Higher education is increasingly looking to technology as a means of tackling persistent equity challenges and improving student outcomes. Yet technology in and of itself is not a solution -- unless people use technology to create new systems, behaviors and student experiences.
Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning.
Not at all, according to Dave Zwieback, the Head of Engineering at music analytics company Next Big Sound (acquired by Pandora) and author of Beyond Blame: Learning From Failure and Success. Zwieback has spent decades leading engineers in companies operating in high-stakes, pressure-cooker industries, such as technology, financial services and pharma, where it’s commonplace for someone to take the fall when critical systems fails.
A meta-analysis of 45 studies of transformational, transactional, and laissez-faire leadership styles found that female leaders were more transformational than male leaders and also engaged in more of the contingent reward behaviors that are a component of transactional leadership. Male leaders were generally more likely to manifest the other aspects of transactional leadership (active and passive management by exception) and laissez-faire leadership. Although these differences between male and female leaders were small, the implications of these findings are encouraging for female leadership because other research has established that all of the aspects of leadership style on which women exceeded men relate positively to leaders’ effectiveness whereas all of the aspects on
which men exceeded women have negative or null relations to effectiveness.
In this study, the authors examined the findings and implications of the research on trust in leadership that has been conducted during the past 4 decades. First, the study provides estimates of the primary relationships between trust in leadership and key outcomes, antecedents, and correlates (k 106). Second, the study explores how specifying the construct with alternative leadership referents (direct leaders vs. organizational leadership) and definitions (types of trust) results in systematically different relationships between trust in leadership and outcomes and antecedents. Direct leaders (e.g., supervisors) appear to be a particularly important referent of trust. Last, a theoretical framework is offered to provide parsimony to the expansive literature and to clarify the different perspectives on the construct of trust in leadership and its operation.
This chapter discusses the implications of the NNEST lens in the context of teacher education programs in TESOL. In particular, it focuses on a discussion of two key issues: avoiding the monolingual bias in describing languages and language variation; and, avoiding a monolingual bias in developing teaching methods. In discussing the first issue, the chapter
identifies some of the limitations in how language and grammar are often described in limited ways and how this can be expanded by using an NNEST lens. The chapter describes the three dimensional framework of language variation in some detail and discusses its implications for language teaching. The chapter then discusses why local languages are not included in much of the theorisation and practice of TESOL and argues that there are historical as well as theoretical reasons why local languages have been excluded in TESOL. The chapter describes one way in which teachers can consider integrating local languages in their classrooms.
It’s a confusing post-secondary landscape out there, with universities that are home to colleges and colleges becoming universities. Then there are the polytechnics. A true polytechnic offers four-year bachelor’s degrees, but isn’t a university. It offers apprenticeship programs and on-the-job learning, but isn’t a community college. The wrong thing to do would be to go by the name.
Educational Consulting Services (ECS) has supported every college in Ontario in the planning of their campuses and buildings. The focus of this work has been the reconciliation of the colleges’ education and training missions with their infrastructure. As campus and space planners, ECS has assisted in enhanced space management, transformation of facilities, and improved utilization.
This report is a compendium of observations and a high level commentary on the question of capital funding. It was prepared at the request of ACAATO and draws on ECS’s experience in Ontario and other jurisdictions. The report also draws on
information provided by college administrators for this study.
You know, I'm a numbers guy. Yes, I'm a math guy, but no, that doesn't automatically make me a numbers guy. In fact, being a pure mathematician at the University of Waterloo, the running joke was none of us could do mental math because we hadn't seen numbers since high school.
But that never really applied to me, because I also love numbers. The Pythagoreans said that "all is number"; Plato believed that numbers were the "gateway to the divine"; Erdos and Ramanujan found "extraordinary beauty" in numbers; and a colleague recently said in a talk that "numbers transcend us, yet bind us together."
I've always found that numbers told stories.
New school. New city. New structure.
It can all feel so daunting. Especially if you're 18 years old, not really sure what program you should be in and unprepared for the demands of what your new post-secondary education reality truly is.
Many students lack the right knowledge, tools and resources to make an informed decision when choosing their higher ed path. Universities see about 14% of first year students drop out, in comparison to an even higher 20% at college, simply because it's just not the right fit.
Despite efforts to decrease attrition in North America, a PSE attrition rate of 30-40% has persisted for over 30 years. That means post-secondary institutions are suffering financial losses as first year students continue to drop out. But why aren't students finding the right fit?
An Leadership PowerPoint Presentation
The skills that individuals develop play a pivotal role in determining their labour-market opportunities and life chances in general, and are of vital importance to a country’s economic performance and many social outcomes. Post-secondary education (PSE) is a primary means by which Canadians obtain the skills that they need.
It is therefore essential to have accurate, up-to-date, and relevant learning and labour market information (LLMI) that is widely available so that all players in the PSE system – students making their PSE choices, PSE institutions deciding which programs to offer, policy makers, and the general public – can make informed decisions.
There’s mounting evidence suggesting that student evaluations of teaching are unreliable. But are these evaluations, commonly referred to as SET, so bad that they’re actually better at gauging students’ gender bias and grade expectations than they are at measuring teaching effectiveness? A new paper argues that’s the case, and that evaluations are biased against female instructors in particular in so many ways that adjusting them for that bias is impossible.
Moreover, the paper says, gender biases about instructors -- which vary by discipline, student gender and other factors -- affect how students rate even supposedly objective practices, such as how quickly assignments are graded. And these biases can be large enough to cause more effective instructors to get lower teaching ratings than instructors who prove less effective by other measures, according to the study based on analyses of data sets from one French and one U.S. institution.
Carol Dweck is a psychology professor at Stanford University whose ideas on education have swept through schools. She insists that children who have a “growth mindset”, a belief that through effort they can overcome problems and improve their own abilities, perform radically better in class – and in life.
In a TED talk that has so far garnered more than 4 million views online, she shares inspiring tales of pupils in tough,
inner-city areas who have zoomed ahead after being trained to believe that their talents are not fixed.
Nearly every college and university in America has refocused its attention on “student success.” Like many institutions, Cleveland State University, where I work, has erected an entire enterprise devoted to this endeavor. We have reorganized ourselves administratively, invested in new staff, updated technology and taken a deep dive into institutional data to ensure we are best positioned to make sure all our students have a high potential to graduate.We have improved as a result.
Harvard recently rescinded admission offers for some incoming freshmen who participated in a private Facebook group sharing offensive memes. The incident has sparked a lot of discussion: Was Harvard’s decision justified? What about the First Amendment? Do young people know the dangers of social media?
I’m a business school lecturer, career services counselor and former recruiter, and I’ve seen how social media becomes part of a person’s brand—a brand that can help you or hurt you.
College admissions staff, future employers and even potential dates are more and more likely to check your profile and make decisions or judgments about you.
Here’s what you should know so you don’t end up like those Harvard prospects.
Educators view critical thinking as an essential skill, yet it remains unclear how effectively it is being taught in college. This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college. The results suggest that both critical thinking skills and dispositions improve substantially over a normal college experi-ence. Furthermore, analysis of curriculum-wide efforts to improve critical thinking indicates that they do not necessarily produce incremental long-term gains. We discuss implications for the future of critical thinking in edu-cation.
KEYWORDS: critical thinking, college students, changes in critical thinking
There was a time not too long ago when the person with the most technical knowledge got promoted fastest. But hat’s often no longer the case.
Once someone gets promoted, technical skills become less necessary, and interpersonal ones become more critical in their place. You’ve probably already heard that emotional intelligence is a top factor in companies’ hiring decisions, but it plays a major role in how employers choose to promote their team members, too. This isn’t exactly news; in a 2011 Career Builder survey of more than 2,600 hiring managers and HR professionals, 71% said they valued emotional intelligence over IQ in general, and 75% said they’re typically more likely to promote an employee with high emotional intelligence and a comparatively lower IQ than one where that ratio is
flipped.
Culturally authoritative texts such as Text Revision of the Diagnostic & Statistical Manual-IV [DSM-IVTR](
American Psychiatric Association [APA], 2004) describe literate impossibility for individuals with disability labels associated
with severe developmental disabilities. Our qualitative research challenges the assumptions of perpetual subliteracy
authoritatively embedded within the DSM-IV-TR (APA, 2004). U. S. education policy also confronts, at least rhetorically, assumed
hopelessness with reading and writing remediation in schools. Most recently, the federal government has directed national
concern toward issues of literacy acquisition and child failure through the No Child Left Behind Act of 2001 (NCLB). One
description of NCLB provided by the U.S. Department of Education (2004) suggested universal literacy was a primary objective.
However, our research suggests that the NCLB statute appears to emphasize a restrictive standardization as the route to
universal literacy that would in fact leave out many people with severe developmental disabilities.
Two major developments in the financial management of higher education have occurred more or less contemporaneously: incentive or performance funding on the part of government and incentive-based budgeting on the part of institutions. Both are based on fiscal incentives. Despite their several inherent and interconnected similarities, incentive funding and incentive-based budgeting have been viewed and appraised on parallel tracks. This study investigates their convergence. In doing so, it sharpens the definitions of both, identifies their respective track records, and discusses problems that are chronic to both. The study concludes that although incentive funding and incentive-based budgeting are sometimes at cross-purposes, they are func-tionally interconnected. The study uses Canada as an example because it is the jurisdiction that so far has seen the most extensive mutual deployment of performance funding and incentive-based budgeting.