Search results for: Faculty
Page 3/5 45 items
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
Still Flies in Buttermilk: Black Male Faculty, Critical Race Theory, and Composite Counterstorytelling
The current essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Through the protagonist, who is a black male Assistant Professor, the authors reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.
Updated: Apr. 13, 2015
The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States. This study also aimed to determine faculty attitudes and beliefs about the application of SL in special education. Results show that faculty represented a wide range of institutions and had varying levels of SL experience. There was variability in beliefs about and implementation of SL across faculty. Barriers to incorporating SL in courses and research were minimal.
Updated: Mar. 19, 2014
The Context of the Demand for Special Education Faculty: A Study of Special Education Teacher Preparation Programs
This article describes the results of a survey completed in fall of 2009 by special education and teacher education coordinators. The survey requested information about past, present, and future concentrations or programmatic offerings. It also asked questions about projected need for new faculty resulting from attrition, program expansion, and expanded faculty roles. In addition, the survey gathered information about current staffing patterns at these college and university preparation programs. Results indicate that the roles of special education faculty and the programs they offer will expand greatly in the upcoming 5 years.
Updated: Mar. 19, 2014
The present study sought to add to the knowledge base of the extent and severity of the chronic special education (SE) faculty shortage. The most important finding from this study indicates that although demand markers have improved in the last 10 years, retirements across all SE programs are predicted to increase by 21% per year between 2011 and 2017.
Updated: Mar. 19, 2014
This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials.
Updated: Feb. 19, 2014
This study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families. The participants were Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel. The results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success.
Updated: Dec. 22, 2013
The current self-study explores the role of collaboration in the development of the authors, three new faculty members, as teacher educator-researchers. the authors consider the role that protocol-structured examination of artifacts of practice has played in their own professional learning as beginning teacher educator-researchers, as well as what it might offer to others engaging in self-study. The findings reveal protocol-structured dialogue about artifacts of classroom practice. In addition, the findings also show that the dialogue is formally facilitated, informed by text and common understanding, non-hierarchical, and task-specific.
Updated: Dec. 16, 2013
Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator
This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.
Updated: Dec. 11, 2013
This article reports a self-study of the experiences of a teacher educator who has developed and taught a university-based action research course. The author adopted self-study as the methodology, using qualitative data collection methods. The article describes three themes which emerged during the action research: 1) Teacher culture clashes with the research world, 2) Teachers’ assumptions about teaching and learning and 3) Action research, domesticated by traditional research.
Updated: Nov. 24, 2013