Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action.…

Systems, structures, and practices perpetuate disparities because they reinforce barriers that sort and separate students based on assumed success or failure. When students are disadvantaged in this way, the implicit message is that their learning doesn't matter. The counterpoint to these discriminatory systems is an asset-based approach, which is…

Purpose: This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to…

During the last 20 years, faculty have faced rising workloads, increasing amounts of top-down accountability and oversight, mounting publication demands, decreasing numbers of tenure-track positions, and an increasingly dismal job market. The current recession has exacerbated the pressure by requiring departmental budget cuts, faculty layoffs,…

This paper explores the conduct and outcomes of an action learning activity during a period of intense organisational change in a medium-sized vocational education and training organisation in Victoria, Australia. This organisation was the subject of significant change due to government-driven and statewide amalgamation, downsizing and sector…

Findings of a study that explored the role of staff developers in integrating staff development with organizational development are presented in this paper. Staff development (SD) is defined as professional development for individuals to improve student instruction; organizational development (OD) is defined as professional development for groups…

Professional development in Rockwood School District, a suburban school district outside St. Louis, Missouri, in 1997 was focused on individual teacher development rather than organizational development. Staff learning activities were fragmented. Teachers participated in a variety of unrelated topics the district offered from month to month. An…

Teacher beliefs are mediated and lived in the dialectic of teacher education and teacher practice. We reframe this dialectic of "teacher" preparation as "faculty" preparation, as many faculty are not prepared for the rigors of teaching, and most are not trained in the ethics of their profession. We propose a critical model of faculty development…

This paper summarizes a study of professional development in Indiana and six other states and its connection to the provision of teacher time. The study examined state provisions for professional development in Florida, Georgia, Illinois, Indiana, Kentucky, Michigan, Ohio, and Washington. The states used different approaches to providing teacher…

Professional development is an emerging view of faculty development that places teachers in charge of their own professional growth. The emergence of Total Quality Management (TQM) provides a vehicle for designing professional development to meet the needs of individuals and the organizations that employ them. The eight tenets of Deming's theory…

The dynamics of both organizational and professional role acquisition and their implications for faculty motivation are explored. (DF)

A study was conducted to determine the important components of a comprehensive staff development program. To guide the investigation, a paradigm was constructed which identified the content areas of staff development as personal/professional, program/instructional, and organizational development; and which specified a statement of purpose or…

This report details the human resources development activities undertaken at Cypress College (CC) using Assembly Bill 1725 funds. The report includes information on activities conducted during the 1989-90 school and those planned for the 1990-1991 school year, along with results from needs assessments and evaluation surveys. The plan is divided…

As the purposes of colleges change and adapt, so too should college staff have the opportunities to change and adapt. Faculty development can help provide these opportunities, while at the same time meeting demands of accountability and fostering curricular and instructional innovation. The goals of faculty development in the Houston Community…

The year 2000 volume of this annual publication contains 18 articles on issues relating to organizational change, collaboration and partnerships, and teaching and faculty development in higher education. The articles are: "Diversity and Its Discontents: Rays of Light in the Faculty Development Movement for Faculty of Color" (Edith A.…