61. Seven Principles Of Effective Teaching - A Practical Lens For Evaluating Online Seven Principles of effective teaching A Practical Lens for Evaluating Online teaching in a Webbased distance learning environment An evaluation http://distance.wsu.edu/facultyresources/savedfromweb/7principles.htm

MARCH/APRIL 2001 Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses by Charles Graham Kursat Cagiltay Byung-Ro Lim Joni Craner and Thomas M. Duffy The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin We, a team of five evaluators from Indiana University's Center for Research on Learning and Technology (CRLT), recently used these principles to evaluate four online courses in a professional school at a large Midwestern university. (The authors are required to keep the identity of that university confidential.—Ed.) The courses were taught by faculty members who also taught face-to-face courses. Conducted at the joint request of faculty and administration, the evaluations were based on analysis of online course materials, student and instructor discussion-forum postings, and faculty interviews. Although we were not permitted to conduct student interviews (which would have enriched the findings), we gained an understanding of student experiences by reading postings to the discussion forum. Taking the perspective of a student enrolled in the course, we began by identifying examples of each of Chickering and Gamson's seven principles. What we developed was a list of "lessons learned" for online instruction that correspond to the original seven principles. Since this project involved practical evaluations for a particular client, they should not be used to develop a set of global guidelines. And since our research was limited in scope and was more qualitative than quantitative, the evaluations should not be considered a rigorous research project. Their value is to provide four case studies as a stimulus for further thought and research in this direction.

62. Effective Teaching Book Reviews 2002-2003 effective teaching main site The Power of Critical Theory Liberating AdultLearning and teaching. By Stephen D. Brookfield. San Francisco JosseyBass, http://www.unca.edu/et/books.htm

EFFECTIVE TEACHING main site Book Reviews Edited by Merritt Moseley To submit a book review: Reviews , beginning with most recent Archived reviews from Current Reviews: Entered 07/21/05 Service-Learning Code of Ethics . By Andrea Chapdelaine, Ana Ruiz, Judith Warchal, and Carole Wells. Bolton, MA: Anker, 2005; and Learning Through Serving: A Student Guidebook for Service-Learning Across the Disciplines . By Christine M. Cress, Peter J. Collier, Vicki L. Reitenauer and Associates. Sterling, VA: Stylus, 2005. Review by Merritt Moseley, UNC Asheville. Entered 07/20/05 Public Work and the Academy: An Academic Administrator's Guide to Civic Engagement and Service-Learning . Edited by Mark Langseth and William M. Plater. Bolton, MA: Anker, 2004. Review by Merritt Moseley, UNC Asheville. Entered 05/30/05 Best Practices in Adult Learning . Edited by Lee Bash. Bolton, MA: Anker, 2005. Review by Patrice K. Gray, Fitchburg State College Entered 05/26/05 Assessing Online Learning . Edited by Patricia Comeaux. Bolton, MA: Anker, 2005. Review by Donna Bailey

63. Research By Michael Pressley Yields Insights Into The Practices Of Effective Edu His insights into effective teaching are an important step forward in helpingproduce For Pressley, the growing evidence about effective teaching may http://ed-web3.educ.msu.edu/newed/fall03/pressley.htm

fall 2003 Back to Contents Terrific Teaching's Triad Research by Michael Pressley Yields Insights into the Practices of Effective Educators Ask Michael Pressley what great primary school teachers do in their classrooms and he will invariably tell you how they effectively balance approaches to literacy instruction, constantly motivate their students, and effectively manage their classrooms. For Pressley, great teaching is that simple—and that hard. “We have analyzed teaching up, down, and around and I cannot imagine how anything could be more demanding than teaching first grade well,” says Pressley, a professor in the Department of Teacher Education and among the nation’s leading literacy scholars. “I can tell you that it is much harder than flying a 747 or being a graduate school professor.” It is that respect and appreciation for the complex and demanding acts of teaching and learning that have driven Pressley throughout his distinguished and prolific career, and has led him to zero in on what works when it comes to effective instruction. Over the course of his 25 years as a researcher, he and his doctoral students have spent countless hours in elementary school classrooms, observing teachers and students in an effort to decipher what practices lead to increased learning.

64. Web Resources For Effective Teaching And Learning teaching Effectiveness Program, University of Oregon. Provides a brief summaryof the issue and links to other sites. Fair Use Guidelines for Educational http://www.brown.edu/Departments/Italian_Studies/dweb/pedagogy/web-resources.sht

Web Resources for Effective Teaching and Learning Introduction In creating your course web site, a number of questions may arise. As the web is ever dynamic and changing, so will your thinking about your course web site. This document is hardly exhaustive of the web resources that exist; however, it hopes to provide you with some places to explore the answers and to inspire new questions. Contents Development Resources Evaluating the Content of Web Sites Citing Electronic Sources Preventing Academic Code Violations with Regard to ... "Academic Permissions Service" Stanford University Libraries Provides links organized into following categories: Primary Materials Current Legislation, Cases and Issues Resources on the Internet Teaching Effectiveness Program, University of Oregon Provides a brief summary of the issue and links to other sites. "Fair Use Guidelines for Educational Multimedia" Prepared by the Educational Multimedia Fair Use Guidelines Development Committee July 17, 1996 Cites the proposed guidelines from 1996. An interesting presentation of all of the issues relevant to educational use.

65. Educational Leadershp Redirect Which grading system provides the most effective measure of student achievement? The First Amendment Schools initiative helps educators teach civic http://www.ascd.org/publications/ed_lead.html

The Educational Leadership area as moved to a new location. If the area does not appear shortly please use the link above.

66. ASCD | For The Success Of Each Learner Which grading system provides the most effective measure of student achievement? arrow 2005 Conference on teaching Learning—Student Achievement The http://www.ascd.org/

Home Join Help Password Info ... log in Books Arts with the Brain in Mind Videos A Visit to a Freshman Advisory Program Mixed Media Emotional Intelligence PD Online Supporting Student Health and Achievement Take our poll. ASCD Action Center Find out more Nominate a colleague for the Outstanding Young Educator Award Institutional Membership connected communities Register and make your hotel reservations conference blog EDPolicy Update Can we improve academic performance by teaching children, particularly those who are developmentally disabled, how to interact with teachers? Learn more in ResearchBrief Educators cannot overlook the persistent achievement gap between black boys and their peers. Read the latest Education Update to learn more about " Bridging the Widest Gap Log in New Book ASCD Infobrief Assessment Policy: A Policymaker's Primer on Testing and Assessment Want to Write for ASCD? Learn more Contact Us Privacy Statement

67. September 1999 OBT Clinical Preceptors Tips for effective teaching With Minimal Downtime However, you can provide feedback at regular intervals in the teaching day. http://www.stfm.org/teacher/1999/sept/sept.html

September 1999 For the Office-based Teacher of Family Medicine Paul M. Paulman, MD Feature Editor Editor's Note: Harold C. Seim, MD, MPH, has been the predoctoral director in the Department of Family Practice and Community Health at the University of Minnesota for 12 years. O. Guy Johnson, MD, is a clinical professor in the department and has precepted students in his clinic continuously for the past 30 years. In this month’s column, Drs Seim and Johnson present practical, time-saving tips for community teachers. I welcome your comments about this feature, and I also encourage all predoctoral directors to make copies of this feature in its entirety and distribute it to their preceptors. Send your submissions to Paul Paulman, MD, University of Nebraska, Department of Family Medicine, 600 South 42nd Street, Box 983075, Omaha, NE 68198-3075. 402-559-6818. Fax: 402-559-6501. E-mail: ppaulman@mail.unmc.edu.

68. May 1998 OBT For the Officebased Teacher of Family Medicine. Paul M. Paulman, MD Feature Editor Ten Tips for effective teaching http://www.stfm.org/teacher/1998/may/may.html

May 1998 For the Office-based Teacher of Family Medicine Paul M. Paulman, MD Feature Editor Editor's Note: ppaulman@mail.unmc.edu. Ten Tips for Effective Teaching Eugene Orientale, Jr, MD (Fam Med 1998; 30(5):326-7.) 1. Be a Role Model and Mentor Contrary to the words of National Basketball Association athlete Charles Barkley, whether he likes it or not, he is a role model. We are also role models. As physicians, our actions and lifestyles will speak louder than our words. Students and residents observe how we conduct ourselves both personally and professionally. What we do in our spare time, what we value, and how we conduct our personal lives conveys subtle but important messages to our physicians in training. 2. Teach Learning “What we should seek to instill in our colleagues is not so much learning as the spirit of learning” (Woodrow Wilson). It is well worth remembering that little of the factual knowledge we convey to our pupils is actually retained. Thus, if we can convey enthusiasm for the process of learning—the thought, research, and investigation—then we have met an important educational objective. The process of how we learn as physicians eclipses and surpasses the content of any factual data.

69. LINK-TRC: GOOD PRACTICE RESOURCE DATABASE - Linking Teaching To Research And Con effective teaching practice resource portfolio. The resource portfolio contains28 individual examples of practice in curriculum design and pedagogy in http://www.brookes.ac.uk/schools/planning/LTRC/outputs/Portfolio.htm!

LINK: GOOD PRACTICE RESOURCE DATABASE Linking Teaching with Research and Consultancy in the disciplines of Planning, Land and Property Management, and Building Examples of Practice Home Project Resources Search Effective teaching practice resource portfolio The resource portfolio contains 28 individual examples of practice in curriculum design and pedagogy in linking teaching and research (last update 10 November 2003). These have been categorised below (some examples appear in more than one category): Developing student appreciation of research in the disciplines ( 3 examples Development of student research skills (10 examples) Using teaching and learning processes which stimulate research (16 examples) Using assignments which involved elements of research proceses (8 examples) Giving students firsthand experience of commercial consultancy (5 examples) Bringing data/findings from staff research/consultancy (professional practice) into the curriculum (8 examples) Alternatively you can: View a matrix of all entries;

70. Cornell CLT | Teaching Bibliography Guide to effective teaching A National Report. New Rochelle, NY Change Magazine Schwartz, LL Criteria for effective University teaching Improving http://www.clt.cornell.edu/resources/biblio/biblioteach.html

RESOURCES CLT MAIN PAGE ABOUT CLT FACULTY AND STAFF LEARNING STRATEGIES ... INTERNET LINKS BIBLIOGRAPHY TEACHING HANDBOOK The Center for Learning and Teaching 420 CCC, Garden Avenue Cornell University Last updated 6 July 2001 Bibliography: What is Good/Effective Teaching McKeachie, W.J. "Effective College Teaching" in Fred N. Kerlinger, ed., Review of Research in Education. 1975, Vol. 3. Itasca, Ill.: Peacock Publishing, pgs. 165-209. Berliner, D.C. "In Pursuit of the Expert Pedagogue," Educational Researcher, Aug./Sept. 1986, pgs. 5 -13. Avent, J.E. The Excellent Teacher. Knoxville, Tenn. 1931. Carkhuff, R.R. The Skills of Teaching: Interpersonal Skills. Amherst, Mass. Human Resources Development Press, 1977. Erisksen, S.C. The Essence of Good Teaching. San Fransisco, Jossey-Bass, 1984. Milton, O. On College Teaching: A Guide to Contemporary Practices. San Fransisco:Jossey-Bass, 1978. Guide to Effective Teaching: A National Report. New Rochelle, N.Y.: Change Magazine Press, 1978. Shulman, L. "Those Who Understand: Knowledge Growth in Teaching," Educational Researcher, Feb. 1986, pgs. 4-14.

71. Teacing Handbook Chapter 4 It begins with a general discussion of effective teaching and goes on to During the past 50 years the debate over effective teaching has moved from a http://www.clt.cornell.edu/resources/teh/ch4.html

TEACHING HANDBOOK Table of Contents Introduction Chapter 1 - Conceptual Overview Chapter 2 - The Teaching Portfolio: Documenting Teaching and Its Improvement Chapter 3 - Supporting Data: Collection and Presentation Chapter 4 - Criteria for Evaluating Data on Teaching Chapter 5 - Improving Practice: Case Examples Appendix: Evaluation and Recognition of Teaching - A Report of the Select Committee References Bibliography ABOUT THE CLT TA TRAINING PROGRAM ... BIBLIOGRAPHY The Center for Learning and Teaching 420 CCC, Garden Ave. Ext. Ithaca, NY 14853 cornell-clt@cornell.edu Cornell University Cornell University Teaching Evaluation Handbook Third Edition, 1997 Chapter IV - Criteria for Evaluating Data on Teaching This discussion of evaluation criteria is meant to assist the department or college in establishing its own system for the evaluation of teaching. The dictionary uses the terms "standard, rule or test" in defining criterion. Tenure decisions require a general rule for defining excellence that can accommodate the variety of disciplinary-based instructional traditions, while honoring the individual's freedom to express and develop personal style in teaching. An example of such a general rule might be, "To what degree does the data supplied support the reasoned opinion of those most competent to judge that the candidate has-and will continue to-demonstrate the capacity to improve instructional practice?"

72. The Teaching And Learning Center Definition And Goals Some individuals would wish to add that effective teaching transmits specific Still others tend to feel that effective teaching is an “art form” not http://www.winthrop.edu/tlc/defnadgoals.htm

141 Bancroft, Rock Hill, SC 29733 • 803/323-3374 • 803/323-3001 (Fax) About The Center Effective Teaching Faculty Mentoring 2005-2006 Sessions Register Here Overview of Programs Resource Room Articles Of Interest ... Useful Links Operational Definition and Goals of Effective Teaching An effective teacher is a scholar who shares knowledge, uses appropriate methodology, demonstrates and encourages enthusiasm about the subject matter, and shows a concern for students, all in such a way as to leave the student with a lasting and vivid conviction of having benefited from the instruction. No one-sentence definition, however, can possibly cover the range of talents, concerns and efforts that go into effective teaching or that are found in the varied departments and disciplines of an entire college. Some individuals would wish to add that effective teaching transmits specific skills or enhances talents that students possess; others note that good teaching develops habits of mind or provides models of scholarly behavior and inquiry more important than particular information. Still others tend to feel that effective teaching is an “art form” not subject to definition or formula.

73. CCU Center For Effective Teaching And Learning (CETL) teaching effectiveness, and teaching with Technology Workshop Series The Centerfor effective teaching and Learning (CETL) is charged with the http://www.coastal.edu/cetl/

Center for Effective Teaching and Learning CETL Staff TEAL Center Programs ... Professional Activities and Organizations CETL News and Events New Faculty Teaching Effectiveness, and Teaching with Technology Seminar Series New Faculty Program Veteran Faculty Program and the TEAL Center's technology training web pages for the latest offerings. New seminars are constantly being scheduled; check back often! outside the classroom? Check out the Coastal People news section of the Coastal Carolina University Newsletter A s a teaching institution, Coastal Carolina University recognizes the significant importance that excellence in teaching plays in the life of a university. Excellence in teaching impacts not only the quality of learning that takes place at the university, but also impacts such areas as student recruitment, retention, and graduation. T he Center for Effective Teaching and Learning (CETL) is charged with the responsibility of supporting faculty members in their work as teachers, taking a leading role in offering support for faculty members in areas related to instruction including:

74. Developing A Teaching Portfolio from the Center for effective teaching and Learning, University of Texas at El Paso . This issue of the Bulletin offers guidelines for effective teaching http://depts.washington.edu/cidrweb/PortfolioTools.htm

Developing a Teaching Portfolio General Guidelines Writing a Teaching Statement The Course Portfolio Articles and Books about Teaching Portfolios General Guidelines Developing a Teaching Portfolio CIDR Teaching and Learning Bulletin, 1 (1). This site offers a one-page overview and suggested resources for getting started on your teaching portfolio. Building Diversity into Your Teaching Portfolio a resource developed by the Curriculum Transformation Project at the University of Washington Teaching Portfolio Guidelines from the University of Washington Faculty Council on Instructional Quality (FCIQ) The Teaching Portfolio from the Harriet W. Sheridan Center for Teaching and Learning at Brown University. This site provides an overview of teaching portfolios and sample tables of contents for teaching portfolios Teaching Portfolios from the Center for Effective Teaching and Learning, University of Texas at El Paso. This site includes a section on selecting evidence and examples to include in your portfolio, and also online examples of teaching portfolios back to the top Writing a Teaching Statement Writing a Teaching Statement CIDR Teaching and Learning Bulletin, 7

75. Instructional Videotapes On Effective Teaching Instructional Videotapes on effective teaching. A Private Universe This videotapepresents examples of the teaching of three instructors who have http://depts.washington.edu/cidrweb/InstrucVideoEffecTeaching.html

Instructional Videotapes on Effective Teaching A Private Universe (Pyramid Film and Video, 1992; 18 min.) This film demonstrates how erroneous but entrenched ideas interfere with learning by showing how difficult it is to unlearn an incorrect concept. Most Harvard graduates could not respond correctly to why we have seasons on the earth. The film demonstrates this by interviewing 9th graders. An honors student has her own conclusion about the seasons and the phases of the moon. After the teacher makes a concerted effort to teach this information, the student correctly explains the seasons and moon phases, but still clings to a related entrenched idea. Filmmakers point out that teachers must make students aware of their own private misconceptions before they can learn the correct explanations. Clarity of Explanations in Natural Sciences and Engineering Courses: 1: Simplifying (The Center for Teaching and Learning, Stanford University, 1995, 38:00 min.) This video demonstrates techniques, used by professors in natural sciences and engineering courses at Stanford University, to make their teaching clear to students. All professors featured on the tape were rated extraordinarily high by their students; most of them have won teaching awards." Clarity of Explanations in Natural Sciences and Engineering Courses: 2: Adapting to Students Through Linking (The Center for Teaching and Learning, Stanford University, 1995, 38:00 min.)

76. Effective Teaching effective teaching. Glossary Terms Links. Programs and Interventions Staff Development Activities Resources Online Staff Development Academy http://www.usu.edu/teachall/effect.htm

Effective Teaching Online Staff Development Academy Behavior Management Effective Teaching Beginning Reading ... Leadership Guidelines

77. Personal Website For Effective Teaching TESOL Internet Classics Fair 2002* A Personal Website for effective teaching How to Make a Successful ESL/EFL Teacher s Web Page by Charles Kelly, http://edvista.com/claire/personalweb.html

TESOL Internet Classics Fair 2002 A Personal Website for Effective Teaching Claire Bradin Siskin cbsiskin@pitt.edu Useful Resources Where to Get Free Webspace What's it all about, anyway? ... Self-promotion! Useful Resources: How to Make a Successful ESL/EFL Teacher's Web Page by Charles Kelly, The Internet TESL Journal, June 1997 http://www.aitech.ac.jp/~iteslj/Articles/Kelly-MakePage/ Guidelines for Designing a Good Web Site for ESL Students by Charles Kelly, The Internet TESL Journal, March 2000 http://www.aitech.ac.jp/~iteslj/Articles/Kelly-Guidelines.html HTML Crash Course for Educators by Andy Carvin http://sunsite.unc.edu/edweb/htmlintro.html Where to get Free Webspace: Freewebspace.net (Searchable guide to free webspace providers): http://www.freewebspace.net/ GeoCities: http://geocities.yahoo.com Top Ways in which a teacher can use a personal website: Personal reference: The best way to keep track of your own favorite and frequently-used links is to put them on a web page. This works better than having them in a bookmark, which is dependent on a specific machine or diskette. Once they are on the web, they are accessible from anywhere. This is a way of organizing your own "space" on the World Wide Web.

78. Archived: Ch.2d: Building Knowledge For A Nation Of Learners effective teaching section of Ch 2, An Agenda for the Nation, PriorityEnsuring effective teaching by expanding the supply of potential teachers, http://www.ed.gov/offices/OERI/RschPriority/plan/chap2d.html

A r c h i v e d I n f o r m a t i o n Building Knowledge for a Nation of Learners: A Framework for Education Research - 1997 Effective Teaching More than 3 million teachers working the nation's elementary and secondary schools. Of these, 87 percent work in public schools. Almost half of all elementary and secondary teachers in public schools (47 percent) hold a master's degree or higher. In the 1993-94 school year, the average base salary for full-time public school teachers was $34,153. Private school teachers averaged $21,968. Full-time public school teachers spend an average of 33 hours per week during regular school hours, and an additional l2 hours per week before and after school and on weekends grading papers, preparing lessons, and meeting with students and parents. During the 1992-93 schoolyear,1,137 institutions of higher education conferred bachelor's degrees in education. See Notes for data sources. Priority: Ensuring effective teaching by expanding the supply of potential teachers, improving teacher preparation, and promoting career-long professional development at all levels of education. While her eighth-graders work on the "Do Now," Ms. Everdale walks around the room, stopping now and then to offer praise or point the way. Some of the students finish their work quickly and wait for their classmates to finish. Many struggle with the problems, working steadily but making numerous mistakes along the way. And a few stare into space or fiddle with their pencils, lost before they even begin. How can Ms. Everdale make sure that every one of these learners meets high standards? Given the challenges of today's world, what should she "do now" to help them succeed? And when she needs help, who will point the way?

79. DANS - Staff - Effective Teaching Practice effective teaching Practice Disability Specific Information Specific Disabilities Vary your presentation methods and teaching strategies http://www.lboro.ac.uk/disabilities/pages/staff-teaching.html

Loughborough University Leicestershire, UK, LE11 3TU Tel: 01509 22 2770 Staff - Effective Teaching Practice Staff Students Who We Are DSA ... Specific Disabilities All students learn in different ways - It is good practice that coursework is designed so that it is accessible to all students. If you adhere to the following good practice points you will cover the majority of the needs of disabled students, but remember each student is a unique individual. Face the class when speaking Use plain language - provide a list of any new technical terms or subject specific abbreviations Give both oral and written instructions Write clearly and provide handouts, if appropriate Vary your presentation methods and teaching strategies Prepare course materials early - so they can be adapted Allow students time to express themselves Ensure that a students individual needs are taking into account when planning visits and tripsThere is no need to dilute the curricula or to reduce course requirements for students who have a disability. Making adjustments for students who have a disability is an integral part of the responsibility of all staff and the student should be the key person during these discussions. For further information about teaching students with a specific disability go to the subsequent links:

80. KW Effective Teaching In Higher Education (Videotapes For Instructional Developm Videotape programs to promote effective teaching in higher education demonstrate effective teaching is crucial for student learning in higher education. http://www.tau.ac.il/~nira/videotapes.html

Videotapes for Effective Teaching in Higher Education Effective teaching is crucial for student learning in higher education. These videotapes promote college and university faculty's pedagogical knowledge and good teaching. The tapes demonstrate strategies and techniques that increase lecturing effectiveness in large classes. Participants are 25 Stanford University award-winning professors videotaped in their math/science/engineering classes. Five video cassettes with nine programs present techniques to achieve three main dimensions of good teaching: clarity, interest/student engagement, and promoting a positive classroom environment. The videotapes provide also theoretical background for the techniques and explain how they work. The video programs were narrated and designed by Dr. Nira Hativa , professor of teaching in higher education at Tel Aviv University, while being a visiting professor in the Department of Physics at Stanford University, under a grant from the Bing Fund for Teaching at Stanford. The videotapes were produced in association with the Center for Teaching and Learning at Stanford University. Each videotape comes with a booklet. There is now in print with Kluwer Publishing Company a book by Nira Hativa titled: Teaching for Effective Learning in Higher Education (400pp). This book presents the background and practical suggestions for the videotapes.

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