Teaching testaments

Journal of Early Childhood Teacher Education, 2008

Journal of Southern History, 2020

Scott was a legendary teacher among Duke University undergraduates from 1961 to 1991. Though small in stature, she had a commanding presence in the classroom that belied the years she had spent on the margins of our profession. In the 1960s, she was one of the few opportunities Duke students had to experience a woman professor who exuded such authority. Decades before "active learning" became a goal for undergraduate classrooms, she began her courses announcing that "lectures have been obsolete since the invention of the printing press." I vividly recall that declaration on the first day of class in my sophomore year in 1963. Thirty-five of us were seated on rows of wooden benches bolted to the floor, much like pews, our seats separated by small desktops that left just enough room to squeeze in and sit down. The structure of the room declared that this was a lecture hall, but Dr. Scott made it clear we had to come to class prepared to discuss whatever we were assigned for that day. The learning was in the discussion. She did not use the term, but her teaching was Socratic. She made a seating chart the first day, and by the end of that week she knew every name and where we were sitting. "Miss Evans, what was this author's point about the Revolution?" "Mr. Jones, what was the evidence for that?" In later years, when she held court at class reunions, I realized that she carried in her memory thirty-plus years of classrooms and could have filled out those charts with almost every student in the right seat. My place was two rows back, stage left. If I had failed to prepare that day, I studiously looked at the floor as she was deciding who to call on. Sometimes that worked. Otherwise, "Miss Evans?" would elicit a guilty admission, or an effort to sound informed based on what had already been said in class. Dr. Scott (I could not call her anything but Dr. Scott until I was well into my forties and a tenured professor myself) became my model for teaching. I poached and reconfigured her assignments to give my own students the same opportunity to discover the joys of historical research

Journal for the Study of Religious Experience, 2021

With this Festschrift we are honouring Peggy Morgan; a colleague and friend who has touched the lives of the editors and contributors of this volume, as well as guided and influenced their careers. The regard in which she is held is evidenced in the tender tributes, poems and the impressive academic articles submitted by colleagues with the express purpose of celebrating and thanking her, in the year of her 80th Birthday.

Student Engagement and Experience Journal, 2012

Sally is Senior Lecturer in Innovation and Professional Development and is the lead in rolling out the internal Higher Education Academy Recognition Scheme within Sheffield Hallam University. She is an active member of the Staff and Educational Development Association (SEDA) Conference Committee and is undertaking her SEDA Senior Fellowship and Senior Fellowship of the HEA. She has undertaken research in the field of professional development and gained her PhD in Education Research from Lancaster University in 2010. In this viewpoint, Sally shares her thoughts about the teaching achievements of one our colleagues, Claire Craig. Claire is an inspirational teacher, committed professional with an international reputation, dedicated researcher, prolific author and patented inventor. She is also Sheffield Hallam University's first female National Teaching Fellow (NTF) and the first NTF from the Faculty of Health and Wellbeing. Claire's impact on her students is profound, the following statement from the student-informed Inspirational Teaching Awards summarises this: Claire Craig has been inspirational, she has unfortunately given just two lectures on the course so far (I would nominate her to give more apart from I know she already works so hard in other areas) but each time, all students left her lecture completely enthusiastic and convinced that her topic was the career specialty [dementia] for them (the sign of a good lecturer!) We found her to be so refreshing and interesting, she relates theory to her everyday practice and makes her topic real to the students she teaches. Claire encourages me to think outside the box and makes me realise there are still amazingly good people left in the world who really want to make a difference to the quality of care people receive from health professionals.

Journal of Geography in Higher Education, 2013

Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's “Letter to a New University Teacher,” which has been used internationally to help new lecturers beginning their career. Prepared as an autoethnographic account for a recent graduate, “The Letter” distils principles held to underpin a successful academic career. Five university teachers and academic managers discuss critically the content and their applications of “The Letter” and make some suggestions for its use in continuously transforming higher education contexts.

Professional Educator, 2013

Given the powerful influence of past school experiences on the ways in which future teachers decide to teach, it is important to help preservice teachers more deliberately and critically explore the implications of those influences. This study grew out of an assignment in which 38 secondary education majors were asked to describe high school teachers they remember as being their favorite teachers and their most effective teachers. There was some overlap between the categories, but more often than not teachers who were considered "favorites" during high school were now seen as having 'defaulted on their responsibility to educate and supervise, to open minds and challenge ... students.' Although the responses yielded 35 different characteristics of effective teachers, three were dominant: their passion or enthusiasm for both teaching and the subject matter, their concern for the learning of all students, and their knowledge of subject matter.

The Teacher Educator, 2017

Her leadership and fortitude to examine the issues that face the U.S. educational system and to develop solutions that affect school reform efforts make it difficult in one short introduction to describe all she has accomplished for our school communities, the teachers, and their students. Therefore, we leave you with a brief introduction highlighting some key accomplishments in her educational career. Dr. Darling-Hammond is a former president of the American Educational Research Association (AERA) and member of the National Academy of Education and the American Academy of Arts and Sciences. Dr. Darling-Hammond's research focuses on issues in educational policy, teaching quality, and school reform. Her work in these areas makes her an enduring leader, and as a result, she is highly regarded by scholars across various educational fields of study, as well as educational policy makers at the local, state, and federal levels. Education Week in 2006 identified Dr. Darling-Hammond as one of the nation's 10 most influential people affecting education policy for over a decade. In 2008, she served as a leader of President Obama's education transition team. Her more than 500 publications include research reports, articles, books, and book chapters. Dr. Darling-Hammond founded the Stanford Center for Opportunity Policy in Education in 2008 and helped to redesign the Stanford Teacher Education program. More recently, she has become the president and chief executive officer of the Learning Policy Institute (2015), a research and policy think tank. Please join us as we consider Dr. Linda Darling-Hammond's thoughts on important issues in education. You have recently transitioned to a new role at Stanford University as the president of the Learning Policy Institute as well as faculty director of the Stanford Center for Opportunity Policy in Education. Can you tell us a bit about this?

AJP: Advances in Physiology Education, 2007

Few medical faculty members are adequately prepared for their instructional responsibilities. Our educational traditions were established before we had research-based understandings of the teaching-learning process and before brain research began informing our understandings of how humans achieve lasting learning. Yet, there are several advantages you may have. If your expertise is at one of the frontiers of human biology, your teaching can be inherently fascinating to aspiring health professionals. If your work has implications for human health, you have another potential basis for engaging future clinicians. And, thanks to Claude Bernard's influence, you likely are “process oriented,” a necessary mindset for being an effective teacher. There are also challenges you may face. Your medical students will mostly become clinicians. Unless you can help them see connections between your offerings and their future work, you may not capture and sustain their interest. To be effective, ...

Paideusis, 2020

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