The AHA and Faculty Development.

Autor/in	Thompson, Mack
Titel	The AHA and Faculty Development.
Quelle	(1975), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Educational Planning; Guidelines; Higher Education; History Instruction; Inservice Education; Program Descriptions; Staff Development; Teacher Education; Teacher Effectiveness; Teacher Improvement + Suchen Sie Ihr Suchwort? Fakultät; Bildungsplanung; Richtlinien; Hochschulbildung; Hochschulsystem; Hochschulwesen; History lessons; Geschichtsunterricht; Berufsbegleitende Ausbildung; Personnel development; Personalentwicklung; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The American Historical Association's (AHA) involvement in Faculty Development Programs (FDP) in history instruction is described. The purpose of FDP is to improve teaching as part of a continuing process. AHA guidelines recommend that these programs be initiated and supported by AHA under the following conditions: (1) a regional confederation of schools and colleges should assume joint sponsorship of faculty development programs; (2) each workshop should focus clearly on a specific teaching problem; (3) there must be an identifiable clientele of experts and participants; (4) systematic efforts to disseminate the results of such workshops to the historical profession are to be planned in advance; and (5) representatives of the Committee on Teaching and other appropriate AHA bodies must be involved in the initial planning and in conducting an assessment of the program's effectiveness. Based on the results of the Long Island faculty development program, the AHA has learned that FDPs cannot be imposed from an outside source. Other lessons of importance concern the value of interinstitutional cooperation and of local institutional funding if the project is going to succeed. Building upon the Long Island model, the AHA will develop five or six regional centers for faculty development. Each center will reflect the underlying philosophy of the program and will also mirror the particular interests, strengths, and problems of the region and institutions involved. (Author/DE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC