships. Our goal in this article is to introduce FSP and to establish a prima facie case for the new paradigm. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technology Integration; Technology Uses in Education; Educational Change; Student Centered Curriculum; Individualized Instruction; Educational Policy; Technological Advancement; Access to Education; Flexible Scheduling; Pacing; Student Evaluation; Electronic Learning; Academic Achievement

Abstract:
To learn more about how technology could enhance student-centered learning, Education Development Center (EDC) examined current research literature as well as practice and policy-related reports. This research was enriched by collaboration with EDC colleagues who have expertise on this subject as well as interviews with educators at selected schools. This report concludes that while technology can provide a powerful teaching and learning tool, it cannot drive reform on its own. To be widely adopted, technology must be part of a comprehensive and systematic effort to change education. This report provides a candid look at the potential technology offers and the steps needed to better understand when technology is most effective in student-centered learning--and for whom. Appended are: (1) methods for the literature review; (2) high tech high. (Contains 1 table, 1 figure and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Family Work Relationship; Employees; Job Satisfaction; Foreign Countries; College Faculty; Teacher Qualifications; Working Hours; Flexible Scheduling; Faculty Workload; Work Attitudes

Abstract:
Attraction and retention of highly qualified employees has become an area of concern for Australian universities. It has been suggested that flexible work arrangements can be utilised to achieve this goal once the factors affecting their uptake have been identified. This mixed-method study of 495 academic and general staff at an Australian University investigated the utilisation of flexible work arrangements. The findings indicate that employee job type is significantly related to the take up of flexible work arrangements as well as employee satisfaction with current work-life balance. Academic staff appear to have limited ability to access flexible work arrangements due to their increasing workload, and were significantly less satisfied with their current work-life balance than their general staff colleagues. There are implications arising from this research for all stakeholder groups. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Academically Gifted; Online Courses; Interaction; Teaching Methods; Computer Uses in Education; Educational Technology; Technology Integration; Parent Attitudes; Flexible Scheduling; Peer Relationship; Educational Quality

Abstract:
Online courses specifically designed for gifted students allow these students the chance to work with others who are their intellectual peers. Additionally, the teachers of these online courses for the gifted generally have greater background knowledge in current best practice for gifted students and more substantial experience working with this population, as well as content-area expertise and experience with online teaching. In this article, the author explores what the families of gifted students who have taken advantage of this contemporary approach to learning have to say regarding online instruction. Respondents explained why they had tried this program and talked about their level of involvement with it. Time and time again, the flexibility that online learning offered was identified as the most important characteristic of this method of instruction, according to every participant. Flexibility had different meanings for different families and students and included many aspects. Parents also reported that the quality of the instruction and the opportunity for social interaction among academic peers were features that made online learning attractive to their children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Libraries; Teachers; Library Services; Librarians; Leadership; Flexible Scheduling; Learning Experience; Professional Development; Learning Activities; Interprofessional Relationship; Best Practices; Time Management; Skill Development; Cooperation

Abstract:
The common belief among school librarians is that a flexibly scheduled school library program as opposed to a fixed schedule program is the best choice. After all, there are distinct advantages to the flexible program: students are served at the point of need, skills are not taught in isolation, and collaborative lessons are developed with classroom teachers. Yet many school librarians must adapt their programs to a fixed-schedule format. An effective school library program, within a fixed schedule, is still possible to develop with a committed school librarian and strong district level support. Such support must promote professional development aimed at designing teaching and learning experiences for students within the confines of a fixed schedule. Although fixed schedules are not the ideal, resourceful school librarians can optimize their instructional impact by making the most of communication and collaboration with their library colleagues through Professional Learning Communities (PLCs). They can also maximize their impact at the building level by volunteering for leadership roles and by establishing strong relationships with teachers, administrators, students, parents, and other stakeholders. Through linking library lessons to content area curriculum goals, librarians can build programs that help students not only meet but exceed content standards. School librarians can be key players in creating engaged learners, thus, securing their role as curriculum leaders. It is important to consider that whether the schedule is fixed or flexible, the most effective school library programs are those with strong school librarians. These librarians advocate for their programs, foster positive professional relationships at both the building level and within the larger library community, and take the lead in learning initiatives. Most importantly, effective school librarians are those who can produce evidence that their programs, whether fixed or flexible, positively impact student achievement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership Effectiveness; Technical Education; Career Development; Academic Standards; Alignment (Education); Developmental Studies Programs; Change Strategies; Educational Change; High School Students; STEM Education; College Readiness; College Preparation; Vocational Training Centers; Flexible Scheduling; Organizational Communication; Effective Schools Research; Educational Improvement; Improvement Programs

Abstract:
More schools are designing intellectually demanding career/technical (CT) courses--aligned with 21st-century requirements--to prepare students for further study, advanced training and work. They are using effective leadership, embedding essential college-readiness standards into CT courses, making CT courses more intellectually challenging, using flexible schedules and settings, and improving communication between the technology center and the high school. The 20 articles in this newsletter feature a variety of strategies schools are using to designing intellectually demanding career/technical studies that prepare students for postsecondary study, advanced training and work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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