International Journal for Academic Development, 2012
The IJAD editorial team acknowledges, with thanks, the contributions of the following colleagues ... more The IJAD editorial team acknowledges, with thanks, the contributions of the following colleagues who provided valuable peer reviews during the 2011 publication year. Their commitment to the scholarship of academic development, and to IJAD in particular, benefits the Journal, submitting authors, and the academic development practice community worldwide.
Australian and New Zealand Journal of Vocational Education Research, 1999
Previous research has shown that student approaches to learning have a significant effect on the ... more Previous research has shown that student approaches to learning have a significant effect on the quality of their learning. However, most of this research has been conducted in universities, and little is known about the approaches to learning adopted by students in ...
Http Dx Doi Org 10 1080 0729436970160107, Nov 1, 2006
ABSTRACT International students from South‐East Asia who study in Australia are often portrayed n... more ABSTRACT International students from South‐East Asia who study in Australia are often portrayed negatively compared to local students in terms of learning and study practices. This article discusses some of the misconceptions held by university teachers and administrators about South‐East Asian students studying in Australia and examines them in the light of recent research. In particular, it challenges the views that students from South‐East Asia are surface learners, passive non‐participants in class who prefer the company of other Asian students. These findings challenge university teachers to reconsider accepted beliefs and practices when teaching all students, but particularly students from South‐East Asia.
... as attrition and retention rates, and aggregated data from the Course Experience Questionnair... more ... as attrition and retention rates, and aggregated data from the Course Experience Questionnaire (CEQ ... in higher education Section 1: Australian initiatives in quality teaching and learning in ... are currently being developed as minimum standards to achieve against specific criteria ...
ABSTRACT University teacher development programmes have been part of the higher education landsca... more ABSTRACT University teacher development programmes have been part of the higher education landscape for over 40 years. There is now general agreement that university teacher development programmes have a positive impact on teachers and students, yet the extent and longevity of their impact on the teachers, and the teaching and learning culture of the institutions are less well researched and evidenced. Research that has been carried out on the effectiveness of teacher development programmes has tended to be on specific initiatives and involve limited numbers of participants. Teaching and learning development centres have typically not carried out systematic and extended evaluation of the impact of their programmes. The focus of this paper is to describe the process and outcomes of a national project which resulted in the development of the Academic Professional Development Effectiveness Framework, designed as evaluation tool to facilitate the systematic collection and analysis of data related to the intended outcomes of the teacher development programmes. It is argued that teacher development programmes should be designed to build an evidence base from the initial planning stage and be continued over an extended period in order to enable practitioners, researchers and institutions to ask more complex questions on whom the programmes have an impact, and where and why they have impact.
Professional development programs and activities to enhance teaching and learning have been under... more Professional development programs and activities to enhance teaching and learning have been undertaken for more than 50 years in some higher education institutions. Notwithstanding that, whether these programs, and less formal development activities, have had an impact on enhancing teaching understanding or practice, student satisfaction or learning, and/or the institutional climate that rewards and recognises teaching, remains difficult to ascertain. With greater attention being paid to the quality of teaching in recent years, it is not surprising that greater attention also has been focused on the quality and impact of teaching preparation programs for academics in Australian universities. This project responded to the challenges of determining the effectiveness of teaching preparation programs for academics in higher education by developing the Academic Professional Development Effectiveness Framework designed to assist academic developers in evidencing the achievement of the int...
International Journal for Academic Development, 2012
The IJAD editorial team acknowledges, with thanks, the contributions of the following colleagues ... more The IJAD editorial team acknowledges, with thanks, the contributions of the following colleagues who provided valuable peer reviews during the 2011 publication year. Their commitment to the scholarship of academic development, and to IJAD in particular, benefits the Journal, submitting authors, and the academic development practice community worldwide.
Australian and New Zealand Journal of Vocational Education Research, 1999
Previous research has shown that student approaches to learning have a significant effect on the ... more Previous research has shown that student approaches to learning have a significant effect on the quality of their learning. However, most of this research has been conducted in universities, and little is known about the approaches to learning adopted by students in ...
Http Dx Doi Org 10 1080 0729436970160107, Nov 1, 2006
ABSTRACT International students from South‐East Asia who study in Australia are often portrayed n... more ABSTRACT International students from South‐East Asia who study in Australia are often portrayed negatively compared to local students in terms of learning and study practices. This article discusses some of the misconceptions held by university teachers and administrators about South‐East Asian students studying in Australia and examines them in the light of recent research. In particular, it challenges the views that students from South‐East Asia are surface learners, passive non‐participants in class who prefer the company of other Asian students. These findings challenge university teachers to reconsider accepted beliefs and practices when teaching all students, but particularly students from South‐East Asia.
... as attrition and retention rates, and aggregated data from the Course Experience Questionnair... more ... as attrition and retention rates, and aggregated data from the Course Experience Questionnaire (CEQ ... in higher education Section 1: Australian initiatives in quality teaching and learning in ... are currently being developed as minimum standards to achieve against specific criteria ...
ABSTRACT University teacher development programmes have been part of the higher education landsca... more ABSTRACT University teacher development programmes have been part of the higher education landscape for over 40 years. There is now general agreement that university teacher development programmes have a positive impact on teachers and students, yet the extent and longevity of their impact on the teachers, and the teaching and learning culture of the institutions are less well researched and evidenced. Research that has been carried out on the effectiveness of teacher development programmes has tended to be on specific initiatives and involve limited numbers of participants. Teaching and learning development centres have typically not carried out systematic and extended evaluation of the impact of their programmes. The focus of this paper is to describe the process and outcomes of a national project which resulted in the development of the Academic Professional Development Effectiveness Framework, designed as evaluation tool to facilitate the systematic collection and analysis of data related to the intended outcomes of the teacher development programmes. It is argued that teacher development programmes should be designed to build an evidence base from the initial planning stage and be continued over an extended period in order to enable practitioners, researchers and institutions to ask more complex questions on whom the programmes have an impact, and where and why they have impact.
Professional development programs and activities to enhance teaching and learning have been under... more Professional development programs and activities to enhance teaching and learning have been undertaken for more than 50 years in some higher education institutions. Notwithstanding that, whether these programs, and less formal development activities, have had an impact on enhancing teaching understanding or practice, student satisfaction or learning, and/or the institutional climate that rewards and recognises teaching, remains difficult to ascertain. With greater attention being paid to the quality of teaching in recent years, it is not surprising that greater attention also has been focused on the quality and impact of teaching preparation programs for academics in Australian universities. This project responded to the challenges of determining the effectiveness of teaching preparation programs for academics in higher education by developing the Academic Professional Development Effectiveness Framework designed to assist academic developers in evidencing the achievement of the int...
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Papers by Denise Chalmers