Assessing faculty learning communities

New Directions for Teaching and Learning

Volumn 2004, Issue 97, 2004, Pages 87-100

  Hubball, Harry ^a   Clarke, Anthony ^a   Beach, Andrea L ^b  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^b WESTERN MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38549138480     PISSN: 02710633     EISSN: 15360768     Source Type: Journal    
DOI: 10.1002/tl.136     Document Type: Article

References (34)

1. Angelo, T. A and Cross, K. P. Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.) San Francisco: Jossey-Bass, 1993.
2. Baird, L. L. “Documenting Student Outcomes in Graduate and Professional Programs.” In J. G. Haworth (ed.), Assessing Graduate and Professional Education: Current Realities, Future Prospects. New Directions for Institutional Research, no. 92. San Francisco: Jossey-Bass, 1996.
3. Baker, E. L O'Neill, H. F Jr and Linn, R. L. “Policy and Validity Prospects for Performance-Based Assessments.” American Psychologist, 1993, 48, 1210-1218.
4. Baker, P. “Creating Learning Communities: The Unfinished Agenda.” In B. A. Pescosolido and R. Aminzade (eds.), The Social Worlds of Higher Education. Thousand Oaks, Calif.: Pine Forge Press, 1999.
5. Barab, S. A and Duffy, T. “From Practice Fields to Communities of Practice.” In D. Jonassen and S. M. Land (eds.), Theoretical Foundations of Learning Environments. Mahwah, N.J.: Erlbaum, 2000.
6. Brown, G Bull, J and Pendlebury, M. Assessing Student Learning in Higher Education. London: Routledge, 1997.
7. Caffarella, R and Zinn, L. “Professional Development for Faculty: A Conceptual Framework of Barriers and Supports.” Innovative Higher Education, 1999, 23(4), 241-254.
8. Cox, M. D. “Peer Consultation and Faculty Learning Communities.” In C. Knapper and S. Piccinin (eds.), Using Consultation to Improve Teaching. New Directions for Teaching and Learning, no. 79. San Francisco: Jossey-Bass, 1999.
9. Cox, M. D. “Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations.” To Improve the Academy, 2001, 19, 69-93.
10. Cox, M. D. “Proven Faculty Development Tools That Foster the Scholarship of Teaching in Faculty Learning Communities.” To Improve the Academy, 2003, 21, 109-142.
11. Devine, J. “The Role of Metacognition in Second Language Reading and Writing.” In J. G. Carson and I. Leki (eds.), Reading in the Composition Classroom: Second Language Perspectives. Boston: Heinle and Heinle, 1993.
12. Fenwick, T and Parsons, J. “Developing Criteria for Evaluation: Choosing a Frame of Reference.” In T. Fenwick and J. Parsons (eds.), The Art of Evaluation: A Handbook for Educators and Trainers. Toronto: Thompson Educational Press, 2000.
13. Gardner, H. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993.
14. Glassick, C. E Huber, M. T and Maeroff, G. I. Scholarship Assessed: Evaluation of the Professoriate. San Francisco: Jossey-Bass, 1997.
15. Green, L. W and Kreuter, M. Health Promotion Planning: An Educational and Ecological Approach. (3rd ed.) Palo Alto, Calif.: Mayfield, 1999.
16. Gunstone, R and Mitchell, I. “Metacognition and Conceptual Change.” In J. Mintzes, J. Wandersee and J. Novak (eds.), Teaching Science for Understanding. San Diego, Calif.: Academic Press, 1998.
17. Hansman, C. A. “Context-Based Adult Learning.” In S. B. Merriam (ed.), The New Update on Adult Learning Theory. San Francisco: Jossey-Bass, 2001.
18. Harper, V. “Establishing a Community of Conversation: Creating a Context for Self-Reflection Among Teacher Scholars.” To Improve the Academy, 1996, 19, 251-266.
19. Hubball, H. “A Faculty Learning Community Within a Certificate Program: Enhancing the Scholarship of Teaching and Learning.” Unpublished manuscript, Oct. 31, 2003.
20. Johnson, E. B. Contextual Teaching and Learning: What It Is and Why It's Here to Stay. Thousand Oaks, Calif.: Corwin Press, 2002.
21. Joint Committee on Standards for Educational Evaluation. The Program Evaluation Standards. Thousand Oaks, CA: Sage, 1994.
22. Kolb, D. A. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J.: Prentice Hall, 1984.
23. Kolb, D. A and Boyatis, R. E. “Experiential Learning Theory: Previous Research and New Directions.” In R. J. Sternberg and L. Zhang (eds.), Perspectives on Thinking, Learning, and Cognitive Styles. Mahwah, N.J.: Erlbaum, 2001.
24. Lockhart, M and Borland, K. W. “Critical Thinking Goals, Outcomes, and Pedagogy in Senior Capstone Courses.” Journal of Faculty Development, 2001, 18(1), 19-25.
25. Newmann, F. M and Associates. Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass, 1996.
26. Nolinske, T. “Creating an Inclusive Learning Environment.” Teaching Excellence, 1999, 11, 4.
27. Paris, S and Ayres, L. R. Becoming Reflective Students and Teachers with Portfolios and Authentic Assessment. Washington, D.C.: American Psychological Association, 1994.
28. Richlin, L and Manning, B. Improving a College/University Teaching Evaluation System. San Bernardino, Calif.: Alliance, 1995.
29. Schoenfeld, A. H. “What's All the Fuss About Metacognition?” In A. H. Schoenfeld (ed.), Cognitive Science and Mathematics Education.; New York: Erlbaum, 1987.
30. Shavelson, R. J and Huang, L. “Responding Responsibly to the Frenzy to Assess Learning in Higher Education.” Change, Jan.-Feb. 2003, pp. 11-18.
31. White, R. T and Mitchell, I. J. “Metacognition and the Quality of Learning.” Studies in Science Education, 1994, 23, 21-37.
32. Wiggins, G. “A True Test: Toward More Authentic and Equitable Assessment.” Phi Delta Kappan, 1989, 70, 9.
33. Wiggins, G. “The Case for Authentic Assessment.” Practical Assessment, Research and Evaluation, 1990, 2(2).
34. Wiggins, G. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, 1998.