Publication Date
| In 2015 | 0 |
| Since 2014 | 2 |
| Since 2011 (last 5 years) | 2 |
| Since 2006 (last 10 years) | 3 |
| Since 1996 (last 20 years) | 3 |
Descriptor
| Educational Practices | 3 |
| Academic Degrees | 1 |
| Behavior Disorders | 1 |
| Behavior Modification | 1 |
| Black Colleges | 1 |
| Case Studies | 1 |
| College Instruction | 1 |
| Comparative Analysis | 1 |
| Correlation | 1 |
| Discipline | 1 |
| More ▼ | |
Source
| Education Research and… | 3 |
Author
| Bock, Sara | 1 |
| Christensen, Lynnette | 1 |
| Conley, Laura | 1 |
| Fisher, Adam | 1 |
| Marchant, Michelle | 1 |
| Oakley, Grace | 1 |
| Pegrum, Mark | 1 |
| Simms, Kathryn | 1 |
| Womack, Sue | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 2 |
| Elementary Secondary Education | 1 |
Audience
Showing all 3 results
Peer reviewed
Direct linkOakley, Grace; Pegrum, Mark – Education Research and Perspectives, 2014
This paper reports on a two-year case study of university lecturers' professional learning about digital technologies, and their development of associated innovative teaching practices. During this time, new hardware and software, as well as planned professional development (PD) opportunities, were made available to assist lecturers in a…
Descriptors: Foreign Countries, Case Studies, Educational Practices, Faculty Development
Simms, Kathryn; Bock, Sara – Education Research and Perspectives, 2014
Historically Black Colleges and Universities (HBCUs) have been studied consistently as a single institutional group. However, at least ostensibly, HBCUs are relatively heterogeneous. Consequently, we evaluated the homogeneity of three educational outcomes that have been recognized as potentially distinguishing features of HBCUs (i.e., STEM major,…
Descriptors: Black Colleges, Federal Legislation, Educational Legislation, Educational Practices
Marchant, Michelle; Christensen, Lynnette; Womack, Sue; Conley, Laura; Fisher, Adam – Education Research and Perspectives, 2010
This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…
Descriptors: Discipline, Behavior Disorders, Professional Development, Educational Practices
