Relevant bibliographies by topics / College teaching – evaluation – handbooks, manuals, etc

Academic literature on the topic 'College teaching – evaluation – handbooks, manuals, etc'

Author: Grafiati
Published: 27 July 2024
Last updated: 28 July 2024

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Dissertations / Theses on the topic "College teaching – evaluation – handbooks, manuals, etc"

1

Campbell, Carol L. "Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.

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School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010). The problem addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.
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Sien, Brian Patrick. "Bridging the Future to Postsecondary Readiness." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1858.

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Continuing education advances society. For every student, our educational system should provide a seamless transition from one level to the next until a degree or certificate is earned that reflects a mastery of skills needed to secure employment. This helps prepare each individual for a successful life after exiting the educational system and greatly benefit our society. Today, however, many students graduating from high schools are not ready for a postsecondary education. Transitioning students from high school to college is a complex process that requires many different approaches. Students making this transition are finding it more difficult to enter and succeed at a higher level of education because of the complexity of this process. Preparing students for postsecondary options is critical for every student. Students from low-income families and some ethnic and racial minority groups are most dependent on the ability of their high school to prepare them properly for college success (Conley, 2010). In what ways can schools better prepare students for postsecondary success? This study focuses on the creation of a Postsecondary Readiness Guidebook (PRG) which provides a comprehensive approach to help educational leaders prepare students for postsecondary success. The guidebook uses a problem-based learning design and follows the research and development process. The guidebook was field tested by educational leaders in a K-12 public school though a workshop using a qualitative methodology. During the field-testing of the guidebook, data were collected through assessments, interviews with educators, and questionnaires completed by educational leaders at the school. Data were analyzed using inductive coding, facesheet coding, enumeration, and typology. The findings of the study reveal that using a guidebook with a comprehensive approach to postsecondary preparedness can help school leaders prepare students for postsecondary success. Educational leaders in the school collectively focused on best practices and programs aimed at preparing students for postsecondary options through the use and interaction of the PRG. The guidebook gave them a compass for which to navigate the complex process of preparing students for postsecondary success.
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3

Bonzer, Dilma Cordeiro. "Coordinated compliance review: Guidebook for the English language learner coordinator." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2815.

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The author has designed a guidebook to accompany the State of California Department of Education's Coordinated Compliance Review Manual. The purpose of the guidebook is to provide English language learners' (ELL) coordinators the information needed to facilitate and achieve compliance with the State of California's rules, regulations and policies that will insure that ELL students' needs are being addressed and met. The design and method of the project are discussed.
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4

Du, Preez Elizabeth J. "An evaluation of language materials developed by the Language in Learning and Teaching (LILT) project in terms of the language development of the learners using them, based on what they aim to achieve and their perceived functions in the light of the guiding principles under-pinning the LILT project." Thesis, 2001. http://hdl.handle.net/10413/2963.

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The focus of the research reported on in this dissertation is an evaluation of the Language in Learning and Teaching project (LILT), in terms of its ability to facilitate English language development in schools where both educators and learners are second language speakers and where the Language of Learning and Teaching (LoLT) is English. The research involved two main phases. During the first phase I established evaluation criteria from the literature review, from another project the English Language Education Trust, (ELET) and from my own experience and feedback from the end-users (Le. teachers) and the observation of workshops. In the second phase I evaluated the LILT materials against the criteria developed in the literature review, analysed the feedback from end-users in the form of a questionnaire and made recommendations. In this dissertation the following terms will be used interchangeably: teacher, educator, facilitator and tutor because in the quoted passages, the term teacher is largely used. However, in Outcomes-Based Education (OBE) the terms educator, facilitator and tutor are used.
Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.
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5

Moodley, Rajmoney. "An evaluation of the training of South African police service officials on the use of lethal force after the amendment to section 49 of the criminal procedure act (No. 51 of 1977)." Diss., 2009. http://hdl.handle.net/10500/3126.

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Books on the topic "College teaching – evaluation – handbooks, manuals, etc"

1

1932-, Cowan John, ed. A handbook of techniques for formative evaluation: Mapping the student's learning experience. London: Kogan Page, 1999.

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2

R, Miller Wilbur. Handbook for college teaching. 2nd ed. Sautee-Nacoochee, GA: PineCrest Publications, 2003.

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R, Miller Wilbur. Handbook for college teaching. Sautee-Nacoochee, GA: PineCrest Publications, 1997.

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R, Miller Wilbur. Handbook for college teaching. 2nd ed. Sautee-Nacoochee, GA: PineCrest Publications, 2003.

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5

Lyons, Richard E. Teaching college in an age of accountability. Boston: Allyn and Bacon, 2003.

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Lieberg, Carolyn S. Teaching your first college class: A practical guide for new faculty and graduate student instructors. Sterling, Va: Stylus Pub., 2008.

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7

Blackett, Karine. College success guide: Top 12 secrets for student success. Indianapolis, IN: JIST Works, 2005.

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8

Hilary, Tait, Day Kate, University of Edinburgh. Centre for Teaching, Learning and Assessment., Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. Staff Development Agency., and Institute for Higher Education Development in South Africa., eds. Feedback on courses and programmes of study: A handbook. Edinburgh: Centre for Teaching, Learning and Assessment, The University of Edinburgh (in association with The UK Universities' and Colleges' Staff Development Agency, Sheffield and The Institute for Higher Education Development in South Africa, Braamfontein), 1997.

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9

Vattano, Frank. Colorado State University teaching resources manual. [Fort Collins, Colo.]: Colorado State University : distributed by the Graduate School [and] the Office of Instructional Services, 1991.

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10

M, Aleamoni Lawrence, ed. Developing a comprehensive faculty evaluation system: A handbook for college faculty and administrators on designing and operating a comprehensive faculty evaluation system. Bolton, MA: Anker Pub. Co., 1995.

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