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Download full textRooks, Ronica N.; Scandlyn, Jean; Pelowich, Krysta; Lor, Sabrina – International Journal for the Scholarship of Teaching and Learning, 2022
Academics are challenged to shift from traditional lecture models to accommodate rising student expectations, digital delivery platforms, and inclusive evidence-based classroom practices. As a solution, co-teaching can add value to undergraduate students' and faculty's learning and problem-solving skills. We investigated effective co-teaching…
Descriptors: Team Teaching, Interdisciplinary Approach, Higher Education, Educational Practices
Direct linkLee, Chin-Wen; Ritchotte, Jennifer A. – Journal for the Education of the Gifted, 2019
According to the "2014-2015 State of the States in Gifted Education", Colorado is the only state in the United States where a series of on-site, customized twice-exceptional professional development (2E PD) opportunities have been implemented. The purpose of this case study evaluation was to understand the implementation of 2E PD during…
Descriptors: Academically Gifted, Faculty Development, Case Studies, Program Evaluation
Urbach, Jennifer; Moore, Brooke A.; Klingner, Janette K.; Galman, Sally; Haager, Diane; Brownell, Mary T.; Dingle, Mary – Teacher Education and Special Education, 2015
The purpose of this study is to understand special education teachers' beliefs regarding their roles and responsibilities and to determine how these beliefs differ among more and less accomplished teachers. In this study, the authors examine the interviews of special education teachers identified as either more or less accomplished based on the…
Descriptors: Beliefs, Special Education Teachers, Teacher Role, Teacher Responsibility
Peer reviewedGoodwin, Laura D.; Stevens, Ellen A.; Bellamy, G. Thomas – Journal of Teacher Education, 1998
Surveys of faculty members in 13 Colorado schools, colleges, and departments of education investigated their attitudes, perceptions, and experiences regarding faculty-to-faculty mentoring. Results indicated no significant differences in attitudes or mentoring behaviors by gender or faculty rank and few differences by type of institution.…
Descriptors: College Faculty, Elementary Secondary Education, Higher Education, Mentors
Wenzlaff, Terri L.; Wieseman, Katherine C. – Teacher Education Quarterly, 2004
The purpose of this study was to examine the nature of teacher learning in a cohort-based, master's degree program in curriculum and pedagogy that was intentionally designed to be responsive to teachers' personal needs and preferences. The program aimed to: (1) provide teachers with the confidence to connect what they do in their classrooms to…
Descriptors: Discourse Communities, Program Design, Course Content, Learning Processes
Englert, Kerry; Barley, Zoe A. – Mid-continent Research for Education and Learning (McREL), 2008
This study examined differences in nine factors between a group of the highest-performing needs high schools (HPHN) and a group of the lowest performing high-needs (LPHN) high schools using teacher responses from a national dataset. The factors are: (1) shared mission and goals; (2) professional development; (3) collaboration among teachers (4)…
Descriptors: High Schools, Teacher Attitudes, Institutional Mission, Goal Orientation
