Search results for: Higher education
Page 6/15 142 items
This study examines student participation in curriculum design at course and programme levels at three higher education institutes at UK, Ireland and USA. Case study methodology and critical theory provided the framework for the research study. This research has outlined a range of different approaches to co-creating curricula. In these examples, student participation has been reported to increase levels of individual and collective student responsibility for their learning, and enhance student performance and teachers’ satisfaction.
Updated: Oct. 21, 2015
Motivation for Attending Higher Education From the Perspective of Early Care and Education Professionals
The purpose of this study was to explore the perceptions of early care and education professionals working in community-based child care and Head Start centers as to their educational goals; hindrances, motivations, and benefits to taking coursework/degree completion; and the impact of the early childhood coursework on his or her everyday work with children and families. The findings reveal that the majority of teachers in for profit and non-profit centers viewed the degree as a personal goal. The possibility therefore of increasing their future income and becoming more knowledgeable and marketable in their career was attractive to these teachers as motivators to go on for higher education. The directors, by contrast saw their coursework as enhancing their self-confidence and self-esteem, which in their opinion could make them a more effective director.
Updated: Oct. 07, 2015
In this article, the authors examined factors that facilitate or hinder teachers’ and teacher’s aides’ pursuit of college education. Results revealed that both structural and psychological factors are associated with teachers’ and teacher’s aides’ enrollment in college. However, the authors found that the only practical obstacles were related to enrollment were full-time employment and lack of child care for mothers of children under 14. They also found that beliefs about education and motivation were critical for enrollment as well as social support from parents. The authors suggests that colleges and universities that serve low-income working women could develop child care options for them while they are attending class.
Updated: Sep. 21, 2015
This paper examines the feasibility of having a “Bring Your Own Digital Device” policy for students. The initial emphasis was on identifying the digital technology demands of teacher education courses. A representative range of potential devices was tested against these demands. At the time of testing, all laptop devices were found to be adequate but only the iPad was adequate in the mobile range.
Updated: Aug. 30, 2015
This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the National Educational Technology (Standards for Teachers NETS•T). The findings reveal that the WTA seemed to support students’ self-reflection and professional development by providing relevant quantification of their abilities to meet the NETS•T. Teacher candidates scored at a proficient level, indicating that they were prepared to enter the teaching force with the knowledge, skills, and dispositions identified in the NETS•T. The participants had the opportunity to develop their own individualized professional development plans to increase their proficiencies.
Updated: Aug. 30, 2015
This article describes a participatory action research study undertaken by teacher educators.They approached the lack of cross-disciplinary collaborations in two teacher preparation programs by developing and implementing a co-taught course on collaboration for general and special education teachers is presented.
Updated: Aug. 02, 2015
Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education
This study presents an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. The authors found special education faculty indicating high agreement on many items related to preservice preparation to implement RTI.
Updated: Aug. 02, 2015
Understanding Outcome-based Education Changes in Teacher Education: Evaluation of A New Instrument with Preliminary Findings
This paper reports findings from the first phase of an outcome-based innovation within one higher education institute in Hong Kong. Specifically, this research seeks to: (1) confirm the properties of a survey instrument designed specifically to explore an outcomes model of course implementation; (2) report preliminary findings regarding students’ course perceptions. The SEOBLS version 1 survey was administered simultaneously across all three groups, at the end of the course. In response to the first intention of confirming the properties of the instrument, the two statistical analyses identified strengths and improvement needs for the SEOBLS questionnaire itself. Furthermore, it was found that for these students, their experience in the OBE course was not a radical departure from a “regular” course.
Updated: Jun. 08, 2015
Community of Practice in Action: SEDA as a Learning Community for Educational Developers in Higher Education
The Staff and Educational Development Association (SEDA) was formed in 1993. SEDA was set up to support members of the emergent profession of educational development, originally in the UK and subsequently internationally. This article explores how colleagues working in Higher Education Institutions (HEIs), to improve assessment, learning and teaching practices, became, through SEDA, an active and engaged community. The authors argue that there are different forms of communities of practice and professional learning communities such as practice-based, task-based and knowledge-based groups and SEDA’s sub-communities work in each of these areas. The authors conclude that SEDA’s ongoing existence as an organisation as well as a community of practice will rely on its ability to take in its stride a radically changing higher education environment.
Updated: May. 04, 2015
Multiple Enactments of Method, Divergent Hinterlands and Production of Multiple Realities in Educational Research
The article seeks to discuss how different research methods and approaches influence in practice. It examines how divergent disciplinary hinterlands influence the enactments of research methods. It also explores how the choice of research approach affects the types of knowledge and realities produced in the research process.
Updated: Apr. 30, 2015