The Journal of Faculty Development, founded in 1983, is an independent, peer-reviewed journal. Issued three times per year, it is a medium for the exchange of information regarding faculty development in post-secondary educational institutions.

The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

In an academy squeezed hard by formidable pressures, what is the future of the faculty? Over the past 70 years, the American university has become the global gold standard of excellence in research and graduate education. The unprecedented surge of federal research support of the postWorld War II American university paralleled the steady strengthening of the American academic profession itself, which managed to attract the best and brightest educators from around the world while expanding the influence of the "faculty factor" throughout the academic realm. But in the past two decades, escalating costs and intensifying demands for efficiency have resulted in a wholesale reshaping of the academic workforce, one marked by skyrocketing numbers of contingent faculty members. Extending Jack H. Schuster and Martin J. Finkelstein's richly detailed classic The American Faculty: The Restructuring of Academic Work and Careers, this important book documents the transformation of the American faculty—historically the leading global source of Nobel laureates and innovation—into a diversified and internally stratified professional workforce. Drawing on heretofore unpublished data, the book provides the most comprehensive contemporary depiction of the changing nature of academic work and what it means to be a college or university faculty member in the second decade of the twenty-first century. The rare higher education study to incorporate multinational perspectives by comparing the status and prospects of American faculty to teachers in the major developing economies of Europe and East Asia, The Faculty Factor also explores the redistribution of academic work and the ever-more diverse pathways for entering into, maneuvering through, and exiting from academic careers. Using the tools of sociology, anthropology, and demography, the book charts the impact of waves of technological change, mass globalization, and the severe financial constraints of the last decade to show the impact on the lives and careers of those who teach in higher education. The authors propose strategic policy recommendations to extend the strengths of American higher education to retain leadership in the global economy. Written for professors, adjuncts, graduate students, and academic, political, business, and not-for-profit leaders, this data-rich study offers a balanced assessment of the risks and opportunities posed for the American faculty by economic, market-driven forces beyond their control.

This book provides you with all the tools you need to write an excellent academic article and get it published.

This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.

Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education.

We-all of us who write, organize, and read The Canadian Journal for Teacher Research-are Brock University's colleagues. And, we wish to come out from behind the scenes. Because we believe research matters, we formed this space to encourage a wider sharing and a broader consideration of educational research.We believe research can help us seek answers to key questions;we also believe engaging in research to answer our questions helps us become connected and powerful.Our agenda is to investigate all aspects of life of/in schools, focusing upon the good work of teachers and the learning of both children and teachers.We believe we are part of a large community of colleagues who wish the same.With this journal, to create a meeting place for those of us who seek to better understand teaching and learning.What is happening in the United States with teaching and learning the space we are building can be seen as a bit radical.It is our resistance to outside force.It is encouragement for us all in our difficult work.

Scholarly journals are the capillaries of the scientific world, ensuring the circulation of knowledge. Moreover, scholarly journals guide and indicate the scientific development in an academic field of study or in a country. Scholarly journals, which transfer and spread scientific information, are intended to properly fulfill their functions, preventing the transfer of imperfect or incorrect information to the science world. Significant issues are, therefore, inevitable in the characteristics of scientific studies in such disciplines and countries where the scholarly journals do not fulfill their functions properly. This study encompasses all scholarly journals published in Turkey in all fields of science and other disciplines. The reference questions in this study are grouped under three main categories: the contact and publication information, article evaluation, and publishing information. The number of journals in this present study totals 1,910.

The story of a world-renowned institution and “a broad investigation of early twentieth-century public health ideology in America” (Journal of the American Medical Association). At the end of the nineteenth century, public health was the province of part-time political appointees and volunteer groups of every variety. Public health officers were usually physicians, but they could also be sanitary engineers, lawyers, or chemists—there was little agreement about the skills and knowledge necessary for practice. In Disease and Discovery, Elizabeth Fee examines the conflicting ideas about public health’s proper subject and scope and its search for a coherent professional unity and identity. She draws on the debates and decisions surrounding the establishment of what was initially known as the Johns Hopkins School of Hygiene and Public Health, the first independent institution for public health research and education, to crystallize the fundamental questions of the field. Many of the issues of public health education in the early twentieth century are still debated today. What is the proper relationship of public health to medicine? What is the relative importance of biomedical, environmental, and sociopolitical approaches to public health? Should schools of public health emphasize research skills over practical training? Should they provide advanced training and credentials for the few or simpler educational courses for the many? Fee explores the many dimensions of these issues in the context of the founding of the Johns Hopkins school. She details the efforts to define the school’s structure and purpose, select faculty and students, and organize the curriculum, and she follows the school’s growth and adaptation to the changing social environment through the beginning of World War II. As Fee demonstrates, not simply in its formation but throughout its history, the School of Hygiene served as a crucible for the forces shaping the public health profession as a whole.