NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED526505
Record Type: Non-Journal
Publication Date: 2010
Pages: 215
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-3200-4
ISSN: N/A
Key Reflective Teaching Strategies Used by Education Faculty in NCATE-Accredited Universities
Giaimo-Ballard, Cindy
ProQuest LLC, Ed.D. Dissertation, University of La Verne
Purpose: The purpose of this study was to discover the key reflective teaching strategies used by faculty in NCATE-accredited universities. Methodology: Fifteen participants were selected from universities across the United States, who met the study criteria of having taught in higher education for at least 3 years, are currently faculty in an NCATE-accredited and regionally accredited institution, and have experienced the NCATE process. Interviews were conducted using an instrument with semistructured questions. The interview instrument contained questions which pertained to reflection. Participants were asked to define reflection, describe their reflective teaching strategies, and to state the impact of the NCATE process on professional development. Findings: Results illustrated that the participants value reflection and use it as a strategy to change and improve practices. The findings revealed five key reflective teaching strategies used by the study participants: (a) note taking, (b) requesting feedback, (c) setting up checkpoints, (d) reviewing course materials, and (e) adjusting to improve practices. Participants also reported that the NCATE accreditation process had a positive impact. Conclusions: The results of this study are an indicator that reflection is important for teaching. A major finding of this study offers faculty a prescription for reflection using the five key strategies. These strategies will contribute to the literature by offering new perspectives on reflection. The data from this study will aid higher education institutions in meeting standards and achieving their goals of obtaining accreditation. Recommendations: Accrediting agencies such as NCATE could use these findings to further support their work and mission of quality education. Continued research about reflection, faculty, universities, and accreditation is still needed; however, this study took a step to better understand the impact of the NCATE accreditation process on reflective teaching strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A