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Professors as Academic Leaders: Expectations, Enacted Professionalism and Evolving Roles

What is the role of a professor? How does someone achieve professorial status? What do non-professorial colleagues think about professors? How do professors themselves perceive their roles? What are the bases of these perceptions, and what are their implications for the professoriate's evolving role both within the neoliberal university, and in the approaching post-neoliberal era? Professors as Academic Leaders draws on a wealth of data not only to explore what it is to be a professor but also to consider how professors are perceived by others. Linda Evans presents the findings from four studies, with a combined data base of over 2,400 questionnaire responses and over 90 interview transcripts, and discusses their implications for the future development of the UK-based professoriate and academic leadership in higher education. She analyses the concepts of leadership and of professionalism, and illustrates how, in trying to meet people's expectations of them, professors' 'enacted', professionalism is shaped by the professionalism that others demand of them. Professorship is revealed to be demanding, at times stressful and morale-sapping, and at times exhilarating and rewarding. Linda Evans questions whether universities are making best use of their most senior academics, and proposes ways of refashioning professorship.

Professors as Academic Leaders: Expectations, Enacted Professionalism and Evolving Roles

What is the role of a professor? How does someone achieve professorial status? What do non-professorial colleagues think about professors? How do professors themselves perceive their roles? What are the bases of these perceptions, and what are their implications for the professoriate's evolving role both within the neoliberal university, and in the approaching post-neoliberal era? Professors as Academic Leaders draws on a wealth of data not only to explore what it is to be a professor but also to consider how professors are perceived by others. Linda Evans presents the findings from four studies, with a combined data base of over 2,400 questionnaire responses and over 90 interview transcripts, and discusses their implications for the future development of the UK-based professoriate and academic leadership in higher education. She analyses the concepts of leadership and of professionalism, and illustrates how, in trying to meet people's expectations of them, professors' 'enacted', professionalism is shaped by the professionalism that others demand of them. Professorship is revealed to be demanding, at times stressful and morale-sapping, and at times exhilarating and rewarding. Linda Evans questions whether universities are making best use of their most senior academics, and proposes ways of refashioning professorship.

Professors Behaving Badly: Faculty Misconduct in Graduate Education

• A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. • A professor does not permit graduate students to express viewpoints different from her own. • A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree. This book discusses these and other examples of faculty misconduct—and how to avoid them.Using data collected through faculty surveys, the authors describe behaviors associated with graduate teaching which are considered inappropriate and in violation of good teaching practices. They derive a normative structure that consists of five inviolable and eight admonitory proscriptive criteria to help graduate faculty make informed and acceptable professional choices. The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance. Analyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.

Professors Behaving Badly: Faculty Misconduct in Graduate Education

• A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. • A professor does not permit graduate students to express viewpoints different from her own. • A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree. This book discusses these and other examples of faculty misconduct—and how to avoid them.Using data collected through faculty surveys, the authors describe behaviors associated with graduate teaching which are considered inappropriate and in violation of good teaching practices. They derive a normative structure that consists of five inviolable and eight admonitory proscriptive criteria to help graduate faculty make informed and acceptable professional choices. The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance. Analyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.

Professors in the Gig Economy: Unionizing Adjunct Faculty in America

One of the most significant trends in American higher education over the last decade has been the shift in faculty employment from tenured to contingent. Now upwards of 75% of faculty jobs are non-tenure track; two decades ago that figure was 25%. One of the results of this shift;¢;‚¬;€?along with the related degradation of pay, benefits, and working conditions;¢;‚¬;€?has been a new push to unionize adjunct professors, spawning a national labor movement. Professors in the Gig Economy is the first book to address the causes, processes, and outcomes of these efforts.Kim Tolley brings together scholars of education, labor history, economics, religious studies, and law, all of whom have been involved with unionization at public and private colleges and universities. Their essays and case studies address the following questions: Why have colleges and universities come to rely so heavily on contingent faculty? How have federal and state laws influenced efforts to unionize? What happens after unionization;¢;‚¬;€?how has collective bargaining affected institutional policies, shared governance, and relations between part-time and full-time faculty? And finally, how have unionization efforts shaped the teaching and learning that happens on campus?Bringing substantial research and historical context to bear on the cost and benefit questions of contingent labor on campus, Professors in the Gig Economy will resonate with general readers, scholars, students, higher education professionals, and faculty interested in unionization. Contributors: A. J. Angulo, Timothy Reese Cain, Elizabeth K. Davenport, Marianne Delaporte, Tom DePaola, Kristen Edwards, Luke Elliott-Negri, Kim Geron, Lorenzo Giachetti, Shawn Gilmore, Adrianna Kezar, Joseph A. McCartin, Gretchen M. Reevy, Gregory M. Saltzman, Kim Tolley, Nicholas M. Wertsch

Professors, Physicians and Practices in the History of Medicine: Essays in Honor of Nancy Siraisi (Archimedes #50)

This book presents essays by eminent scholars from across the history of medicine, early science and European history, including those expert on the history of the book. The volume honors Professor Nancy Siraisi and reflects the impact that Siraisi's scholarship has had on a range of fields. Contributions address several topics ranging from the medical provenance of biblical commentary to the early modern emergence of pathological medicine. Along the way, readers may learn of the purchasing habits of physician-book collectors, the writing of history and the development of natural history. Modeling the interdisciplinary approaches championed by Siraisi, this volume attests to the enduring value of her scholarship while also highlighting critical areas of future research. Those with an interest in the history of science, the history of medicine and all related fields will find this work a stimulating and rewarding read.

Proficiency and Beliefs in Learning and Teaching Mathematics: Learning from Alan Schoenfeld and Günter Törner (Mathematics Teaching and Learning)

Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learn¬ing and teaching, but also identify and assess possible influences on students’ and teachers’ proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various back¬grounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators. Among those researchers, two scholars with a similar background – Alan Schoenfeld in the United States and Günter Törner in Germany, are internationally recognized for their contributions to these topics. To celebrate their 65th birthdays in 2012, this book brought together many scholars to reflect on how their own work has built upon and continued Alan and Günter’s work in mathematics education. The book contains 17 chapters by 33 scholars from six different education systems. This collection describes recent research and provides new insights into these topics of interest to mathematics educators, researchers, and graduate students who wish to learn about the trajectory and direction of research on these issues.

Profile konfessioneller Erwachsenenbildung in Hessen: Eine Programmanalyse

Wolfgang Seitter untersucht Angebots- und Inhaltsprofil(e) konfessioneller Erwachsenenbildung in Hessen. Im Zentrum stehen fünf Programmhefte der evangelischen und katholischen Erwachsenenbildung in kontrastierenden Regionalkontexten. Die Ergebnisse der Analyse zeigen die Komplexität, Variationsbreite und Tiefendimension konfessioneller Bildungsarbeit auf. Sie dokumentiert sich in einer Vielfalt von Anspracheformaten, semantischen Feldern, Methoden, Darbietungs- und Erarbeitungsmodi und spricht den Menschen in spiritueller, kognitiver, emotionaler, körperlicher und aktionaler Perspektive gleichermaßen an. Die anthropologischen Entsprechungen einer derart lebensbreiten, lebenslangen und lebenstiefen Bildungsarbeit äußern sich in einer sinnesbezogenen, biographie- und gemeinschaftsorientierten sowie eindrucks- und ausdrucksstarken Bildung, die sich in spezifischen Raum- und Zeitdimensionen manifestiert und die Mensch, Welt und Gesellschaft in einer doppelten Codierungsperspektive ansprechen kann.

A Profile of the Community College Professorate, 1975-2000 (RoutledgeFalmer Studies in Higher Education)

The nation's 275,000 community college instructors teach over 5,500,000 students, or over one-third of all college students in the US. However, community colleges and their instructors have received little attention in either the academic or popular press. This book presents the results of an unprecedented national study of the community college professoriate. It offers insights into a wide variety of their attitudes and practices, and includes chapters on such crucial topics as instruction, satisfaction, professional involvement, and the use of reference groups. In addition, it provides a unique longitudinal perspective on community college faculty by updating a major study of the professoriate conducted in the 1970s. The book debunks some popular myths regarding community college faculty, such as notions that collaborative teaching and in-class technology have become more prevalent. In addition, it offers a portrait of the professoriate as increasingly diverse, as well as increasingly fragmented. The book concludes with practical recommendations for administrators and faculty interested in improving the quality of faculty lives, and faculty practice, at their institutions.

A Profile of the Community College Professorate, 1975-2000 (RoutledgeFalmer Studies in Higher Education)

The nation's 275,000 community college instructors teach over 5,500,000 students, or over one-third of all college students in the US. However, community colleges and their instructors have received little attention in either the academic or popular press. This book presents the results of an unprecedented national study of the community college professoriate. It offers insights into a wide variety of their attitudes and practices, and includes chapters on such crucial topics as instruction, satisfaction, professional involvement, and the use of reference groups. In addition, it provides a unique longitudinal perspective on community college faculty by updating a major study of the professoriate conducted in the 1970s. The book debunks some popular myths regarding community college faculty, such as notions that collaborative teaching and in-class technology have become more prevalent. In addition, it offers a portrait of the professoriate as increasingly diverse, as well as increasingly fragmented. The book concludes with practical recommendations for administrators and faculty interested in improving the quality of faculty lives, and faculty practice, at their institutions.

Profilierung Sozialer Arbeit online: Innovative Studienformate und Qualifizierungswege

Welches Potenzial haben online-gestützte Lehr-Konzepte im Bereich Soziale Arbeit? Anhand konkreter Beispiele beschreiben die Autorinnen und Autoren neuartige Qualifizierungswege und Studienformate mit digitalen Medien. Erfolgsfaktoren und Herausforderungen werden gleichermaßen reflektiert, indem ein langjährig erprobter Praxis- und Kooperationskontext vorgestellt wird.

Profit of Education

This important book translates evidence and examines policy, proposing a plan to save America's schools by rewarding teachers with professional-level salaries distributed wisely.Profit of Education makes it clear that rethinking the teaching profession is the key to repairing America's broken-down education system and securing our nation's future. Accomplishing that, author Dick Startz says, requires lifting teacher pay to professional levels and rewarding teachers for student success, with the goal of improving student learning by the equivalent of one extra year of schooling.Profit of Education takes the reader on a chapter-by-chapter walk through the evidence on pay-oriented, teacher-centric reform of the public school system, showing that such an approach can work. Startz translates the extensive scientific evidence on school reform into easily understood terms, demonstrating the enormous difference teachers make in student outcomes. Proposed levels of teacher salaries are established, and the difficult issue of differential pay is examined in depth, as are many of the practical and political issues involved in measuring teacher success. Last, but hardly least, Startz shows how teacher-centric school reform will pay off for the taxpayer and the economy.

Profound and Multiple Learning Difficulties (Special Educational Needs)

This invaluable guide provides teachers and trainees with practical tips for teaching children with profound and multiple learning difficulties. Well-written and informative, the authors' specialist knowledge of working with those with PMLD and SLD is apparent on every page. Containing advice on diagnostic techniques, teaching strategies, social and emotional considerations and how parents can help, this book will prove essential reading for every teacher.

Profound Improvement: Building Capacity for a Learning Community (Contexts of Learning)

The book discusses the idea of the learning community as a vehicle for professional learning and school development. As the authors show, the learning community develops in response to building capacity in three domains: personal, interpersonal and organizational. In the personal domain, educators deconstruct and reconstruct their professional narratives to enhance student learning and professional practice. In the interpersonal domain, educators generate norms and values that foster experimentation and critical analysis of educational practice and that promote collective and individual learning. In the organizational domain, visible and invisible structures are constructed that enable community members to enact educational practices in support of profound improvement in teaching and learning. This revised and updated edition of Profound Improvement not only brings this important work up-to-date but also shows how the authors thinking has changed and developed since the book was originally written. The book focuses on the life of educators as it relates to professional learning and growth. It is concerned with human growth and development, human cognition and affect and human interactions and actions in the context of a school community. For the new edition the authors also: elaborate more fully the notion of learning communities based on living systems and ecological perspectives develop their capacity building model They show that building a learning community is a dynamic process that engages the individual, the group and the organization in embedded interdependencies and mutual influences. As the authors clearly demonstrate: education is a living system as opposed to a managed system.

Profound Improvement: Building Capacity for a Learning Community (Contexts of Learning)

The book discusses the idea of the learning community as a vehicle for professional learning and school development. As the authors show, the learning community develops in response to building capacity in three domains: personal, interpersonal and organizational. In the personal domain, educators deconstruct and reconstruct their professional narratives to enhance student learning and professional practice. In the interpersonal domain, educators generate norms and values that foster experimentation and critical analysis of educational practice and that promote collective and individual learning. In the organizational domain, visible and invisible structures are constructed that enable community members to enact educational practices in support of profound improvement in teaching and learning. This revised and updated edition of Profound Improvement not only brings this important work up-to-date but also shows how the authors thinking has changed and developed since the book was originally written. The book focuses on the life of educators as it relates to professional learning and growth. It is concerned with human growth and development, human cognition and affect and human interactions and actions in the context of a school community. For the new edition the authors also: elaborate more fully the notion of learning communities based on living systems and ecological perspectives develop their capacity building model They show that building a learning community is a dynamic process that engages the individual, the group and the organization in embedded interdependencies and mutual influences. As the authors clearly demonstrate: education is a living system as opposed to a managed system.

The Program Era: Postwar Fiction and the Rise of Creative Writing

In The Program Era, Mark McGurl offers a fundamental reinterpretation of postwar American fiction, asserting that it can be properly understood only in relation to the rise of mass higher education and the creative writing program. McGurl asks both how the patronage of the university has reorganized American literature and—even more important—how the increasing intimacy of writing and schooling can be brought to bear on a reading of this literature. McGurl argues that far from occasioning a decline in the quality or interest of American writing, the rise of the creative writing program has instead generated a complex and evolving constellation of aesthetic problems that have been explored with energy and at times brilliance by authors ranging from Flannery O’Connor to Vladimir Nabokov, Philip Roth, Raymond Carver, Joyce Carol Oates, and Toni Morrison. Through transformative readings of these and many other writers, The Program Era becomes a meditation on systematic creativity—an idea that until recently would have seemed a contradiction in terms, but which in our time has become central to cultural production both within and beyond the university. An engaging and stylishly written examination of an era we thought we knew, The Program Era will be at the center of debates about postwar literature and culture for years to come.

Program Evaluation: A Practitioner’s Guide for Trainers and Educators (Evaluation in Education and Human Services #4)

Program Evaluation: A Practitioner’s Guide for Trainers and Educators (Evaluation in Education and Human Services #3)

Please glance over the questions that follow and read the answers to those that are of interest. Q: What does this manual do? A: This manual guides the user through designing an evaluation. A: Who can use it? A: Anyone interested or involved in evaluating professional trammg or inservice education programs. The primary users will be staff members who are doing their own program evaluation-maybe for the first time. (Experienced evaluators or other professional educators can find useful guides and worksheets in it.) Q: If I work through this manual, what will I accomplish? A: You will develop one or more evaluation designs, and perhaps you'll also use the designs to evaluate something to make it better or to document its current value. Q: What is an evaluation design? A: An evaluation design is a conceptual and procedural map for getting important information about training efforts to people who can use it, as shown in the graphic below.

Program Evaluation: A Practitioner’s Guide for Trainers and Educators (Evaluation in Education and Human Services #2)

Program Evaluation in Language Education (Research and Practice in Applied Linguistics)

The authors describe evaluation as a way of understanding and developing language programs: the thematic and background section sets out the decision-making, quality management, and learning functions of evaluation. Case studies illustrate the diversity of evaluation contexts, functions and approaches, documenting the ways in which evaluation processes and outcomes inform and facilitate program development, and contribute to explaining how language and teacher education programs constitute opportunities for learning. The ways in which evaluation practice can be researched and developed to maximize policy, institutional and program effectiveness is included, and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text.

Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis (Research Methods for the Social Sciences)

An updated guide to the core concepts of program evaluation This updated edition of Program Evaluation in Practice covers the core concepts of program evaluation and uses case studies to touch on real-world issues that arise when conducting an evaluation project. This important resource is filled with illustrative examples written in accessible terms and provides a wide variety of evaluation projects that can be used for discussion, analysis, and reflection. The book addresses foundations and theories of evaluation, tools and methods for collecting data, writing of reports, and the sharing of findings. The discussion questions and class activities at the end of each chapter are designed to help process the information in that chapter and to integrate the information from the other chapters, thus facilitating the learning process. As useful for students as it is for evaluators in training, Program Evaluation in Practice is a must-have text for those aspiring to be effective evaluators. Includes expanded discussion of basic theories and approaches to program evaluation Features a new chapter on objective-based evaluation and a new section on ethics in program evaluation Provides more detailed information and in-depth description for each case, including evaluation approaches, fresh references, new readings, and the new Joint Committee Standards for Evaluation

Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis (Research Methods for the Social Sciences)

An updated guide to the core concepts of program evaluation This updated edition of Program Evaluation in Practice covers the core concepts of program evaluation and uses case studies to touch on real-world issues that arise when conducting an evaluation project. This important resource is filled with illustrative examples written in accessible terms and provides a wide variety of evaluation projects that can be used for discussion, analysis, and reflection. The book addresses foundations and theories of evaluation, tools and methods for collecting data, writing of reports, and the sharing of findings. The discussion questions and class activities at the end of each chapter are designed to help process the information in that chapter and to integrate the information from the other chapters, thus facilitating the learning process. As useful for students as it is for evaluators in training, Program Evaluation in Practice is a must-have text for those aspiring to be effective evaluators. Includes expanded discussion of basic theories and approaches to program evaluation Features a new chapter on objective-based evaluation and a new section on ethics in program evaluation Provides more detailed information and in-depth description for each case, including evaluation approaches, fresh references, new readings, and the new Joint Committee Standards for Evaluation

Program Theory-Driven Evaluation Science: Strategies and Applications

Program Theory-Driven Evaluation Science fills the gap between 21st century literature on evaluation and what is happening in practice. It features detailed examples of how evaluations actually unfold in practice to develop people, programs, and organizations. Commonly accepted strategies for practicing evaluation are outlined, followed by comprehe

Program Theory-Driven Evaluation Science: Strategies and Applications

Program Theory-Driven Evaluation Science fills the gap between 21st century literature on evaluation and what is happening in practice. It features detailed examples of how evaluations actually unfold in practice to develop people, programs, and organizations. Commonly accepted strategies for practicing evaluation are outlined, followed by comprehe

Programmatik und Praxis der Schulentwicklung: Rekonstruktionen zu einem konstitutiven Spannungsverhältnis (Rekonstruktive Bildungsforschung #11)

Daniel Goldmann rekonstruiert als zentrales Phänomen schulischer Entwicklungspraxis eine hohe Differenz- und Konfliktvermeidung unter Lehrkräften, die die schulentwicklungsbezogenen Aushandlungen stark limitiert. Erklärt wird dieses Phänomen über die mangelnde formale Verfasstheit der Organisation Schule als ein zentrales Bezugsproblem von Schulentwicklung. Damit nimmt der Autor die wiederholt formulierte Differenz zwischen Anspruch und Wirklichkeit von Schulentwicklung nicht zum Anlass von Kritik, sondern versteht die schulische Praxis in ihrer vermeintlich defizitären Abweichung von der Programmatik als gelingend und sinnhaft. Umgekehrt wird auch die Schulentwicklungsprogrammatik aufgrund der z.T. hohen Differenz zur Praxis nicht als überflüssig gesehen, sondern ebenso in ihrer Bedeutung für die Praxis in den Schulen untersucht.