Abstract: (1989). Reflective Writing and the Spirit of Inquiry. Cambridge Journal of Education: Vol. 19, No. 1, pp. 71-80.

Abstract: A comprehensive inventory of formal staff development activity and costs in 30 California districts yields a portrait of locally organized opportunities for teachers and reveals the policy stance taken by districts toward teachers and their professional development. Present patterns of resource allocation consolidate the district's role as the dominant provider of teachers' professional development; other sources, including the university or the larger professional community of teachers, are less visible. Expenditures reflect a conception of professional development based almost exclusively in skill acquisition, furthered by a ready marketplace of programs with predetermined content and format; other routes to professional maturation are less evident. Over the last two decades, professional development has become a growth industry. Local and state policy makers have been persuaded that preservice teacher education cannot fully satisfy the requirements for a well-prepared work force, and have found public support for professional development activities to be consistent with public interest. States have responded to pressures from the field to bolster reform legislation with support in the form of training. In the period

Abstract: This book tells how to develop and administer a comprehensive college writing program to improve student writing, promote critical thinking, and strengthen the overall collegiate curriculum.

Abstract: On the basis of research on teacher evaluation in the larger educational context, this paper assesses the applicability to ESL of seven common faculty evaluation methods: teacher interviews, competency tests, student evaluations, student achievement, classroom observation, peer review, and faculty self-evaluation. Each method is assessed in terms of its strengths and limitations with regard to faculty evaluation in general and for TESOL in particular. A developmental orientation to faculty evaluation is outlined in which various aspects of teaching are evaluated at different stages of the teacher's career and in which a combination of methods is used. The paper concludes with a series of recommendations for the implementation of faculty evaluation in an ESL context.

Abstract: Many different formats for TA training programs exist at institutions across the country, but all program formats need to respond to the same basic questions.

Abstract: This paper reports one of a series of studies designed to investigate the role of the clinical nurse teacher. The major questions addressed were students' perceptions of the importance of sets of clinical teacher behaviours and the extent to which perceptions were influenced by year of study, educational institution, student status and demographic characteristics. Four hundred and two student nurses selected from three Melbourne tertiary institutions were administered a standard measure of clinical teacher behaviours. Ratings of the importance of five sets of behaviours were analyzed for the total sample and for student subgroups. Results showed student nurses assigned greater importance to the role of the clinical instructor as a teacher, followed by behaviours associated with guidance, demonstrating the nursing role, applying theory to practice and evaluation. Significant differences were found for year of study, institution, student status, age and gender. Implications of the findings are discussed in regard to student learning in the clinical setting and faculty development.

Abstract: Abstract: This critical review of the literature on mid-career faculty attempts to better understand the forces, both positive and negative, that influence mid-life faculty careers, and explore the implications of this research for institutional responses to these faculty. The author categorized literature reviewed by the perspectives of the institution and that of the individual faculty member. The essay concludes with implications for research and institutional policies and practice.

Abstract: Four-year colleges and universities identified as offering special programs for post-secondary students with learning disabilities were surveyed to determine the types of services provided. Results related to students served, assessment and referral procedures used, academic and nonacademic services offered, and procedures employed for staff training are discussed in this article.

Abstract: Summary A quasi‐experimental, treatment‐control group investigation was designed to test the effects of the staff development programme Dealing with Mixed‐age Classes. Research findings from mixed‐age glasses, effective teaching and classroom management and organisation were translated into teacher behaviours. Following seven three‐hour workshops teachers in mixed‐aged classes implemented self‐designed plans to increase selected research‐derived teaching behaviours and pupils’ time‐on‐task. Based on pre‐ and post‐training classroom observations, a significant treatment effect was found for pupils’ time‐on‐task levels in mixed‐age classrooms and for teacher behaviours regarding effective instruction, lesson design and execution, classroom organisation and management.

Abstract: The University of Chicago Pritzker School of Medicine has developed and evaluated an extensive teaching program in clinical ethics coordinated primarily through the Center for Clinical Medical Ethics. The program provides medical students with a foundation in medical ethics during the four years of medical school and augments the clinical ethics knowledge and teaching skills of the housestaff and clinical faculty at the University of Chicago. Together, medical student teaching and clinical faculty development have made clinical ethics an integral part of medical education at the University of Chicago. Through these efforts, the teaching program aims to incorporate clinical ethics considerations into medical decisions and in this way contribute to improving patient care. (A detailed overview of all clinical ethics instruction at the school is provided.)

Abstract: Traditional assumptions for teacher education are only partly accurate; hence, they provide us with inadequate bases for program design. New assumptions drawn from perceptual-humanistic thinking suggest that teacher education must be seen as a problem in personal becoming. This, in turn, calls for important changes in philosophy, goals, priorities, student-faculty relationships and instructional styles. Special implications for teaching methods and field experience are explored.

Abstract: This paper evaluates the impacts of USAID projects to assist in developing agricultural faculties at Ahmadu Bello University (ABU), the University of Ife (UNIFE), and the University of Nigeria (UN). Earlier evaluations of these projects have not given adequate attention to the social, cultural, political, and infra structural constraints that faced both Nigerian and American administrators of these university projects (Jaeger, Johnston et al., Gamble et al., Wilcock and McDowell, Lele), the exception being a recent one by Idachaba.

Abstract: One way in which institutions can assist junior faculty members is to facilitate appropriate nurturing through senior faculty. The Teaching Improvement Program (TIPs) at The University of Georgia was designed and implemented with this aspect in mind. This paper describes the philosophical base as well as the design, administration, and evaluation of this unique program that matches new junior faculty with senior faculty mentors. Despite some problems in scheduling, participants in the program received valuable suggestions on how to improve their classroom performance.

Abstract: The Presidential Chair Fellows Curriculum Enrichment Grant Program provides an opportunity for a team of two or more faculty members­­from one department or across departments­­to develop, improve, transform, and examine core areas of the undergraduate curriculum. The grant program will fund projects up to $20,000 over the one­year grant period. Funds may be expended any time between the start of the Fall 2015 semester and the start of the Fall 2016 semester. The purpose of this grant and learning community program is to make funds available to carry out curriculum enrichment efforts that are meaningful and achievable. Funds are intended to make curriculum enrichment projects possible at the department or program level that may involve curricular revision or the introduction of new curricular components that address a specific need or opportunity. The grantees will be able to “close the loop” on their curriculum planning and innovation in the program, by identifying student and faculty needs, by gathering evidence of student learning and experiences across courses or at the end of a degree program, and by guiding further improvements in the curriculum by using the evidence gathered. The grant program will also focus on developing strategies that lead to a sustainable enrichment process to be continued by the department or program. For the work involved, the budget must include funding for at least one Graduate Student Assistant Researcher (GSAR); up to 20% of the total award may be used as research stipends for the faculty team supervising the project. In order to seed the broadest number of sustainable efforts, we will provide no more than one grant per department. Departments who have ​not​ previously been awarded a grant from the Presidential Chair Fellows program will be given priority consideration during review. A unique aspect of the Curriculum Enrichment Grant Program is its foundation of scholarly exchange in the form of a learning community. Hence, Presidential Chair Fellows grant recipients take part in a peer cohort comprised of other grant recipients and focused on curriculum re/design. Fellows will meet in workshops and seminar sessions eight times (once a month) during the course of the award period, between August 2015 and May 2016. Meetings will include presentations and discussions by Berkeley

Abstract: This paper reviews an experience of the Curriculum Development Group of the College of Family Physicians of Canada in describing the doctor-patient relationship and its value in the clinical process. It proposes the use of a medi-drama or multi-scene script encompassing a broad range of bio-psycho-social-ethical issues as a practical tool to teach the doctor-patient relationship. Principles for conducting a medi-drama are presented, as are the advantages of this experiential teaching modality. An example of a specific script developed along the theme of Adult Children of Ageing Parents is described, and an evaluation of its usefulness in teaching the doctor-patient relationship is presented from feedback from seven different family medicine residency or faculty development groups. Finally, examples of the breadth of topics that can be generated from a single medi-drama are presented.

Abstract: Objective:The objective of the study was to determine the effect of a faculty development course in teaching medical interviewing on participants’ ability to provide effective feedback to interviewers. Design:The study used a non-concurrent control group design which randomized subjects into two groups before the intervention. The two groups completed different pretests; each group then completed the other group’s pre-test as its post-test. The post-course scores of one group were compared with the pre-course scores of the other group to establish differences. Setting:The research was conducted at the 1985 faculty development course sponsored by the SGIM Task Force on the Medical Interview. Participants:49 of 52 teachers of medical interviewing attending the course completed the study. Intervention:The week-long intervention consisted of a variety of educational activities which assisted the participants in defining and actively pursuing their learning objectives in interviewing, teaching, and self-awareness. Measurements and Main Results:In their assessment of two videotaped segments of initial medical visits, participants were more likely after the course to comment on the interviewer’s lack of attention to patient affect (69.0% versus 27.2%, p=0.005 in one segment) and somewhat more likely to identify teaching strategies that actively involved the interviewer (47.2% vs. 35.0%, p=0.09 in one segment). Both shifts were congruent with assessments made by course faculty. Conclusions:Faculty development can influence teachers to recognize the need to provide feedback on skills that expert teachers would emphasize. The non-concurrent control group design provides an innovative approach to common constraints in evaluating faculty development courses.

Abstract: The concept of "good teaching" in university settings around the world is explored through interviews with professors and exchange professors from major universities. Institutions were typed into three categories. Questions concerning academic structure, purpose of higher education, role of students and professionals, role of teaching, rewards for good teaching, evaluation of students, and faculty development were asked. Findings from the limited population of respondents indicates that teaching receives low priority in "elite" institutions around the world where the norm suggests students are privileged to attend, a situation which differs in "universal access" institutions.

Abstract: Teacher training is gradually becoming prevalent in medical education. A variety of training methods are used, ranging from independent competency-based modules1 to systematic didactic courses.2 The prevailing method, however, which is also most recommended for in-service teacher education is still the short training workshop.3,4 Some evidence suggests that even a rather short workshop improves the quality of instruction, probably by increasing the teacher’s self-confidence.5 Nevertheless, almost no long-term and wide-range evaluations have been attempted to assess the effectiveness of the various training methods and the duration of their effect. Teacher training thus remains the province of each institution, which develops its own program, often based on beliefs rather than on facts and on contingency rather than on needs.