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Dept: Education Leadership, Management and Policy  Dates: Last 2 Years

You searched for subject:(professional learning). Showing records 1 – 2 of 2 total matches.

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Seton Hall University

1. Pizzuto, Daria. Contemplative Practices in Higher Education: Examining Faculty Perspectives.

Degree: PhD, Education Leadership, Management and Policy, 2018, Seton Hall University

Anxiety, depression, and feeling overwhelmed are consistently reported among college students. Contemplative pedagogy is a teaching approach that incorporates yoga, meditation, and other spiritual and physical activities into an academic curriculum. It is an emerging prescription in the field of higher education to alleviate some of the emotional struggles students face, providing an alternative solution to more clinical interactions. Contemplative faculty are higher education professors who regularly implement contemplative approaches in their teaching as a response to students’ needs. Through an analysis of faculty narratives, this study explores the experiences of contemplative educators in 4-year universities in the United States. This study found that higher education faculty perceive contemplative pedagogy as an integral part of their academic identity and value teaching life skills over subject matter. Professors in this study utilized contemplative pedagogy in response to their students’ emotional needs and frequently had to cope with their academic peers’ unsupportive attitudes toward their teaching and scholarship. Advisors/Committee Members: Elaine Walker, Ph.D..

Subjects/Keywords: contemplative pedagogy; professional identity; higher education faculty; Educational Leadership; Educational Methods; Higher Education and Teaching; Humane Education; Other Teacher Education and Professional Development; Scholarship of Teaching and Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pizzuto, D. (2018). Contemplative Practices in Higher Education: Examining Faculty Perspectives. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2492

Chicago Manual of Style (16th Edition):

Pizzuto, Daria. “Contemplative Practices in Higher Education: Examining Faculty Perspectives.” 2018. Doctoral Dissertation, Seton Hall University. Accessed December 15, 2019. http://scholarship.shu.edu/dissertations/2492.

MLA Handbook (7th Edition):

Pizzuto, Daria. “Contemplative Practices in Higher Education: Examining Faculty Perspectives.” 2018. Web. 15 Dec 2019.

Vancouver:

Pizzuto D. Contemplative Practices in Higher Education: Examining Faculty Perspectives. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Dec 15]. Available from: http://scholarship.shu.edu/dissertations/2492.

Council of Science Editors:

Pizzuto D. Contemplative Practices in Higher Education: Examining Faculty Perspectives. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2492


Seton Hall University

2. Breiman, Daniel J. Peer Observation as a Job-Embedded Professional Development Tool.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2019, Seton Hall University

Teacher professional development is typically provided outside of the workplace, and is therefore disconnected to daily classroom practices. An alternative model of professional development is peer observation, which is contextualized through coaching and collaboration in the classroom. To date, research and investigation into the practice of peer observation is lacking. To fill that gap, this study examined the influence of peer observation on teacher practice, while identifying factors that were most beneficial and challenging about peer observation and its influence on workplace collegiality. This study used qualitative methods and action research that allowed teachers to be part of the research process. Three teams of teachers participated in the study at a suburban high school. Each team consisted of two teachers, pairing an experienced teacher with an inexperienced teacher. Participants in the study reported how peer observation provided professional development in the context of their workplace. Teachers in each team shared the same instructional content area which, according to findings, made the peer observation process more relevant. Peer observation was also found to build and strengthen collegiality, facilitate an exchange of instructional techniques between teachers, and break down isolating instructional practices. Participants also appreciated receiving feedback from a colleague in a non-threatening way. Advisors/Committee Members: Carolyn Sattin-Bajaj, Ph.D., Barbara Strobert, Ed.D, Luvelle Brown, EdD.

Subjects/Keywords: professional development; learning; innovation; Job-embedded; collaborative; observation; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Breiman, D. J. (2019). Peer Observation as a Job-Embedded Professional Development Tool. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2646

Chicago Manual of Style (16th Edition):

Breiman, Daniel J. “Peer Observation as a Job-Embedded Professional Development Tool.” 2019. Doctoral Dissertation, Seton Hall University. Accessed December 15, 2019. https://scholarship.shu.edu/dissertations/2646.

MLA Handbook (7th Edition):

Breiman, Daniel J. “Peer Observation as a Job-Embedded Professional Development Tool.” 2019. Web. 15 Dec 2019.

Vancouver:

Breiman DJ. Peer Observation as a Job-Embedded Professional Development Tool. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Dec 15]. Available from: https://scholarship.shu.edu/dissertations/2646.

Council of Science Editors:

Breiman DJ. Peer Observation as a Job-Embedded Professional Development Tool. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2646

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