Incorporating a transformational learning perspective in action learning sets

A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented.     

Creating Quality Assurance in Curriculum: Theory and Practice at a Canadian Community College

Quality Assurance in Curriculum is a customized solution to the problems of assuring curricular quality in a dynamic community college environment. It was designed by Red River College, a large, comprehensive community college in Western Canada, to address academic cross-jurisdictional issues in establishing and verifying curriculum. It is a system based on current theory in educational quality, and it uses a three-stage methodology incorporating a variety of survey, planning, and consultation techniques. Benchmarked data figure prominently in assuring academic program curricular conformance is measured according to accepted college mission and accepted standards. Initiated in 2000, each stage of the Quality Assurance in Curriculum strategy has moved from initial concept to preliminary trials through acceptance to full implementation across all academic faculties of the community college.     

The Million Dollar Difference and 21st Century Teaching Skills Project

With a limited budget, but a critical need to develop 21st century marketplace skills, Georgia Perimeter College (GPC) developed the Million Dollar Difference Campaign. Focusing on how quality instruction affects retention and student outcomes, GPC re-energized a 1000-faculty workforce in one year through a series of innovative teaching strategies. Data were collected that proved the campaign worked.     

Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.     

Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course

The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners' self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a college algebra and trigonometry course offered in an asynchronous, technology-intensive emporium model at a large, public university in the southeastern United States. Participants (N = 99) completed surveys assessing their self-efficacy to learn mathematics in this environment as well as to assess their mastery experiences, vicarious experiences, social persuasion, and physiological state. Regression analysis indicated that in this environment, the most important factors are vicarious experiences, followed by affective/physiological influences.     

Examining Online Instruction in Undergraduate Nursing Education

Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing.     

Determinants of pre‐school quality in Singapore. An investigation of the effects on teachers,of parents’ involvement

Parents are usually anxious about the quality of pre‐school education for their children and Singapore is no exception. As such, research into quality indicators of pre‐school care and education continues to receive much attention, especially in terms of identifying which aspects are related to positive outcomes for children, their parents and the policy makers. However, the significance of the day to day pre‐school experiences per se, are rarely investigated. Rather than considering outcomes, this paper reports a study which is concerned with pre‐school teachers' views on selected aspects of their working environment, in particular their dealings with parents, as determinant measures of quality in pre‐schools.

The majority of pre‐school centres in Singapore have a central structure and environment which by necessity adheres to government regulations. Except for teachers' views and feelings about aspects of their working conditions, most of the usual measures of centre quality are regulated. The study is concerned to identify which features of their day to day encounters most satisfactorily contribute to their roles as pre‐school teachers, and to examine any differences attributable to qualifications and experience.

The results show, that whilst there are some differences between teachers according to qualifications and experience, amongst the most positive features are satisfaction with parents' involvement, children's behaviour, and positive support from other teachers.     

Physical education teachers’ self-reported use and perceptions of various teaching styles

Increasing recognition of the constructivist nature of learning as well as the diversity of student learning styles highlights the need for teachers to use different teaching styles. Unfortunately, little is known about teachers’ use and perception of various teaching styles. The purpose of this study was to explore physical education teachers’ self-reported use and perceptions of various teaching styles. Participants were 212 physical education teachers representing a variety of elementary and secondary school settings. Teachers had significantly different experiences in the use and perceptions of the different teaching styles. Their perceptions also differed according to self-rated teaching ability related to using the styles.