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Jared A. Russell – Quest, 2023
The 3rd annual Praxis Lecture exemplifies the National Association for Kinesiology in Higher Education's (NAKHE's) ongoing commitment to the principles and practices of social justice, diversity, and inclusive excellence as pillars of leadership development. This year's lecture focused on perspectives, insights, and recommendations for NAKHE as…
Descriptors: Kinesiology, Leadership Training, Higher Education, Social Justice
Sailor, Wayne; Skrtic, Thomas M.; Cohn, Monique; Olmstead, Christine – Teacher Education and Special Education, 2021
Multi-Tiered System of Support (MTSS), as a fully integrated set of practices and interventions directed to academics and behavior, with emerging applications to social and emotional learning in the teaching/learning process, is very much in its ascendency in schools across the United States and elsewhere. As a result, there is an emerging need to…
Descriptors: Educational Change, Inclusion, Heuristics, Social Emotional Learning
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Miller, Robin Lin; McNall, Miles A.; Mark, Melvin M. – American Journal of Evaluation, 2018
William Dean Crano is the Stuart Oskamp Distinguished Professor of Psychology in the School of Behavioral and Organizational Sciences at Claremont Graduate University. A social psychologist, Crano received his MS and PhD degrees from Northwestern University, where Donald T. Campbell was his advisor and mentor. Dr. Crano has served on the faculties…
Descriptors: Social Psychology, Evaluation, College Faculty, Educational Experience
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Langston, Randall – College and University, 2018
Author Randall Langston feels that mentoring should never be viewed as a chore but rather a dynamic and transformational opportunity to impact a student's life. Often, the legacy that some people leave is the professional relationships they have forged with others. In fact, it's not unusual to hear keynote and other conference presentations in…
Descriptors: Mentors, Higher Education, Interpersonal Relationship, Professional Development
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Harrison, Christine – Cultural Studies of Science Education, 2018
Yuli Rahmawati's paper presents an auto-ethnographic inquiry into her lived experiences as a science teacher in different countries. Through her reflections and analysis of events, Yuli captures and builds a model of her identity and explores the influence of inter- and intra-cultural perspectives in shaping how she recognizes herself and brings…
Descriptors: Preservice Teacher Education, Preservice Teachers, Professional Identity, Professional Development
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Richards, Erin – Journal of Political Science Education, 2018
This article addresses my professional development as a teacher and political scientist throughout the span of a 15-year career in political science. Also included are reflections on graduate education and the compatibility and necessary dual focus on both political science and teaching in the academy today as it relates to my present-day…
Descriptors: Political Science, Teaching (Occupation), Career Development, Graduate Study
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Aveni, Maria – College and University, 2019
In today's financially strained higher education landscape, the student services infrastructure is often supported by fewer staff, less money, less experience, and less knowledge. Gone are the days when higher education staff professionals acquired the necessary education pieces, apprenticed in positions, and waited patiently for promotions. Most…
Descriptors: Higher Education, Student Personnel Services, Economic Climate, Retrenchment
Communique, 2016
It is the position of the National Association of School Psychologists (NASP) that school psychologists, regardless of employment setting, can benefit from professional support and mentorship. Such relationships can help with time management, establishing professional boundaries, identifying a career trajectory, managing relationships, fostering…
Descriptors: Graduate Study, School Psychologists, Mentors, Professional Development
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Jonathan Lovell; Brent Duckor; Carrie Holmberg – English Journal, 2015
The authors argue that to help beginning teachers improve their practice, they (as teacher educators) must acknowledge their ongoing development toward becoming professional educators in the school communities they inhabit and with the students they serve. This piece cites numerous examples of teachers reflecting over a two-year period on their…
Descriptors: Teacher Educators, Beginning Teachers, Experienced Teachers, Revision (Written Composition)
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Knox, Alan B. – Journal of Continuing Education in the Health Professions, 2013
This commentary reflects the author's impressions of Continuing Medical Education (CME) Congress 2012, a provocative international conference on professional development and quality improvement in the health professions that took place in Toronto, Ontario, last spring. The sessions he attended and conversations he had with other attendees were…
Descriptors: Stakeholders, Well Being, Professional Continuing Education, Health Occupations
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Goodwin, A. Lin – Yearbook of the National Society for the Study of Education, 2011
The professional development schools (PDS) effort, which grew out of the groundbreaking work of the Holmes Group (1986), was deliberately focused on the support and advancement of teachers as professionals and the professionalization of teaching, so the author argues that it is ironic that a volume about PDS might be seen as voicing an opinion…
Descriptors: Public Schools, Professional Development Schools, Educational Change, Professional Development
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Jackson, Alison; Eady, Sandra – Professional Development in Education, 2012
In this paper the authors suggest that teacher educators in higher education institutions (HEIs) in England are not fully convinced that teaching should be a Masters profession. The original engagement with Masters-level provision for student-teachers in England seems to have been founded on a technicality rather than a committed philosophical…
Descriptors: Higher Education, Teaching (Occupation), Foreign Countries, Teacher Educators
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Earls Larrison, Tara; Korr, Wynne S. – Journal of Social Work Education, 2013
This article contributes to discourse on signature pedagogy by reconceptualizing how our pedagogies are understood and defined for social work education. We critique the view that field education is social work's signature pedagogy and consider what pedagogies are distinct about the teaching and learning of social work. Using Shulman's…
Descriptors: Social Work, Teaching Methods, Educational Strategies, Learning Strategies
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Murray, John – International Journal of Leadership in Education, 2013
As both Friedman (2007) and Wagner (2008) have eloquently emphasized in recent years, children need to learn more complex material in preparation for further education and work in the twenty-first century. Teachers, therefore, must learn instructional approaches that develop the knowledge and skills students need to succeed in an increasingly…
Descriptors: Teacher Effectiveness, Teacher Improvement, Instructional Innovation, Instructional Improvement
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Fowler, Zoe; Stanley, Grant; Murray, Jean; Jones, Marion; McNamara, Olwen – Professional Development in Education, 2013
This article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. Using the theoretical lenses of situated learning and socio-cultural approaches to literacy, participants' ways of engaging with…
Descriptors: Teacher Educators, Capacity Building, Communities of Practice, Educational Environment
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