نوع مقاله : مقاله پژوهشی
نویسنده
استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان
چکیده
کلیدواژهها
Alstete, J. W. (2000). Posttenure Faculty Development: Building a System for Faculty Improvement and Appreciation. ASHE-ERIC Higher Education Report, Volume 27, Number 4. Jossey-Bass Higher and Adult Education Series. Jossey-Bass, Inc.; Publishers, 350 Sansome Street, San Francisco, CA 94104-1342.
Appelbaum, S. H.; Karasek, R.; Lapointe, F. & Quelch, K. (2015). Employee empowerment: factors affecting the consequent success or failure (Part II). Industrial and Commercial Training, 47(1), 23-30.
Aufi, A. & Ali, M. (2014). Implications of the improvement of teaching quality for professional development (PD) of academics at the Colleges of Applied Sciences (CASs) in the Sultanate of Oman (Doctoral dissertation, University of Waikato).
Bardes, C. L.; Hayes, J. G.; Falcone, D. J.; Hajjar, D. P. & Alonso, D. R. (1998). Measuring teaching: a relative value scale in teaching. Teaching and Learning in Medicine, 10(1), 40-43.
Bates, T.; Swennen, A. & Jones, K. (2014). The professional development of teacher educators. Routledge.
Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, Society for Research into Higher Education and Open University Press. New edition.
Boucher, B. A.; Chyka, P. J.; Fitzgerald Jr, W. L.; Hak, L. J.; Miller, D. D.; Parker, R. B.; ... & Gourley, D. R. (2006). A comprehensive approach to faculty development. American journal of pharmaceutical education, 70(2).
Chen, C. Y. (2014). Teaching quality in higher education: An introductory review on a process-oriented teaching-quality model. Total Quality Management & Business Excellence, 25(1-2), 36-56.
Chiang, C. F. & Hsieh, T. S. (2012). The impacts of perceived organizational support and psychological empowerment on job performance: The mediating effects of organizational citizenship behavior. International Journal of Hospitality Management, 31(1), 180-190.
Cockrell, M. L. (2011). A Comparative Analysis Study of Professional Development Models Impacting Student Academic Achievement[k1] .
Dust, S. B.; Resick, C. J. & Mawritz, M. B. (2014). Transformational leadership, psychological empowerment, and the moderating role of mechanistic–organic contexts. Journal of Organizational Behavior, 35(3), 413-433.
Fraser-Abder, P. (Ed.). (2014). Professional Development in Science Teacher Education: Local Insight with Lessons for the Global Community. Routledge.
Garneau, J. P. (1993). Faculty development in British Columbia Community Colleges (Doctoral dissertation, University of British Columbia).
Greasley, Kay.; Bryman, Alan.; Naismith, Nicola & Soetanto, Robby (2008). Understanding empowerment from an employee perspective: What does it mean and do they want it? Team Performance Management. Vol. 14, No. 1/2, pp. 39-55
Green, D. (2014). What is quality in higher education?.[k2] [k3]
Guskey, T. R. (2000). Evaluating professional development: Thousand Oaks, CA: Corwin Press.
Hanson, J. (2003). Encouraging Lecturers to Engage with New Technologies in Learning and Teaching in a Vocational University. Higher Education Management and Policy, 15(3), 135-149.
Jackson, C. M. (2015). Professional Development: Designing Initiatives to Meet the Needs of Online Faculty[k4] .
Kinuthia, W. (2005). Planning faculty development for successful implementation of web-based instruction. Campus-Wide Information Systems, 22(4), 189-200.
Lee, M. & Koh, J. (2001). Is empowerment really a new concept? International Journal of Human Resource Management, Vol. 12. No. 4, pp 684-695.
Lewis, M. S. (1996). Supply and Demand of Teachers of Color. ERIC Digest.
Li, C.; Wu, K.; Johnson, D. E. & Wu, M. (2012). Moral leadership and psychological empowerment in China. Journal of Managerial Psychology, 27(1), 90-108.
Martens, E. & Prosser, M. (1998). What constitutes high quality teaching and learning and how to assure it. Quality Assurance in Education, 6(1), 28-36.
Moreno, J. M. (2007). Do the initial and the continuous teachers’ professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow’s education?. Journal of Educational Change, 8(2), 169-173.
Murray, H. G. (1991). Impact of Student Instructional Ratings on Quality of Teaching in Higher Education.
Nicholls, G. (2014). Professional development in higher education: New dimensions and directions. Routledge.
Ozer, E. J. & Schotland, M. (2011). Psychological empowerment among urban youth measure development and relationship to psychosocial functioning. Health Education & Behavior, 38(4), 348-356.
Polikoff, M. S. & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 0162373714531851.
Richter, D.; Kunter, M.; Klusmann, U.; Lüdtke, O. & Baumert, J. (2014). Professional development across the teaching career. In Teachers’ Professional Development (pp. 97-121). SensePublishers.
Richter, D.; Kunter, M.; Klusmann, U.; Lüdtke, O. & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116-126.
Rindermann, H. & Schofield, N. (2001). Generalizability of multidimensional student ratings of university instruction across courses and teachers. Research in Higher Education, 42(4), 377-399.
Shapira-Lishchinsky, O. & Tsemach, S. (2014). Psychological empowerment as a mediator between teachers’ perceptions of authentic leadership and their withdrawal and citizenship behaviors. Educational Administration Quarterly, 0013161X13513898.
Smith, G. (2014). An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional development in education, 40(3), 467-487.
Steffy, B. E. (2000). Life cycle of the career teacher. Corwin Press.
Vacharakiat, Marayart (2008). The Relationships of Empowerment, Job Satisfaction, and Organizational Commitment among Filipino and American Registered Nurses Working in the U.S.A. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at George Mason University.
Vidovich, L.; Fourie, M.; Alt, H.; Westhuizen, L. V. D. & Holtzhausen, S. (2000). Quality Teaching and Learning in Australian and South African Universities: comparing policies and practices. Compare, 30(2), 193-209.
Webster, T. (2014). Professional Development 101. Collected Magazine, (13), 17-18.
Yin, H.; Wang, W. & Han, J. (2015). Chinese undergraduates’ perceptions of teaching quality and the effects on approaches to studying and course satisfaction. Higher Education, 1-19.
)