What Matters? : the full-time graduate students' perceptions of teacher effectiveness

The purpose of this qualitative study was to explore the full-time graduate students' perceptions of teacher effectiveness at the graduate school level, to identify how graduate students perceive effective and ineffective teachers, and specifically to discover the main dimensions of teacher effectiveness that graduate students perceive as most significant. This topic was investigated because, although the teacher has been deemed as a crucial component in the teaching process, there is no common agreement on the definition and measure of teacher effectiveness. Graduate students' perceptions of teacher effectiveness have not been given much attention. The research design was based on a ground theory approach. It utilized qualitative data through interviews, field notes, andjournals. The findings ofthis study revealed that teacher effectiveness is markedly influential to graduate students. There is no universally consented definition or measure of teacher effectiveness due to the multidimensionality of teaching and learning. Nevertheless, several major dimensions ofteacher effectiveness were discovered and highlighted in this study. Such dimensions include good command of subject matter, presentation skills, challenging and motivating students, rapport with students, learning environment, course demands, as well as assessment and feedback. It was hoped that the study would move towards developing a theory that contributes to the knowledge base of graduate students' perceptions of teacher effectiveness. It was anticipated that the results would provide first-hand information for the instructor to improve teaching; for the administrator to promote the effective educational experiences and student achievements. It was intended that the findings would lay a theoretical and empirical groundwork for future research.

Davis Community Center and Apartments, Chapman College, Orange, California

Students on the lawn outside Davis Community Center and Apartments. The dormitories opened September, 1974, at 625 North Grand Street, Orange, California, and were named in honor of Chapman College's fourth president, Dr. John L. Davis. The five two-story apartment buildings were designed by Harold Gimeno & Associates of Santa Ana and built by the J. Ray Construction Company, Inc. of Costa Mesa. Chapman College; Davis Community Center and Apartments

Davis Community Center and Apartments, Chapman College, Orange, California

Two students outside Davis Community Center and Apartments; opened September, 1974, at 625 North Grand Street, Orange, California, named in honor of Chapman College's fourth president, Dr. John L. Davis. The five two-story apartment buildings were designed by Harold Gimeno & Associates of Santa Ana and built by the J. Ray Construction Company, Inc. of Costa Mesa.

Steps of Memorial Hall, Chapman College, Orange

Students on the entrance steps of Memorial Hall, Chapman College, Orange.

Plaque for Poppy Lounge, Morlan Residence Hall, Chapman College, Orange, California

Plaque for Poppy Lounge, Morlan Residence Hall, Chapman College, Orange, California. Text: "DOROTHY BELLE POPPY LOUNGE - this student lounge is the gift of Dorothy Belle Poppy who served students for forthy-five years as a decidcated teacher of latin and english. - 1868 - 1962"

Dormitory room in Morlan Residence Hall, Chapman College, Orange, California

Two students seated in a dormitory room, Morlan Residence Hall, Chapman College, Orange, California. Photographer's text at bottom edge of photograph: Rene Laursen, Photography, 702 N. Grand, Santa Ana, California, 92701 -- [image number] 4905-1.

Poppy Lounge, Morlan Residence Halls, Chapman College, Orange, California

Students in Poppy Lounge, Morlan Residence Halls, Chapman College, Orange, California. The student lounge was the gift of Dorothy Belle Poppy who served students for forthy-five years as a decidcated teacher of latin and english.

Poppy Lounge, Morlan Residence Halls, Chapman College, Orange, California.

Students in Poppy Lounge, Morlan Residence Halls, Chapman College, Orange, California. The student lounge was the gift of Dorothy Belle Poppy who served students for forthy-five years as a decidcated teacher of latin and english. Stamped on the back: "Photograph by Dick Gould, Orange Photo Studio, KE 8-1158"

Guggenheim Art Gallery, Moulton Hall, Chapman College, Orange, California

Guggenheim Gallery in Moulton Hall, Chapman College, Orange, California. Completed in 1975 (2 floors, 44,592 sq.ft.), Moulton Hall is named in memory of an artist and patroness of the arts, Nellie Gail Moulton. Within this structure are the departments of Art, Communications, and Theatre/Dance as well as the Guggenheim Gallery and Waltmar Theatre. Waltmar Theatre was a gift from the late Walter and Margaret Schmid. The Guggenheim Gallery is used for the art exhibits presented by the art department and other departments on campus. It gives students and local artists an opportunity to display their work. Student art shows are held each semester to showcase art, photography, and graphic design works.

Ten years after : a qualitative study of students' experiences in a high school theatre company

This qualitative study explored 4 former students' perceptions of the learning associated with their involvement in a high school theatre program and the contextual factors they linked to their perceived development. The study involved 4 adult participants, 2 male and 2 female, who had participated extensively in a high school theatre company from 1996 to 2001 when they were students in a large Ontario school board. Data were collected from January to August, 2007, when the 4 former students took part in two in-depth, open-ended interviews. The focus of investigation was participant perspectives. Data analysis revealed that the 4 participants' involvement in high school theatre produced both wide-ranging and enduring developmental benefits across personal, social, and cognitive domains. Participants achieved these benefits through interactions among 3 related contexts: (a) rehearsal and performance practices, (b) the world of the play, and (c) characteristics of the high school theatre company.

Ridley College papers, 1983, 1985-1986, 1989-1990

Ridley College was conceived in 1888 by a group of Anglican clergy and laymen eager to establish a school for boys in Ontario that emphasized strong academic and religious values. The school was originally known as Bishop Ridley College, in tribute to Nicholas Ridley, a 16th century English churchman who was martyred during the Protestant Reformation for refusing to renounce his Anglican faith. The first facility was the stately and spacious Springbank Sanatorium; shortly thereafter, construction was begun across the old Welland Canal on a lower school for boys age 5 to 13 on the present-day campus site. The name “Springbank” stems from the name of the hotel constructed in 1864 by Dr. Theophilus Mack on Yates Street. Fortuitously, the directors of what would become Ridley College were looking to found a new boys’ school. The sale of the building was completed in 1888 and Ridley began operations in September 1889. In October 1903, the Springbank building complex was consumed by fire forcing the school to move across the canal to its modern western campus. The Ridley campus grew dramatically during the 1920's, and new buildings and facilities were added in each of the following decades. The school became co-educational in 1973; just over a dozen girls enrolled in the inaugural year, while today almost half of Ridley's students are girls. Adapted from: http://www.ridleycollege.com/podium/default.aspx?t=125335 (March 22, 2011)

Beyond the Veil: A Case Study of Context, Culture, Curriculum, and Constructivism at Dubai Women's College

This case study of curriculum at Dubai Women's College (DWC) examines perceptions of international educators who designed and implemented curriculum for female Emirati higher-educational students in the UAE, and sheds light on the complex social, cultural, and religious factors affecting educational practice. Participants were faculty and supervisors, mainly foreign nationals, while students at DWC are exclusively Emirati. Theories prominent in this study are: constructivist learning theory, trans formative curriculum theory, and sociological theory. Change and empowerment theory figure prominently in this study. Findings reveal this unique group of educators understand curriculum theory as a "contextualized" construct and argue that theory and practice must be viewed through an international lens of religious, cultural, and social contexts. As well, the study explores how mandated "standards" in education-in the form of the International English Language Testing System (IEL TS) and integrated, constructivist curriculum, as taught in the Higher Diploma Year 1 program-function as dual curricular emphases in this context. The study found that tensions among these dual emphases existed and were mediated through specific strategies, including the use of authentic texts to mirror the IEL TS examination during in-class activities, and the relevance of curricular tasks.

Accommodating College ESL Learner Communication Needs: Perceptions, Policies, and Practices

The purpose of this qualitative inquiry was to determine how the Practical Nursing and Pharmacy Technician programs in one southern Ontario community college could more effectively accommodate ESL learners' communication needs. The literature review examined (a) linguistic issues, such as language testing and second-language learning theories, (b) organizational matters, such as ESL curriculum and teacher training, and (c) affective issues, such as motivation for second-language learning, learning styles, and the student-teacher relationship. I gathered perceptual data from the programs' administrators, faculty members, and ESL learners. Eleven participants took part in individual interviews or a focus group session. The results suggest that ESL learners need assistance with discipline-specific vocabulary and cultural nuances. College ESL learners' weak communicative competence, together with misleading acceptance standards for ESL learners and limited support available to faculty members and to students, decrease opportunities for successful completion of the programs. The results point to re-assessment of the college's admission policies and procedures, program evaluation practices that consider the needs of ESL learners, discipline-specific language support, and strategies to enhance the ESL student-teacher relationship. The study highlights theory relating to ESL learners' self-perception and engagement, as well as the importance of including the voice of college ESL learners in educational research. The results suggest that despite ESL learners' perseverance in completing their studies, power imbalances remain. The college has yet to implement organizational strategies such as discipline-specific communications and ESL courses and extended language support that could meet the communication needs of ESL learners in the two programs.

Incorporating Language Skills Strategies into Library Instruction for ESL Students

a self-reflection study of the incorporation of language skills strategies in speaking, listening, reading, and writing in a library instruction classroom setting

Niagara College Expansion News

Campus News for Niagara College, August 2002, focusing on the expansion of the Glendale campus for the hospitality and tourism program. The article gives details about the cost of the building, number of students the facility will house and fundraising efforts. Also a photo of the groundbreaking with Donald Ziraldo and several others. The second article on page two is focused on the fundraising efforts for the expansion, specifically the efforts of Donald Ziraldo as the head of the Niagara College Foundation's FutureReady Campaign.