A Guide To Staff Educational Development

Author: David Baume
Publisher: Routledge
ISBN: 1135724865
Size: 77.53 MB
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Systematic support for improving education and learning in further and higher education, has moved to centre stage in recent years. This is reflected in the increasing membership of professional bodies. Most new staff are encouraged to engage in staff development programmes, but receive little training to do so. This book has been written to meet this need: it is a practical handbook that introduces the key issues in staff and educational development, ideal for any education professional in the early years of their career at further or higher education level.

Enhancing Staff And Educational Development

Author: David Baume
Publisher: Routledge
ISBN: 1134311397
Size: 31.70 MB
Format: PDF, ePub
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Systematic support for improving education and learning in further and higher education has moved to centre stage in recent years- a phenomenon reflected in the booming membership of professional development bodies. This title complements the authors' introductory Guide to Staff and Educational Development, also in this series. This book provides a more detailed consideration of the fundamental issues in staff and educational development, analysing the context in which it functions, the roles undertaken by practitioners and ways in which staff and educational development can be promoted and managed at senior and institutional levels, as well as for individuals. Written in an engaging, accessible style, it is rooted in practice with a wealth of case study material and practical advice. The book covers areas such as: * how professionals learn and develop * developing institutional policy and strategy for development * leading an educational development unit * programmes in learning and teaching in higher education * areas of specialist expertise * career pathways Enhancing Staff and Educational Development combines the insights of seasoned developers with the innovations of new developers, and will be a compelling read for anyone dedicated to the improvement of teaching and learning.

Reshaping Teaching In Higher Education

Author: Alan Jenkins
Publisher: Psychology Press
ISBN: 0749439033
Size: 71.76 MB
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This practice-based guide shows how academic research activity can be connected to academic teaching activity in higher education to ensure that neither operates in a vacuum and that each can be enhanced by the other. It addresses issues at the individual, course and institutional level.

Advancing Practice In Academic Development

Author: David Baume
Publisher: Routledge
ISBN: 1317520335
Size: 53.21 MB
Format: PDF, Mobi
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Within the field of academic development, the last twenty years have seen a great expansion of published research into practice and the further development of theoretical approaches. This growth in the scholarship of academic development matches a growth in the scholarship of teaching and learning. Advancing Practice in Academic Development draws on these evolving scholarships to advance professional practice in academic development, addressing questions such as: . How have global academic developers and their units developed and changed over recent decades? How has the context in which academic development work is done altered? What have academic developers and their professional associations learnt? Case studies and examples are used throughout the text to illustrate development scenarios and methods. Academic development is considered as, among others, a critical, a scholarly, a principled, a pragmatic, a supporting and a leadership role. This book is ideal for use on academic development courses run by SEDA and other international organisations as well as by those who have responsibility for leading the improvement of educational practice. Written in a scholarly, accessible, stimulating and practical style, this book acknowledges difficulties and offers ways forward. As well as analysing problems, it offers solutions. Links to web sources referenced in this book can be found at www.seda.ac.uk/apad

Managing Educational Development Projects

Author: Carole Baume
Publisher: Routledge
ISBN: 1135724792
Size: 53.75 MB
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Educational development is a major issue for higher education institutions (HEIs). It constitutes a major part of the research work of many academics. This practical volume, written by experienced practitioners in the field, is a guide to successfully managing an educational development project.

Doing Action Research

Author: Claire Taylor
Publisher: SAGE
ISBN: 1847878245
Size: 69.38 MB
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'The clear intention of the authors is to motivate, persuade and give confidence to those who might otherwise think that research can only be carried out by teams of university staff' - ESCalate Most Teaching Assistants (TAs) studying for Foundation Degrees need to do Action Research projects. This book acts as an introduction to research methods, and will be especially useful if you are doing such work for the first time. It: " introduces the basic principles and practice of research methods; " provides an overview of the processes involved in Action Research; " shows you how to identify an issue, design and carry out a course of action and evaluate the impact of this action; " uses real case studies from practising TAs. The content of the book relates to both Early Years and Primary settings, and there are case studies from a variety of settings. Anyone studying for a Foundation Degree, or working towards HLTA status, will find this book meets their needs. Claire Taylor is Programme Leader for the Foundation Degree at Bishop Grosseteste College, Lincoln. Min Wilkie is Programme Leader for the Foundation Degree in Educational Studies for Teaching Assistants at the University of Leicester. Judith Baser has worked in a wide range of educational settings, including 5 years as a teaching assistant. More recently, she has run training courses for teaching assistants in ways to support children's learning and development.

Developing Effective Part Time Teachers In Higher Education

Author: Fran Beaton
Publisher: Routledge
ISBN: 1136194894
Size: 49.65 MB
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Part-time teachers have become an increasing part of the workforce in universities throughout the world. They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers. This book, drawing on the voices of part-time teachers and the expertise of those who support them, considers whole-institution strategies to promote individual and collective professional development. Utilising real action research undertaken by expert practitioners from Australia, New Zealand and the UK, this book explains: What motivates part-time teachers; Developing effective policy and practice to support part-time teachers; What part-time teachers’ voices tell us about the content and delivery of induction programmes and ongoing support; The implications of change and future directions of Higher Education and part-time educators; How to build sustainable frameworks for the professional development of part-time staff. Developing Effective Part-time Teachers in Higher Education explores the extent to which part-time staff are utilised, the effectiveness of their teaching, their integration into the broader teaching environment, and their training and development. This international text will prove an invaluable source for anyone involved in academic and educational staff development in Higher or Further Education, and is essential reading for Human Resources directors and managers, senior academics and all part-time teachers.

Understanding Undergraduates

Author: Celia Popovic
Publisher: Routledge
ISBN: 1136725415
Size: 61.51 MB
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Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions – or stereotypes – they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement. In this unique work, the authors explore UK and US university teachers’ beliefs about their students’ performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back? By comparing students’ demographic data and their actual performance with their teachers’ expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students’ comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers’ beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success. Ideal for both educational developers and university teachers, this book: reveals general tendencies and findings that will inform developers’ own work with university teachers, provides practical guidance and solutions for university teachers to be able to identify and address students’ actual – rather than assumed – needs, explores means of addressing and challenging people’s natural tendency to rely on preconceived ideas and stereotypes, and explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.

Understanding And Developing Student Engagement

Author: Colin Bryson
Publisher: Routledge
ISBN: 1317802314
Size: 30.99 MB
Format: PDF, ePub
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Enhancing the student experience, and in particular student engagement, has become a primary focus of Higher Education. It is in particularly sharp focus as Higher Education moves forward into the uncertain world of high student fees and a developed Higher Education market. Student engagement is a hot topic, in considering how to offer ‘value’ and a better student experience. Moreover it is receiving much attention all over the world and underpins so many other priorities such as retention, widening participation and improving student learning generally. Understanding and Developing Student Engagement draws from a range of contributors in a wide variety of roles in Higher Education and all contributors are actively involved in the Researching, Advancing and Inspiring Student Engagement (RAISE) Network. While utilising detailed case examples from UK universities, the authors also provide a critical review and distillation of the differing paradigms of Student Engagement in America, Australasia, South Africa and Europe, drawing upon key research studies and concepts from a variety of contexts. This book uncovers the multi-dimensional nature of student engagement, utilising case examples from both student and staff perspectives, and provides conceptual clarity and strong evidence about this rather elusive notion. It provides a firm foundation from which to discuss practices and policies that might best serve to foster engagement.