東華大學圖書館 |

Teacher training and professional development = concepts, methodologies, tools, and applications /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher training and professional development/ Information Resources Management Association, editor.
其他題名:	concepts, methodologies, tools, and applications /
出版者:	Hershey, Pennsylvania :IGI Global, : 2018.,
面頁冊數:	1 online resource (4 v.)
內容註:	Volume I. Section 1. Fundamental concepts and theories. Chapter 1. A (critical) distance: contingent labor, MOOCs, and teaching online ; Chapter 2. Investigating faculty members' beliefs about distance education: the case of Sultan Qaboos University, Oman ; Chapter 3. Improving initial teacher education in Australia: solutions and recommendations from the teaching teachers for the future project ; Chapter 4. Assessing media literacy in teacher education ; Chapter 5. The impact of digital technologies in mathematics pre-service teacher preparation over four decades ; Chapter 6. Mathematics education technology professional development: changes over several decades ; Chapter 7. Introduction to teachers' knowledge-of-practice for teaching with digital technologies: a technological pedagogical content knowledge (TPACK) framework -- Section 2. Development and design methodologies. Chapter 8. Dynamic approach to teaching geometry: a study of teachers' TPACK development ; Chapter 9. Publish or perish: librarians collaborating to support junior faculty to publish within the academic environment ; Chapter 10. A holistic professional development model: a case study to support faculty transition to online teaching ; Chapter 11. Creating faculty buy-in for edTPA and other performance-based assessments ; Chapter 12. Mathematics teachers' knowledge-of-practice with technologies in an online masters' program: scoop action research experiences and reflections ; Chapter 13. A TL-TPACK model on CSL pre-service teachers' competencies of online instruction ; Chapter 14. Building quality online courses: online course development partnership and model ; Chapter 15. Creating a culture of engagement ; Chapter 16. Teacher training in distance education and the practicum process ; Chapter 17. Learning mathematics and technology through inquiry, cooperation, and communication: a learning trajectory for future mathematics teachers ; Chapter 18. A model for teacher training to improve students' 21st century skills in online and blended learning: an approach from film education ; Chapter 19. Predictors of instructional strategy use of faculty in career and technical education programs: signature pedagogies of the field ; Chapter 20. Metacognitive strategies in higher education: development of spiritual intelligence strategies within training of the academic staff ; Chapter 21. Evaluating a professional development program for course redesign with technology: the faculty end-user experience ; Chapter 22. Recent framework of TVET teacher education in a country on the path to reform: an analyses of Myanmar's critical challenges ; Chapter 23. Interprofessional education -- Volume II. Chapter 24. Innovative instructional strategies for an online community of learners: reconstructing teachers' knowledge ; Chapter 25. People, processes, and philosophies: designing a CBE program within a traditional university ; Chapter 26. STEM teaching and learning via technology-enhanced inquiry ; Chapter 27. We drank the cola in collaboration: voices of Haitian teachers in Haiti ; Chapter 28. Making the move: supporting faculty in the transition to blended or online courses ; Chapter 29. Teacher training and digital paths: revolution in the school - a project for lifelong learning ; Chapter 30. Supporting pre-service teachers' understanding and use of mobile devices ; Chapter 31. Promoting effective learning in diverse classrooms ; Chapter 32. Integrating ICT in secondary teacher education: case of Malawi's education policy texts since 2017 ; Chapter 33. Professional development for technology integration into differentiated math instruction -- Section 3. Tools and technologies. Chapter 34. Exploring the development of pre-service teachers' ICT-TPACK using a cognitive stimulation tool ; Chapter 35. Mathematics teacher educators' TPACK and MKT knowledge domains: designing online discussion blogs ; Chapter 36. Video and its incorporation into social networking sites for teacher training ; Chapter 37. Online learning trajectory for knowledge-building communities to reframe inservice teachers' TPACK ; Chapter 38. An algebra teacher's instructional decision-making process with geogebra: thinking with a TPACK mindset ; Chapter 39. Using mobile technologies to co-construct TPACK in teacher education ; Chapter 40. Scaffolding subject matter content with pedagogy and technologies in problem-based learning with the online TPACK learning trajectory ; Chapter 41. Social media and use of technology in higher education ; Chapter 42. The writing on my wall: freedom of expression, first amendment, and social media new faculty rights concerns ; Chapter 43. Tone and attitude in e-mail communications and the online classroom ; Chapter 44. Online TPACK learning trajectory tools and processes ; Chapter 45. Digital storytelling and its tools for language teaching: perceptions and reflections of pre-service teachers ; Chapter 46. Synthesizing technological and pedagogical knowledge in learning design: a case study in teacher training on technology enhanced learning ; Chapter 47. The impact upon comprehension and reading tasks of preservice elementary teachers using a web 2.0 reading extension ; Chapter 48. Instructional videos as ICT for teacher professional development: transitioning from the traditional classroom to youtube ; Chapter 49. E-learningfacultymodules.org -- Section 4. Utilization and applications. Chapter 50. Visiting technological pedagogical and content knowledge (TPACK): issues and challenges for teachers' professional development ; Chapter 51. Adapting the TPACK framework for online teaching within higher education -- Volume III. Chapter 52. Developing teachers' TPACK for mathematics through professional development: the case of intermath ; Chapter 53. Ready-to-teach online courses: understanding faculty roles and attitudes ; Chapter 54. Evaluating teacher education programs for philology students ; Chapter 55. Ensuring quality: the faculty role in online higher education ; Chapter 56. Developing teacher knowledge about gamification as an instructional strategy ; Chapter 57. E-learning and faculty development in higher education: a comprehensive project ; Chapter 58. University reading and mathematics clinics in the digital age: opportunities and challenges with ipad integration ; Chapter 59. Community college perceptions of online education: a review of the literature ; Chapter 60. Promotion of research culture in sur university: a case approach ; Chapter 61. Applying the TPACK learning trajectory in blending practical teaching experiences with online community of learner's explorations ; Chapter 62. A case study of transformational teaching experiences of higher education faculty in the united States: narratives of teacher experience ; Chapter 63. The features of a standard INSET: drawbacks in key components ; Chapter 64. Management andragogies: appraising the Indian scenario ; Chapter 65. Teacher training in 3D virtual worlds: understanding immersive learning for teaching practices ; Chapter 66. Globalization and teacher education: challenges and solutions to 21st century content preparation and pedagogy in Africa ; Chapter 67. Taking advantage of a changing market: technology and the HBCU ; Chapter 68. Elementary teachers' math instructional practices, receptivity to change, instructional leadership, and academic optimism ; Chapter 69. Parochial school teachers instructional use of the interactive whiteboard ; Chapter 70. How to thrive in the changing landscape of teacher education: planning for implementation of performance-based assessments ; Chapter 71. Investigation about participatory teachers' training based on MOOC ; Chapter 72. Faculty development for clinical educators: a competency model for continuous improvement -- Section 5. Organizational and social implications. Chapter 73. International faculty development in U.S. higher education ; Chapter 74.
內容註:	Context and teaching with technology in the digital age ; Chapter 75. Teacher, students, and MOOCs: innovating and researching teacher training ; Chapter 76. A comparison of Saudi and United States faculty use of information and communication technology tools ; Chapter 77. The global scholar: challenges and opportunities of working with transnational faculty in higher education -- Volume IV. Chapter 78. Department chair perspectives about contingent faculty in higher education: leadership theory ; Chapter 79. Faculty development needs for distance education ; Chapter 80. Navigating the terrain of diversity: lessons and insights for religious institutions and faculty from diverse backgrounds ; Chapter 81. The influence of professional development on primary teachers' TPACK and use of formative assessment ; Chapter 82. Maintaining professional faculty-student relationships ; Chapter 83. Faculty motivation in management education ; Chapter 84. Diverse student scholars: how a faculty member's undergraduate research program can advance workforce diversity learning ; Chapter 85. Faculty perception of virtual 3-d learning environment to assess student learning ; Chapter 86. Paradigm shift in teacher training with the intervention of open and distance learning programmes ; Chapter 87. "Should I go to Ireland or Mexico?": a comparison of two pre-student teaching study abroad programs offered by the same department ; Chapter 88. The rewards and challenges of an ongoing in-service teacher training programme -- Section 6. Managerial impact. Chapter 89. Impact and prevention of misconduct in the faculty-student academic relationship ; Chapter 90. Moving your college toward online programs including a quality matters implementation plan ; Chapter 91. The management and construction of knowledge as an innovation strategy for collaborative learning through the use and creation of learning communities and networks ; Chapter 92. Higher education leadership: issues concerning theory and practices -- Section 7. Critical issues and challenges. Chapter 93. An exploratory analysis of TPACK perceptions of pre-service science teachers: a regional Australian perspective ; Chapter 94. Exploration of faculty's perceptions on technology change: implications for faculty preparedness to teach online courses ; Chapter 95. Faculty participation in online higher education: what factors motivate or inhibit their participation? ; Chapter 96. Findings identifying how administrative leaders might recruit, select, train, motivate, and support online faculty ; Chapter 97. From "Sage on the stage" to facilitator of learning: a transformative learning experience for new online nursing faculty ; Chapter 98. Understanding faculty and student attitudes about distance education: the importance of excitement and fear ; Chapter 99. Evaluation results of initial training teachers programs in Mexico based on the performance of their students ; Chapter 100. What counts as quality teaching?: diverging pathways in the dis-United Kingdom ; Chapter 101. The case of ISO 9000 quality management system certification in a faculty of a Turkish public university: triggers, processes, and consequences ; Chapter 102. Technology integration models for digital equity -- Section 8. Emerging trends. Chapter 103. Looking to the future in transforming inservice teachers' TPACK through online continued learning ; Chapter 104. Shaping the roles of academic librarians to meet emerging demands of DH scholarship ; Chapter 105. Using blended learning and emerging technologies to transform the adult learning experience ; Chapter 106. Preparing next generation elementary teachers for the tools of tomorrow.
標題:	Teachers - Training of. -
電子資源:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-5631-2
ISBN:	9781522556329 (ebook)

Teacher training and professional development = concepts, methodologies, tools, and applications /
Teacher training and professional developmentconcepts, methodologies, tools, and applications /[electronic resource] :Information Resources Management Association, editor. - Hershey, Pennsylvania :IGI Global,2018. - 1 online resource (4 v.)

Includes bibliographical references and index.

Volume I. Section 1. Fundamental concepts and theories. Chapter 1. A (critical) distance: contingent labor, MOOCs, and teaching online ; Chapter 2. Investigating faculty members' beliefs about distance education: the case of Sultan Qaboos University, Oman ; Chapter 3. Improving initial teacher education in Australia: solutions and recommendations from the teaching teachers for the future project ; Chapter 4. Assessing media literacy in teacher education ; Chapter 5. The impact of digital technologies in mathematics pre-service teacher preparation over four decades ; Chapter 6. Mathematics education technology professional development: changes over several decades ; Chapter 7. Introduction to teachers' knowledge-of-practice for teaching with digital technologies: a technological pedagogical content knowledge (TPACK) framework -- Section 2. Development and design methodologies. Chapter 8. Dynamic approach to teaching geometry: a study of teachers' TPACK development ; Chapter 9. Publish or perish: librarians collaborating to support junior faculty to publish within the academic environment ; Chapter 10. A holistic professional development model: a case study to support faculty transition to online teaching ; Chapter 11. Creating faculty buy-in for edTPA and other performance-based assessments ; Chapter 12. Mathematics teachers' knowledge-of-practice with technologies in an online masters' program: scoop action research experiences and reflections ; Chapter 13. A TL-TPACK model on CSL pre-service teachers' competencies of online instruction ; Chapter 14. Building quality online courses: online course development partnership and model ; Chapter 15. Creating a culture of engagement ; Chapter 16. Teacher training in distance education and the practicum process ; Chapter 17. Learning mathematics and technology through inquiry, cooperation, and communication: a learning trajectory for future mathematics teachers ; Chapter 18. A model for teacher training to improve students' 21st century skills in online and blended learning: an approach from film education ; Chapter 19. Predictors of instructional strategy use of faculty in career and technical education programs: signature pedagogies of the field ; Chapter 20. Metacognitive strategies in higher education: development of spiritual intelligence strategies within training of the academic staff ; Chapter 21. Evaluating a professional development program for course redesign with technology: the faculty end-user experience ; Chapter 22. Recent framework of TVET teacher education in a country on the path to reform: an analyses of Myanmar's critical challenges ; Chapter 23. Interprofessional education -- Volume II. Chapter 24. Innovative instructional strategies for an online community of learners: reconstructing teachers' knowledge ; Chapter 25. People, processes, and philosophies: designing a CBE program within a traditional university ; Chapter 26. STEM teaching and learning via technology-enhanced inquiry ; Chapter 27. We drank the cola in collaboration: voices of Haitian teachers in Haiti ; Chapter 28. Making the move: supporting faculty in the transition to blended or online courses ; Chapter 29. Teacher training and digital paths: revolution in the school - a project for lifelong learning ; Chapter 30. Supporting pre-service teachers' understanding and use of mobile devices ; Chapter 31. Promoting effective learning in diverse classrooms ; Chapter 32. Integrating ICT in secondary teacher education: case of Malawi's education policy texts since 2017 ; Chapter 33. Professional development for technology integration into differentiated math instruction -- Section 3. Tools and technologies. Chapter 34. Exploring the development of pre-service teachers' ICT-TPACK using a cognitive stimulation tool ; Chapter 35. Mathematics teacher educators' TPACK and MKT knowledge domains: designing online discussion blogs ; Chapter 36. Video and its incorporation into social networking sites for teacher training ; Chapter 37. Online learning trajectory for knowledge-building communities to reframe inservice teachers' TPACK ; Chapter 38. An algebra teacher's instructional decision-making process with geogebra: thinking with a TPACK mindset ; Chapter 39. Using mobile technologies to co-construct TPACK in teacher education ; Chapter 40. Scaffolding subject matter content with pedagogy and technologies in problem-based learning with the online TPACK learning trajectory ; Chapter 41. Social media and use of technology in higher education ; Chapter 42. The writing on my wall: freedom of expression, first amendment, and social media new faculty rights concerns ; Chapter 43. Tone and attitude in e-mail communications and the online classroom ; Chapter 44. Online TPACK learning trajectory tools and processes ; Chapter 45. Digital storytelling and its tools for language teaching: perceptions and reflections of pre-service teachers ; Chapter 46. Synthesizing technological and pedagogical knowledge in learning design: a case study in teacher training on technology enhanced learning ; Chapter 47. The impact upon comprehension and reading tasks of preservice elementary teachers using a web 2.0 reading extension ; Chapter 48. Instructional videos as ICT for teacher professional development: transitioning from the traditional classroom to youtube ; Chapter 49. E-learningfacultymodules.org -- Section 4. Utilization and applications. Chapter 50. Visiting technological pedagogical and content knowledge (TPACK): issues and challenges for teachers' professional development ; Chapter 51. Adapting the TPACK framework for online teaching within higher education -- Volume III. Chapter 52. Developing teachers' TPACK for mathematics through professional development: the case of intermath ; Chapter 53. Ready-to-teach online courses: understanding faculty roles and attitudes ; Chapter 54. Evaluating teacher education programs for philology students ; Chapter 55. Ensuring quality: the faculty role in online higher education ; Chapter 56. Developing teacher knowledge about gamification as an instructional strategy ; Chapter 57. E-learning and faculty development in higher education: a comprehensive project ; Chapter 58. University reading and mathematics clinics in the digital age: opportunities and challenges with ipad integration ; Chapter 59. Community college perceptions of online education: a review of the literature ; Chapter 60. Promotion of research culture in sur university: a case approach ; Chapter 61. Applying the TPACK learning trajectory in blending practical teaching experiences with online community of learner's explorations ; Chapter 62. A case study of transformational teaching experiences of higher education faculty in the united States: narratives of teacher experience ; Chapter 63. The features of a standard INSET: drawbacks in key components ; Chapter 64. Management andragogies: appraising the Indian scenario ; Chapter 65. Teacher training in 3D virtual worlds: understanding immersive learning for teaching practices ; Chapter 66. Globalization and teacher education: challenges and solutions to 21st century content preparation and pedagogy in Africa ; Chapter 67. Taking advantage of a changing market: technology and the HBCU ; Chapter 68. Elementary teachers' math instructional practices, receptivity to change, instructional leadership, and academic optimism ; Chapter 69. Parochial school teachers instructional use of the interactive whiteboard ; Chapter 70. How to thrive in the changing landscape of teacher education: planning for implementation of performance-based assessments ; Chapter 71. Investigation about participatory teachers' training based on MOOC ; Chapter 72. Faculty development for clinical educators: a competency model for continuous improvement -- Section 5. Organizational and social implications. Chapter 73. International faculty development in U.S. higher education ; Chapter 74.

Restricted to subscribers or individual electronic text purchasers.

"This book contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment"--

ISBN: 9781522556329 (ebook)Subjects--Topical Terms:

521129
Teachers
--Training of.

LC Class. No.: LB1707 / .T4455 2018e

Dewey Class. No.: 370.71/1

Teacher training and professional development = concepts, methodologies, tools, and applications /
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300 $a 1 online resource (4 v.)
504 $a Includes bibliographical references and index.
505 0 $a Volume I. Section 1. Fundamental concepts and theories. Chapter 1. A (critical) distance: contingent labor, MOOCs, and teaching online ; Chapter 2. Investigating faculty members' beliefs about distance education: the case of Sultan Qaboos University, Oman ; Chapter 3. Improving initial teacher education in Australia: solutions and recommendations from the teaching teachers for the future project ; Chapter 4. Assessing media literacy in teacher education ; Chapter 5. The impact of digital technologies in mathematics pre-service teacher preparation over four decades ; Chapter 6. Mathematics education technology professional development: changes over several decades ; Chapter 7. Introduction to teachers' knowledge-of-practice for teaching with digital technologies: a technological pedagogical content knowledge (TPACK) framework -- Section 2. Development and design methodologies. Chapter 8. Dynamic approach to teaching geometry: a study of teachers' TPACK development ; Chapter 9. Publish or perish: librarians collaborating to support junior faculty to publish within the academic environment ; Chapter 10. A holistic professional development model: a case study to support faculty transition to online teaching ; Chapter 11. Creating faculty buy-in for edTPA and other performance-based assessments ; Chapter 12. Mathematics teachers' knowledge-of-practice with technologies in an online masters' program: scoop action research experiences and reflections ; Chapter 13. A TL-TPACK model on CSL pre-service teachers' competencies of online instruction ; Chapter 14. Building quality online courses: online course development partnership and model ; Chapter 15. Creating a culture of engagement ; Chapter 16. Teacher training in distance education and the practicum process ; Chapter 17. Learning mathematics and technology through inquiry, cooperation, and communication: a learning trajectory for future mathematics teachers ; Chapter 18. A model for teacher training to improve students' 21st century skills in online and blended learning: an approach from film education ; Chapter 19. Predictors of instructional strategy use of faculty in career and technical education programs: signature pedagogies of the field ; Chapter 20. Metacognitive strategies in higher education: development of spiritual intelligence strategies within training of the academic staff ; Chapter 21. Evaluating a professional development program for course redesign with technology: the faculty end-user experience ; Chapter 22. Recent framework of TVET teacher education in a country on the path to reform: an analyses of Myanmar's critical challenges ; Chapter 23. Interprofessional education -- Volume II. Chapter 24. Innovative instructional strategies for an online community of learners: reconstructing teachers' knowledge ; Chapter 25. People, processes, and philosophies: designing a CBE program within a traditional university ; Chapter 26. STEM teaching and learning via technology-enhanced inquiry ; Chapter 27. We drank the cola in collaboration: voices of Haitian teachers in Haiti ; Chapter 28. Making the move: supporting faculty in the transition to blended or online courses ; Chapter 29. Teacher training and digital paths: revolution in the school - a project for lifelong learning ; Chapter 30. Supporting pre-service teachers' understanding and use of mobile devices ; Chapter 31. Promoting effective learning in diverse classrooms ; Chapter 32. Integrating ICT in secondary teacher education: case of Malawi's education policy texts since 2017 ; Chapter 33. Professional development for technology integration into differentiated math instruction -- Section 3. Tools and technologies. Chapter 34. Exploring the development of pre-service teachers' ICT-TPACK using a cognitive stimulation tool ; Chapter 35. Mathematics teacher educators' TPACK and MKT knowledge domains: designing online discussion blogs ; Chapter 36. Video and its incorporation into social networking sites for teacher training ; Chapter 37. Online learning trajectory for knowledge-building communities to reframe inservice teachers' TPACK ; Chapter 38. An algebra teacher's instructional decision-making process with geogebra: thinking with a TPACK mindset ; Chapter 39. Using mobile technologies to co-construct TPACK in teacher education ; Chapter 40. Scaffolding subject matter content with pedagogy and technologies in problem-based learning with the online TPACK learning trajectory ; Chapter 41. Social media and use of technology in higher education ; Chapter 42. The writing on my wall: freedom of expression, first amendment, and social media new faculty rights concerns ; Chapter 43. Tone and attitude in e-mail communications and the online classroom ; Chapter 44. Online TPACK learning trajectory tools and processes ; Chapter 45. Digital storytelling and its tools for language teaching: perceptions and reflections of pre-service teachers ; Chapter 46. Synthesizing technological and pedagogical knowledge in learning design: a case study in teacher training on technology enhanced learning ; Chapter 47. The impact upon comprehension and reading tasks of preservice elementary teachers using a web 2.0 reading extension ; Chapter 48. Instructional videos as ICT for teacher professional development: transitioning from the traditional classroom to youtube ; Chapter 49. E-learningfacultymodules.org -- Section 4. Utilization and applications. Chapter 50. Visiting technological pedagogical and content knowledge (TPACK): issues and challenges for teachers' professional development ; Chapter 51. Adapting the TPACK framework for online teaching within higher education -- Volume III. Chapter 52. Developing teachers' TPACK for mathematics through professional development: the case of intermath ; Chapter 53. Ready-to-teach online courses: understanding faculty roles and attitudes ; Chapter 54. Evaluating teacher education programs for philology students ; Chapter 55. Ensuring quality: the faculty role in online higher education ; Chapter 56. Developing teacher knowledge about gamification as an instructional strategy ; Chapter 57. E-learning and faculty development in higher education: a comprehensive project ; Chapter 58. University reading and mathematics clinics in the digital age: opportunities and challenges with ipad integration ; Chapter 59. Community college perceptions of online education: a review of the literature ; Chapter 60. Promotion of research culture in sur university: a case approach ; Chapter 61. Applying the TPACK learning trajectory in blending practical teaching experiences with online community of learner's explorations ; Chapter 62. A case study of transformational teaching experiences of higher education faculty in the united States: narratives of teacher experience ; Chapter 63. The features of a standard INSET: drawbacks in key components ; Chapter 64. Management andragogies: appraising the Indian scenario ; Chapter 65. Teacher training in 3D virtual worlds: understanding immersive learning for teaching practices ; Chapter 66. Globalization and teacher education: challenges and solutions to 21st century content preparation and pedagogy in Africa ; Chapter 67. Taking advantage of a changing market: technology and the HBCU ; Chapter 68. Elementary teachers' math instructional practices, receptivity to change, instructional leadership, and academic optimism ; Chapter 69. Parochial school teachers instructional use of the interactive whiteboard ; Chapter 70. How to thrive in the changing landscape of teacher education: planning for implementation of performance-based assessments ; Chapter 71. Investigation about participatory teachers' training based on MOOC ; Chapter 72. Faculty development for clinical educators: a competency model for continuous improvement -- Section 5. Organizational and social implications. Chapter 73. International faculty development in U.S. higher education ; Chapter 74.
505 0 $a Context and teaching with technology in the digital age ; Chapter 75. Teacher, students, and MOOCs: innovating and researching teacher training ; Chapter 76. A comparison of Saudi and United States faculty use of information and communication technology tools ; Chapter 77. The global scholar: challenges and opportunities of working with transnational faculty in higher education -- Volume IV. Chapter 78. Department chair perspectives about contingent faculty in higher education: leadership theory ; Chapter 79. Faculty development needs for distance education ; Chapter 80. Navigating the terrain of diversity: lessons and insights for religious institutions and faculty from diverse backgrounds ; Chapter 81. The influence of professional development on primary teachers' TPACK and use of formative assessment ; Chapter 82. Maintaining professional faculty-student relationships ; Chapter 83. Faculty motivation in management education ; Chapter 84. Diverse student scholars: how a faculty member's undergraduate research program can advance workforce diversity learning ; Chapter 85. Faculty perception of virtual 3-d learning environment to assess student learning ; Chapter 86. Paradigm shift in teacher training with the intervention of open and distance learning programmes ; Chapter 87. "Should I go to Ireland or Mexico?": a comparison of two pre-student teaching study abroad programs offered by the same department ; Chapter 88. The rewards and challenges of an ongoing in-service teacher training programme -- Section 6. Managerial impact. Chapter 89. Impact and prevention of misconduct in the faculty-student academic relationship ; Chapter 90. Moving your college toward online programs including a quality matters implementation plan ; Chapter 91. The management and construction of knowledge as an innovation strategy for collaborative learning through the use and creation of learning communities and networks ; Chapter 92. Higher education leadership: issues concerning theory and practices -- Section 7. Critical issues and challenges. Chapter 93. An exploratory analysis of TPACK perceptions of pre-service science teachers: a regional Australian perspective ; Chapter 94. Exploration of faculty's perceptions on technology change: implications for faculty preparedness to teach online courses ; Chapter 95. Faculty participation in online higher education: what factors motivate or inhibit their participation? ; Chapter 96. Findings identifying how administrative leaders might recruit, select, train, motivate, and support online faculty ; Chapter 97. From "Sage on the stage" to facilitator of learning: a transformative learning experience for new online nursing faculty ; Chapter 98. Understanding faculty and student attitudes about distance education: the importance of excitement and fear ; Chapter 99. Evaluation results of initial training teachers programs in Mexico based on the performance of their students ; Chapter 100. What counts as quality teaching?: diverging pathways in the dis-United Kingdom ; Chapter 101. The case of ISO 9000 quality management system certification in a faculty of a Turkish public university: triggers, processes, and consequences ; Chapter 102. Technology integration models for digital equity -- Section 8. Emerging trends. Chapter 103. Looking to the future in transforming inservice teachers' TPACK through online continued learning ; Chapter 104. Shaping the roles of academic librarians to meet emerging demands of DH scholarship ; Chapter 105. Using blended learning and emerging technologies to transform the adult learning experience ; Chapter 106. Preparing next generation elementary teachers for the tools of tomorrow.
506 $a Restricted to subscribers or individual electronic text purchasers.
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