The impact of staff development programmes and activities

Enhancing Staff and Educational Development

Volumn , Issue , 2004, Pages 96-116

  Smith, Holly J ^a,b,c  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b LIVERPOOL JOHN MOORES UNIVERSITY   (United Kingdom)

^c OPEN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84859890253     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203416228-10     Document Type: Chapter

References (31)

1. Baume, D. (2003) Monitoring and evaluating staff and educational development. In A Guide to Staff and Educational Development, (eds) P. Kahn and D. Baume. Kogan Page, London
2. Biggs, J. (1999) Teaching for Quality Learning in Higher Education. OUP/SRHE, London
3. Coffey, M. and Gibbs, G. (2000) Can academics benefit from training? Some preliminary evidence, Teaching in Higher Education, 5(3), pp 385–9
4. Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, RoutledgeFalmer, London
5. Entwistle, N.J. and Ramsden, P. (1983) Understanding Student Learning. Croom Helm, London
6. Gibbs, G. and Coffey, M. (2000) Training to teach in higher education: A research agenda, Teacher Development, 4, pp 31–44
7. Gilbert, A.K. and Gibbs, G. (1998) A proposal for a collaborative international research programme to identify the impact of initial training on university teaching. Paper presented at HERDSA conference, Auckland New Zealand
8. Ho, A.S.P. (2000) A conceptual change approach to staff development: A model for programme design, The International Journal for Academic Development, 5(1), pp 30–41
9. ILTHE (2003) About the ILT: Membership, ILTHE. http://www.ilt.ac.uk/249.asp#jump09 Accessed 7 August 2003
10. Kugel, P. (1993) How professors develop as teachers, Studies in Higher Education, 18, pp 315–28
11. McLean, M. and Bullard, J. E. (2000) Becoming a university teacher: Evidence from teaching portfolios (how academics learn to teach), Teacher Development, 4(1), pp 79–101
12. Marsh, H.W. (1982) SEEQ: A reliable, valid and useful instrument for collecting students’ evaluations of university teaching, British Journal of Educational Psychology, 52, pp 77–95
13. Miles, M.B. and Huberman, A.M. (1994) An Expanded Sourcebook: Qualitative Data Analysis. 2nd Edition, Sage, London
14. Murray, H.G. (1997) Effective teaching behaviours in the college classroom. In Effective Teaching in Higher Education: Research and Practice, (eds) R.P. Perry and J.C. Smart. Agathon Press, New York
15. Murray, K. and Macdonald, R. (1997) The disjunction between lecturers’ conceptions of teaching and their claimed educational practice, Higher Education, 33, pp 331–49
16. Novak, J.D. and Gowin, D.B. (1984) Learning How to Learn. Cambridge Press, New York
17. Ramsden, P. (1991) A performance indicator of teaching quality in highereducation: The Course Experience Questionnaire, Studies in Higher Education, 16, pp 129–50
18. Richardson, J.T.E. (Ed) (1996) Handbook of Qualitative Research Methods for Psychology and the Social Sciences, BPS Books, Leicester
19. Rust, C. (2000) Do initial training courses have an impact on university teaching? The evidence from two evaluative studies of one course, Innovations in Education and Training International, 37(3), pp 254–61
20. Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. Basic Books, New York
21. SEDA (2003) Professional Development Framework Handbook. Birmingham, Staff and Educational Development Association. http://www.seda.ac.uk/pdf/index.htm Accessed August 7 2003
22. Silverman, D. (Ed) (1997) Qualitative Research: Theory, Method and Practice. Sage, London
23. Silverman, D. (1999) Doing Qualitative Research: A Practical Handbook. Sage, London
24. Silverman, D. (2001) Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction. 2nd Edition, Sage, London
25. Smith, J. K. and Hodkinson, P. (2002) Fussing about the nature of educational research: The neo-realists versus the relativists, British Educational Research Journal, 28(2), pp 291–6
26. Sprague, J. and Nyquist, J. D. (1991) A developmental perspective on the TA role. In Preparing the Professoriate of Tomorrow to Teach: Selected readings in TA Training, (eds) J. D Nyquist, R. D. Abbot, D. H. Wulff and J. Sprague. Kendall-Hunt, Dubuque, IA
27. Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. 2nd Edition, Sage, London
28. Tabachnick, B. G. and Fidell, L. S. (1996) Using multivariate statistics. 3rd Edition, Harper and Row, New York
29. Trigwell, K. and Prosser, M. (1996) Congruence between intention and strategy in university science teachers’ approaches to teaching, Higher Education, 32, pp 77–87
30. Trigwell, K., Prosser, M. and Taylor, P. (1994) Qualitative differences in approaches to teaching first year university science, Higher Education, 27, pp 75–84
31. Unger, R. K. (1998) Resisting Gender: Twenty-five years of feminist psychology. Sage, London