ERIC Number: ED441858
Record Type: RIE
Publication Date: 2000-Apr-25
Reference Count: N/A
Indicators of Success: From Concepts to Classrooms.
Donald, Janet G.
This paper has three objectives: (1) to examine the context in which faculty developers operate; (2) to review 25-year program of research for the findings that are most pertinent to teacher developers; and (3) to situate research into teacher development and consider the strategies that might persuade others to conduct research into teacher development in postsecondary education. The paper begins with an investigation of the structure of knowledge in university courses and moved through studies of the expectations of learning held by professors and students in selected disciplines. The results of the program of investigations over the years fall into three nested categories. At the most general level are findings about methods and lines of convergence across institutions and disciplines. At a more specific level is the examination of student learning and the comparisons between different types of student experience. Nested within these areas is the study of effects of differences in learning contexts. From this body of research, certain indicators of success for faculty developers have been derived. These are: (1) appropriate content in a course; (2) whether or not students have learned to think in a new way; and (3) the extent to which students incorporate their learning from courses into their other studies and their lives as scholars. A second set of indicators revolves around clear expectations for students and strategies for learning. A third set of indicators is needed to guide the research of faculty developers, and to explain instructional goals and methods and the extent to which they can be transferred. (Contains 2 tables, 2 figures and 29 references.) (SLD).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Canadian Social Science and Humanities Research Council, Ottawa (Ontario).
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Also funded by the Quebec Fonds pour la Formation de Chercheurs et l'Aide a la Recherche.