Journal of Research in Innovative Teaching - National University

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About the Authors Nataliya Serdyukova PhD, Associate Professor Department of Mathematics and Natural Sciences College of Arts and Sciences National University La Jolla, CA nserdyuk@nu.edu Research interests: Teaching and learning methodology, physics instruction, adult education B. Charles Tatum PhD, Professor Department of Psychology College of Arts and Letters National University La Jolla, CA 92037 ctatum@nu.edu (858)642-8476 (voice) (858)642-8715 (Fax) Research Interests: Adult education, accelerated learning, program evaluation, organizational psychology Peter Serdyukov Doctor of Pedagogic Sciences, PhD, Professor Department of Teacher Education School of Education National University La Jolla, CA pserdyuk@nu.edu Research interests: Distance education, online learning, adult learning, accelerated and intensive learning, instructional design, ESL methodology, bilingual education, professional development Appendix Table 1 Comparison of Mean Ratings for Different Types of Classes (Online, Onsite, Web Class) Class Type GPA Overall Assessment SAL ACC AT Onsite AT Online Online 3.16 (.81) 4.09 (1.17) 3.97 (.83) 4.10 (.86) 4.12 (.95) Onsite 3.24 (.87) 4.51 (.92) 4.29 (.83) 4.30 (.90) 4.50 (.78) Web 3.42 (.48) 3.94 (1.09) 3.75 (1.08) 3.90 (1.05) 4.01 (1.05) Class Total 3.21 (.84) 4.32 (1.07) 4.15 (.85) 4.21 (.89) Note: Standard deviations are in parentheses. Overall Assessment refers to the last item under Assessment of Teaching (“Overall, the instructor was an effective teacher”). SAL = Student Assessment of Learning, ACC = Assessment of Course Content, AT = Assessment of Teaching. 181
Table 2 Comparison of Mean Ratings for Different Student Levels (Graduate and Undergraduate) Class Type GPA Overall Assessment SAL ACC AT Onsite AT Online Online 3.16 (.81) 4.09 (1.17) 3.97 (.83) 4.10 (.86) 4.12 (.95) Onsite 3.24 (.87) 4.51 (.92) 4.29 (.83) 4.30 (.90) 4.50 (.78) Web 3.42 (.48) 3.94 (1.09) 3.75 (1.08) 3.90 (1.05) 4.01 (1.05) Class Total 3.21 (.84) 4.32 (1.07) 4.15 (.85) 4.21 (.89) Note: Standard deviations are in parentheses. Overall Assessment refers to the last item under Assessment of Teaching (“Overall, the instructor was an effective teacher”). SAL = Student Assessment of Learning, ACC = Assessment of Course Content, AT = Assessment of Teaching. Table 3 Comparison of Mean Ratings for Different Schools/College Class Type GPA Overall Assessment SAL ACC AT Onsite AT Online COLS 3.00 (.74) 4.35 (1.03) 4.18 (.83) 4.24 (.89) 4.38 (.85) 4.36 (.95) SHHS 2.32 (1.58) 3.86 (1.32) 4.03 (.89) 4.01 (1.08) 4.00 3.96 (1.18) (1.08) SMC 3.36 (.79) 4.10 (1.22) 4.07 (.87) 3.97 (.95) 4.22 (.90) 4.18 (.97) SOBM 2.98 (.79) 4.30 (1.04) 4.11 (.85) 4.15 (.90) 4.32 (.88) 4.31 (.96) SOE 3.44 (.83) 4.33 (1.07 4.14 (.85) 4.22 (.88) 4.35 (.86) 4.33 (.95) SOET 3.23 (.44) 4.27 (1.08) 4.24 (.85) 4.20 (.89) 4.35 (.84) 4.31 (.97) Total 3.21 (.84) 4.32 (1.07) 4.15 (.85) 4.21 (.89) 4.35 (.87) 4.32 (.96) Note: Standard deviations are in parentheses. Overall Assessment refers to the last item under Assessment of Teaching (“Overall, the instructor was an effective teacher”). SAL = Student Assessment of Learning, ACC = Assessment of Course Content, AT = Assessment of Teaching. Table 4 Comparison of Mean Ratings for Different Faculty Ranks Faculty Rank GPA Overall Assessment SAL ACC AT Onsite AT Online Adjunct 3.29 (.75) 4.30 (1.08) 4.13 (.86) 4.19 (.90) 4.33 (.88) 4.30 (.97) Associate 3.25 (.78) 4.43 (.93) 4.23 (.83) 4.28 (.91) 4.40 (.80) 4.43 (.94) Full-Time 2.93 (1.00) 4.39 (1.00) 4.19 (.81) 4.27 (.85) 4.42 (.80) 4.44 (.89) Total 3.21 (.84) 4.32 (1.07) 4.15 (.85) 4.21 (.89) 4.35 (.87) 4.32 (.96) Note: Standard deviations are in parentheses. Overall Assessment refers to the last item under Assessment of Teaching (“Overall, the instructor was an effective teacher”). SAL = Student Assessment of Learning, ACC = Assessment of Course Content, AT = Assessment of Teaching. 182
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 184 and 185: Figure 1. The Nonlinear Relationshi
Page 188 and 189: Best Practices 183
Page 190 and 191: The Textbook Elementary Statistics
Page 192 and 193: If the mean number of visits was as
Page 194 and 195: discussion in such courses is slow;
Page 196 and 197: Table 1. A grade list for a class o
Page 198 and 199: Sloboda, B. W. (2005). Improving th
Page 200 and 201: The Journal of Research in Innovati
Page 202: About the Author In the end of your
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