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This book is designed for students to use independently to enhance
their critical thinking skills. It contains advice and examples of
students' writing to illustrate poor performance and demonstrate
how to produce effective critical discourse. As university study
requires students to demonstrate critical insight, this book shows
how to develop this skill by breaking down the thinking and writing
processes into steps. It also points out that critical thinking is
valued in post-university employment and discusses how to prepare
for professional writing.
Academic Research, Writing & Referencing will provide you with
practical guidance and tips on searching for literature and
referencing your sources in a scholarly manner, helping you to
avoid plagiarism and to produce successful academic writing
assignments whatever your course of study. With the in-depth
understanding of the practice of integrating and referencing
academic sources and research into your writing that this book
delivers, you will be better prepared to deal with - and succeed in
- the full range of writing tasks that will be expected of you over
the course of your academic studies and on into your chosen career.
This book brings together leading practitioners and scholars
engaged in professional development programming for and research on
mid-career faculty members. The chapters focus on key areas of
career development and advancement that can enhance both individual
growth and institutional change to better support mid-career
faculties. The mid-career stage is the longest segment of the
faculty career and it contains the largest cohort of faculty. Also,
mid-career faculty are tasked with being the next generation of
faculty leaders and mentors on their respective campuses, with
little to no supports to do so effectively, at a time when higher
education continues to face unprecedented challenges while managing
the continued goal of diversifying both the student and faculty
bodies. The stories, examples, data, and resources shared in this
book will provide inspiration--and reality checks--to the
administrators, faculty developers, and department chairs charged
with better supporting their faculties as they engage in academic
work. Current and prospective faculty members will learn about
trends in mid-career faculty development resources, see examples of
how to create such supports when they are lacking on their
campuses, and gain insights on how to strategically advance their
own careers based on the realities of the professoriate. The book
features a variety of institution types: community colleges,
regional/comprehensive institutions, liberal arts colleges, public
research universities, ivy league institutions, international
institutions, and those with targeted missions such as HSI/MSI and
Jesuit. Topics include faculty development for formal and informal
leadership roles; strategies to support professional growth,
renewal, time and people management; teaching and learning as a
form of scholarship; the role of learning communities and networks
as a source of support and professional revitalization; global
engagement to support scholarship and teaching; strategies to
recruit, retain, and promote underrepresented faculty populations;
the policy-practice connection; and gender differences related to
key mid-career outcomes. While the authors acknowledge that the
challenges facing the mid-career stage are numerous and varying,
they offer a counter narrative by looking at ways that faculty
and/or institutions can assert themselves to find opportunities
within challenging contexts. They suggest that these challenges
highlight priority mentoring areas, and support the creation of new
and innovative faculty development supports at institutional,
departmental, and individual levels.
Writing in the Disciplines (WiD) is a growing field in which
discipline-based academics, writing developers, and learning
technologists collaborate to help students succeed as subject
specialists. This book places WiD in its theoretical and cultural
contexts and reports on initiatives taking place at a range of UK
higher education institutions. Also includes surveys of current
developments and scholarship in the US, Australia, Europe and
elsewhere, making it of interest to both a UK and an international
audience.
This book is about using the Small Group Instructional Diagnosis
(SGID) method to make improvements to the educational experience
midcourse. The idea is to use this structured interview process to
involve students in helping faculty improve a course while they are
in it, potentially making a difference for themselves as well as
for future students. Faculty gain the opportunity to work on a
course before it ends, and can see what changes work without
waiting for the next time the course is offered, or the end of
semester student evaluations. SGID is a consultation method
developed to collect midsemester feedback from students using
structured small and large group conversations, involving four
conversations between students, a learned colleague the authors
refer to as the SGID consultant, and the instructor. First, student
talk with each other in small groups about the learning happening
in a course, under the guidance of a consultant (SGID Conversation
#1- Student & Students). Then the SGID consultant engages the
students in a conversation about how the feedback provided impacts
the learning in the course (SGID Conversation #2 - Students &
Consultant). Then there is a conversation between the consultant
and the instructor, where they discuss how the feedback provided by
the students can best inform the pedagogical approaches and
strategies used by the instructor (SGID Conversation #3 -
Consultant & Instructor). Finally, the instructor closes the
feedback loop with a conversation with their students about what
they learned and how best to move forward (SGID Conversation #4 -
Instructor & Students). These conversations during the middle
of the semester change the way students think about the teaching
and learning endeavor, the way instructors perceive the learning
challenges of their courses, and the quality of the institutional
academic culture. Most importantly, the SGID equips the instructor
with the knowledge to make midsemester course corrections that can
profoundly impact the ways students navigate the course,
communicate with the instructor, and realize the ways effective
teaching can enhance learning.
This book is about using the Small Group Instructional Diagnosis
(SGID) method to make improvements to the educational experience
midcourse. The idea is to use this structured interview process to
involve students in helping faculty improve a course while they are
in it, potentially making a difference for themselves as well as
for future students. Faculty gain the opportunity to work on a
course before it ends, and can see what changes work without
waiting for the next time the course is offered, or the end of
semester student evaluations. SGID is a consultation method
developed to collect midsemester feedback from students using
structured small and large group conversations, involving four
conversations between students, a learned colleague the authors
refer to as the SGID consultant, and the instructor. First, student
talk with each other in small groups about the learning happening
in a course, under the guidance of a consultant (SGID Conversation
#1- Student & Students). Then the SGID consultant engages the
students in a conversation about how the feedback provided impacts
the learning in the course (SGID Conversation #2 - Students &
Consultant). Then there is a conversation between the consultant
and the instructor, where they discuss how the feedback provided by
the students can best inform the pedagogical approaches and
strategies used by the instructor (SGID Conversation #3 -
Consultant & Instructor). Finally, the instructor closes the
feedback loop with a conversation with their students about what
they learned and how best to move forward (SGID Conversation #4 -
Instructor & Students). These conversations during the middle
of the semester change the way students think about the teaching
and learning endeavor, the way instructors perceive the learning
challenges of their courses, and the quality of the institutional
academic culture. Most importantly, the SGID equips the instructor
with the knowledge to make midsemester course corrections that can
profoundly impact the ways students navigate the course,
communicate with the instructor, and realize the ways effective
teaching can enhance learning.
This book brings together leading practitioners and scholars
engaged in professional development programming for and research on
mid-career faculty members. The chapters focus on key areas of
career development and advancement that can enhance both individual
growth and institutional change to better support mid-career
faculties. The mid-career stage is the longest segment of the
faculty career and it contains the largest cohort of faculty. Also,
mid-career faculty are tasked with being the next generation of
faculty leaders and mentors on their respective campuses, with
little to no supports to do so effectively, at a time when higher
education continues to face unprecedented challenges while managing
the continued goal of diversifying both the student and faculty
bodies. The stories, examples, data, and resources shared in this
book will provide inspiration--and reality checks--to the
administrators, faculty developers, and department chairs charged
with better supporting their faculties as they engage in academic
work. Current and prospective faculty members will learn about
trends in mid-career faculty development resources, see examples of
how to create such supports when they are lacking on their
campuses, and gain insights on how to strategically advance their
own careers based on the realities of the professoriate. The book
features a variety of institution types: community colleges,
regional/comprehensive institutions, liberal arts colleges, public
research universities, ivy league institutions, international
institutions, and those with targeted missions such as HSI/MSI and
Jesuit. Topics include faculty development for formal and informal
leadership roles; strategies to support professional growth,
renewal, time and people management; teaching and learning as a
form of scholarship; the role of learning communities and networks
as a source of support and professional revitalization; global
engagement to support scholarship and teaching; strategies to
recruit, retain, and promote underrepresented faculty populations;
the policy-practice connection; and gender differences related to
key mid-career outcomes. While the authors acknowledge that the
challenges facing the mid-career stage are numerous and varying,
they offer a counter narrative by looking at ways that faculty
and/or institutions can assert themselves to find opportunities
within challenging contexts. They suggest that these challenges
highlight priority mentoring areas, and support the creation of new
and innovative faculty development supports at institutional,
departmental, and individual levels.
The first decade of the 21st century brought major challenges to
higher education, all of which have implications for and impact the
future of faculty professional development. This volume provides
the field with an important snapshot of faculty development
structures, priorities and practices in a period of change, and
uses the collective wisdom of those engaged with teaching,
learning, and faculty development centers and programs to identify
important new directions for practice. Building on their previous
study of a decade ago, published under the title of Creating the
Future of Faculty Development, the authors explore questions of
professional preparation and pathways, programmatic priorities,
collaboration, and assessment. Since the publication of this
earlier study, the pressures on faculty development have only
escalated-demands for greater accountability from regional and
disciplinary accreditors, fiscal constraints, increasing diversity
in types of faculty appointments, and expansion of new technologies
for research and teaching. Centers have been asked to address a
wider range of institutional issues and priorities based on these
challenges. How have they responded and what strategies should
centers be considering? These are the questions this book
addresses. For this new study the authors re-surveyed faculty
developers on perceived priorities for the field as well as
practices and services offered. They also examined more deeply than
the earlier study the organization of faculty development,
including characteristics of directors; operating budgets and
staffing levels of centers; and patterns of collaboration,
re-organization and consolidation. In doing so they elicited
information on centers' "signature programs," and the ways that
they assess the impact of their programs on teaching and learning
and other key outcomes. What emerges from the findings are what the
authors term a new Age of Evidence, influenced by heightened
stakeholder interest in the outcomes of undergraduate education and
characterized by a focus on assessing the impact of instruction on
student learning, of academic programs on student success, and of
faculty development in institutional mission priorities. Faculty
developers are responding to institutional needs for assessment, at
the same time they are being asked to address a wider range of
institutional priorities in areas such as blended and online
teaching, diversity, and the scale-up of evidence-based practices.
They face the need to broaden their audiences, and address the
needs of part-time, non-tenure-track, and graduate student
instructors as well as of pre-tenure and post-tenure faculty. They
are also feeling increased pressure to demonstrate the "return on
investment" of their programs. This book describes how these
faculty development and institutional needs and priorities are
being addressed through linkages, collaborations, and networks
across institutional units, and highlights the increasing role of
faculty development professionals as organizational "change agents"
at the department and institutional levels, serving as experts on
the needs of faculty in larger organizational discussions.
The first decade of the 21st century brought major challenges to
higher education, all of which have implications for and impact the
future of faculty professional development. This volume provides
the field with an important snapshot of faculty development
structures, priorities and practices in a period of change, and
uses the collective wisdom of those engaged with teaching,
learning, and faculty development centers and programs to identify
important new directions for practice. Building on their previous
study of a decade ago, published under the title of Creating the
Future of Faculty Development, the authors explore questions of
professional preparation and pathways, programmatic priorities,
collaboration, and assessment. Since the publication of this
earlier study, the pressures on faculty development have only
escalated—demands for greater accountability from regional and
disciplinary accreditors, fiscal constraints, increasing diversity
in types of faculty appointments, and expansion of new technologies
for research and teaching. Centers have been asked to address a
wider range of institutional issues and priorities based on these
challenges. How have they responded and what strategies should
centers be considering? These are the questions this book
addresses. For this new study the authors re-surveyed faculty
developers on perceived priorities for the field as well as
practices and services offered. They also examined more deeply than
the earlier study the organization of faculty development,
including characteristics of directors; operating budgets and
staffing levels of centers; and patterns of collaboration,
re-organization and consolidation. In doing so they elicited
information on centers’ “signature programs,” and the ways
that they assess the impact of their programs on teaching and
learning and other key outcomes. What emerges from the findings are
what the authors term a new Age of Evidence, influenced by
heightened stakeholder interest in the outcomes of undergraduate
education and characterized by a focus on assessing the impact of
instruction on student learning, of academic programs on student
success, and of faculty development in institutional mission
priorities. Faculty developers are responding to institutional
needs for assessment, at the same time they are being asked to
address a wider range of institutional priorities in areas such as
blended and online teaching, diversity, and the scale-up of
evidence-based practices. They face the need to broaden their
audiences, and address the needs of part-time, non-tenure-track,
and graduate student instructors as well as of pre-tenure and
post-tenure faculty. They are also feeling increased pressure to
demonstrate the “return on investment” of their programs. This
book describes how these faculty development and institutional
needs and priorities are being addressed through linkages,
collaborations, and networks across institutional units, and
highlights the increasing role of faculty development professionals
as organizational “change agents” at the department and
institutional levels, serving as experts on the needs of faculty in
larger organizational discussions.
This book shows how schools can--and "must"--develop expertise in
"learning variation" (understanding how different kinds of minds
learn) and apply this knowledge to classroom instruction in order
to address the chronic learning challenges and achievement gap
faced by millions of students. Barringer shows how using what we
know about learning variation with a focus on discovering learning
"strengths," not just deficits, can help schools create plans for
success for those students who often find it elusive. The book
specifically addresses how school leaders can incorporate this
knowledge into instructional practice and school-level policy
through various professional development strategies. " "
"Schools for All Kinds of Minds" Provides a readable synthesis
of the latest research from neuroscience, cognitive science, and
child and adolescent development as it relates to understanding
learning and its many variations.Links this information to
strategies for understanding struggling learners and adapting
school practices to accommodate a wider array of learning
differences in a classroom.Demonstrates how this understanding of
learning variation can change the way teachers and others help
students succeed in various academic and content areas and acquire
necessary 21st century skills.Includes discussion questions and
facilitator guidelines for staff developers and teacher education
programs; downloadable forms that accompany exercises from within
the book; an action plan for schools to implement the ideas found
in the book; and more.
A toolkit of strategies for postsecondary instructors to use to
cultivate safe, inclusive learning spaces and improve teaching.
Based on work conducted through the Instructional Moves project at
Harvard University, Instructional Moves for Powerful Teaching in
Higher Education outlines the many ways in which good college and
graduate school teaching is rooted in deliberate pedagogical
choices that support active learning. Jeremy T. Murphy and Meira
Levinson distill good instruction to its essential components,
analyzing the careful steps successful instructors take to create
learning spaces that encourage all students to do ambitious work.
Profiling professors in a range of contexts and disciplines, Murphy
and Levinson take readers on deep dives into individual
instructors' teaching methods in actual classrooms. Each real-world
example is accompanied by a set of practical action points that can
be adopted by both new and experienced instructors, communities of
practice, and educational developers and coaches. Collectively, the
examples underscore how students with differing abilities, diverse
identities, and disparate worldviews can all benefit from
student-centered learning environments, in which collaboration is
valued and students are afforded opportunities to apply what they
have learned. Murphy and Levinson spotlight inclusive instructional
moves such as community-building exercises, interactive lectures,
and discussion facilitation that nurture a sense of belonging and
encourage student engagement in both in-person and online settings.
They also explore the benefits of innovative teaching formats such
as flipped classrooms, simulations, and virtual learning.
Instructional Moves for Powerful Teaching in Higher Education
illustrates how pedagogical shifts small and large can improve
college teaching powerfully.
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Fred (Paperback)
Mary Dean Shipp Greer
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R531
Discovery Miles 5 310
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Ships in 10 - 15 working days
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This is a True Story regarding my Father at the early age of 11
years old while he and his family were living in the South,
farming, working hard to support their family of 9. There were 6
boys and 1 girl ages from 11 to 4 months of age. When suddenly his
Father and 10 year old brother passed away from Typhoid Fever,
their home burns to the ground. Fred the young son of 11 years is
made man of the house over a Widowed Mother and 5 young siblings.
The Grandfather is respected with high esteem from his peers and he
is well educated and an educator of school system, land owner. But
yet he ran a tab of every single item spent on his Daughter and her
six children. Fred being the eldest was made to quit school and
work in the fields from sun up to sun down and his earnings went
straight into the pockets of his grandfather to pay on their debt.
Fred never minded hard work since he had learned how and the
necessity of it to feed the family. But was robbed of his
childhood. A truly touching story.
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Virgie (Paperback)
Mary Dean Shipp Greer
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R647
Discovery Miles 6 470
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Ships in 10 - 15 working days
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This is a True Story of a Young Girl named "VIRGIE" in regards to
hardships of living with her parents and maintaining the care of
poor disabled people of the community "Pauper Farm" the residents
were called "Inmates" not that they had committed any crimes other
than being Old and Poor with No Family. Virgie had to suffer many
deaths of those she had began to love so much, the death angel
visited her home and taking her brother he also was disabled with
polio since a young infant. Do Not believe anyone has ever written
nor told the facts of this County Farm with indigent residents
within the Paulding County Community in which I was born and
raised. The life of my dear Mother "Virgie" learn of the hardships
she had to endure but selflessly willing in helping and loving
strangers who became as dear as family.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
|
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