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After getting negative responses from educators and researchers in institutes of higher learning in my country of residence, I contacted experts in the field of blended learning. I got negative responses from almost all of them saying that one campus would not have 20 willing instructors who use blended learning. I contacted my mentor and got the go to use multiple campuses worldwide and use virtual technologies to conduct the interviews. I am now feeling a lot better and ready to accept volunteers. If you combine e-learning with face-to-face instruction in higher education or know instructors who do and are willing to be interviewed, please let me know.
Thank you for your help.
Warm wishes,
Nellie
nelliemuller@email.phoenix.edu
Wednesday, December 17, 2008
Tuesday, December 9, 2008
Blended Learning Instructors in Higher Education
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I have two more courses to complete in educational leadership specializing in curriculum and instruction doctoral program at the University of Phoenix online before receiving an ABD status (April 2009). I am a Canadian residing abroad. My dissertation research is on instructor use of blended learning in higher education around the world. I cannot find an appropriate arena for my research. I have tried contacting instructors for almost 2 years in higher education in my country of residence but have not received any positive responses. I guess the only solution is to conduct my research in another country.
Are instructors in higher education not using technology? Or are instructors afraid of being interviewed about using technology? Is this a common occurrence in other countries? If so, where? I am perplexed by the situation. I would love to hear from instructors in other countries who use blended learning to gain an understanding of some of the issues they face in using technology for instruction and learning.
I have two more courses to complete in educational leadership specializing in curriculum and instruction doctoral program at the University of Phoenix online before receiving an ABD status (April 2009). I am a Canadian residing abroad. My dissertation research is on instructor use of blended learning in higher education around the world. I cannot find an appropriate arena for my research. I have tried contacting instructors for almost 2 years in higher education in my country of residence but have not received any positive responses. I guess the only solution is to conduct my research in another country.
Are instructors in higher education not using technology? Or are instructors afraid of being interviewed about using technology? Is this a common occurrence in other countries? If so, where? I am perplexed by the situation. I would love to hear from instructors in other countries who use blended learning to gain an understanding of some of the issues they face in using technology for instruction and learning.
Monday, October 20, 2008
Week 1 & 2: Implications and Conclusions
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Weeks 1 & 2 Implications and Conclusions
Implications
The reading material for the course on supervision of curriculum and instruction reminds me of courses on human relationships and communication. The more I learn about teaching, supervision, and evaluations, the more I realize how far I am from submitting my proposal. My dissertation relates to instructors implementing computer technology into blended learning courses. However, how can a university expect instructors to implement blended learning or any innovations into the curriculum to improve instruction and learning if they do not receive supervision and cognitive coaching? I have a lot to learn about the role of supervision in improving instruction and learning.
The books for this course are incredible. I am very impressed with cognitive coaching and the ideas of building relationships based on rapport and trust (Costa and Garmston, 2002). As a graduate of Practical Applications of Intimate Relationship Skills (PAIRS) and conflict resolution and mediation, I find the ideas of empowering teachers and supporting independence rather than dependence very familiar to what I do as a PAIRS facilitator and appealing. However, not everyone has the confidence to act independently; some learners want advice and to be told what to do.
Conclusions
I would like to think of supervision as "a growth-oriented system" where supervisors and principals evaluate teachers for improvement rather than for teacher dismissal (Stronge, 2000, p. 119). Supervision for instructional improvement has a ripple effect beyond the school and into the community (Glickman, Gordon & Ross-Gordon, 2006). Formative observations of the classroom and the interactions among the students and the teacher are far more effective than supervision for dismissal (Danielson & McGreal, 2000; Glickman et al., 2006). I would like to be a member of a school where collaboration is the golden rule and where all the stakeholders; the supervisor of the school, the principal, teachers, parents, community members, and students practice trust and rapport.
Costa, A., & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools (2nd ed.). Norwood, MA: Christopher-Gordon. Required Purchase
Danielson, C., & McGreal, T. L. (2000). Teacher evaluation: To enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development. Required Purchase
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2006). Supervision and instructional leadership: A developmental approach (7th ed.). Boston: Allyn & Bacon.
Stronge, J. H. (2000). Evaluating teaching: A guide to current thinking and best practice (2nd ed.). Thousand Oaks, CA: Sage.
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WikiEducator is a community of learning resources supported by the Commonwealth of Learning (COL) for the development of free educational content.
Weeks 1 & 2 Implications and Conclusions
Implications
The reading material for the course on supervision of curriculum and instruction reminds me of courses on human relationships and communication. The more I learn about teaching, supervision, and evaluations, the more I realize how far I am from submitting my proposal. My dissertation relates to instructors implementing computer technology into blended learning courses. However, how can a university expect instructors to implement blended learning or any innovations into the curriculum to improve instruction and learning if they do not receive supervision and cognitive coaching? I have a lot to learn about the role of supervision in improving instruction and learning.
The books for this course are incredible. I am very impressed with cognitive coaching and the ideas of building relationships based on rapport and trust (Costa and Garmston, 2002). As a graduate of Practical Applications of Intimate Relationship Skills (PAIRS) and conflict resolution and mediation, I find the ideas of empowering teachers and supporting independence rather than dependence very familiar to what I do as a PAIRS facilitator and appealing. However, not everyone has the confidence to act independently; some learners want advice and to be told what to do.
Conclusions
I would like to think of supervision as "a growth-oriented system" where supervisors and principals evaluate teachers for improvement rather than for teacher dismissal (Stronge, 2000, p. 119). Supervision for instructional improvement has a ripple effect beyond the school and into the community (Glickman, Gordon & Ross-Gordon, 2006). Formative observations of the classroom and the interactions among the students and the teacher are far more effective than supervision for dismissal (Danielson & McGreal, 2000; Glickman et al., 2006). I would like to be a member of a school where collaboration is the golden rule and where all the stakeholders; the supervisor of the school, the principal, teachers, parents, community members, and students practice trust and rapport.
Costa, A., & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools (2nd ed.). Norwood, MA: Christopher-Gordon. Required Purchase
Danielson, C., & McGreal, T. L. (2000). Teacher evaluation: To enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development. Required Purchase
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2006). Supervision and instructional leadership: A developmental approach (7th ed.). Boston: Allyn & Bacon.
Stronge, J. H. (2000). Evaluating teaching: A guide to current thinking and best practice (2nd ed.). Thousand Oaks, CA: Sage.
Sunday, October 19, 2008
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WikiEducator is a community of learning resources supported by the Commonwealth of Learning (COL) for the development of free educational content.
Join me on Wikieducator.
WikiEducator is a community of learning resources supported by the Commonwealth of Learning (COL) for the development of free educational content.
Instructional Leadership
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Three of the course books arrived soggy and in very poor condition. At first, I was very angry. However, after failing to get someone to take responsibility for the damage, I decided to let go and start reading.
Two Weeks of Reading
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I am currently ending my two weeks of reading for CUR731 Supervision of Curriculum and Instruction .
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