Search results for: Higher education
Page 12/15 148 items
The present article examines the University of Johannesburg, South Africa, as a newly merged institution that is in the process of transforming from a formerly segregated academic context. Recently, students who come from diverse backgrounds and have diverse levels of preparedness enroll to this university. These backgrounds and levels of preparedness place unique expectations on lecturers and peer tutors. The researchers argue that without incorporating tutor development into the mainstream disciplines, peer tutors will not be able to effectively act as facilitators of subject content and discourse.
Updated: Jan. 02, 2011
Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary
In this article, the authors re-conceptualize the way educational scholarship defines 'high achieving.' The authors use critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to examine the journeys of five self-identified Chicana women who attended a continuation high school in California. The authors highlight the resistance strategies these young women employ through their critique of social oppression. The authors conclude with recommendations to help educators and policy makers prepare this growing number of students for postsecondary schooling.
Updated: Nov. 10, 2010
The purpose of this study was to explore an institution that has mandated mentoring as part of its mission and to examine students' perceptions of the mentoring received. The author selected Empire State College (ESC), a college that is part of the State of New York University system in the United States. Study results reported herein revealed significant differences in alumni's perceptions of and experiences with the mentoring they received at ESC across the spectrum of gender, race, field of study and age.
Updated: Oct. 17, 2010
International Education in Higher Education: A Developing Process of Engagement in Teacher Preparation Programs
The current article provides a brief discussion of the contextual need for global perspectives in teacher preparation programs for preparing teachers to acquire global perspectives. The paper identifies important proposals that address exposing prospective teachers to international experiences and integrating international global education into the process of their preparation as teachers. The article also points to tensions that need resolution as the field of teacher preparation works to promote and integrate international global education in preparing globally minded educators and cosmopolitan educators.
Updated: Oct. 10, 2010
Perceptions of Beginning Teacher Educators of their Development in Research and Scholarship: Identifying the 'Turning Point' Experiences
This article highlights the blurring of boundaries as beginning teacher educators cope with the varying demands of teaching and research activities in higher education institutions (HEIs) in England. Three cases of newcomers to higher education and working in different HEIs are examined over a two-year period. The concept of the 'turning point' as a betwixt state is adopted to help identify significant experiences which result in a developing sense of belonging (or not) to academic and scholarly life. Four different categories are also deployed to highlight the case studies' understanding of being a university researcher.
Updated: Sep. 19, 2010
Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education
The purpose of this article is to examine potential challenges to the institutions of higher education that offer early childhood teacher education programs as the enrollment of early childhood students increases. Challenges related to both the needs of the institutions as well as the needs of the students are addressed. The successful utilization of online courses is explored as one solution to meeting some of the challenges. Recommendations are summarized for policy makers, institutions of higher education, teacher education programs, and faculty.
Updated: Aug. 31, 2010
The Scholarship of Research in Teacher Education in a Higher Education Institution in Transition: Issues of Identity
This article examines perceptions of professional and organizational identity of teacher educators in a ‘new’ University of Technology in South Africa. The findings show that most staff consider teaching and research as dichotomous. Research activities are seen to satisfy the institutional requirements for securing research funding and producing publications. Peer support in collaborative research groups with a focus on own practice is seen as an opportunity to strengthen research expertise.
Updated: Aug. 17, 2010
The purpose of this study was to foster critical understanding of institutional oppression among pre-service teachers . Hence, this article describes the use of an institutional inquiry assignment for pre-service teachers at a large state university in the US. Data were collected from one hundred and six pre-service teacher candidates enrolled in a cultural diversity course. The analysis of the data examines the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice.
Updated: Aug. 17, 2010
A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education
The purpose of this study is to understand teachers' perspectives on their roles in higher education, and their views about the adoption of a social-constructivist approach to teaching and learning. Furthermore, the study aims to understand the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. The authors interviewed 60 Chinese teachers from Beijing, China and 30 Flemish teachers from Flanders, Belgium.
Updated: Aug. 01, 2010
In this paper, the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The comparative matrix of generic competences enhances the comparison of learning outcomes in higher education institutions, facilitates credit transfer and the acknowledgement of prior learning.
Updated: Jun. 29, 2010