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Published Article / Until we utilize our ability to choose our worldview, to choose our beliefs, to choose the reality in which we wish to live, behavior remains habitual and unexamined" (Yero 2002:234). This article explains and discusses the influence of lecturers' beliefs on teaching. It is important for lecturers to engage in mindful teaching by becoming aware of their momentary doings. If lecturers could discover how their own mental models of reality (i.e. beliefs) shape the world within the classroom, they have the opportunity to make mindful decisions. It is recommended that lecturers do a self-inventory to help identify their patterns of thought and bring into consciousness the beliefs and values that underlies their teaching. Because each lecturer's thinking processes and interpretations are unique, only they can determine what changes need to be made in the classroom environment.

The problem of this study was to evaluate the traditional method of teaching reading and the modern method of teaching reading as they influence personality, interest, mental health, and behavior.

This dissertation submits as its project a history of dialogue in the classroom, from early recitation practices to the era of the teacher as a “sage on the stage,” the subsequent role of a participating observer or “guide on the side,” and more refined teacher roles as well as sharper definitions of discussion and dialogical practices (King, 1993, p. 30). For this research, I adopted a conceptual methodology, using Foucault’s critique and Deleuze and Guattari’s assemblages and rhizomic structures, to inform the mapping and dynamic of the historiography. In terms of practical methodology, I collected over 650 theoretical, empirical, and instructional works related to forms of classroom discourse. By mapping the territory of research on discourse in the English classroom, this work noted trends in the method, manner, and focus of research. Several critical shifts might be suggested regarding theory, research, and practice in relation to dialogue: in practice, first, a shift from quantitative, monological positions to more dialogical, polyphonic stances; and second, from research examining teacher questioning and evaluation to that focused on student responsiveness. In theory and research, this review suggested several noticeable trends in research methods: first, that classroom practice lags behind the theoretical imagining of the dialogical; second, that scholars have increasingly relied on Mikhail Bakhtin’s theories in the pedagogical frames of their research on discourse in the classroom; and third, that scholarship has shown a greater interest in international sites of study. Overall, although scholars have made strides in conceptualizing the dialogical classroom, greater interventionist studies and instructional works are needed to bridge the gap between theory and practice.

Schools and Colleges of Pharmacy need uniform, valid, and reliable methods to select and formally recognize teaching excellence. This manuscript describes important considerations in establishing a quality teaching recognition program. Factors to consider include the number and mix of awards, criteria, and process of choosing award winners, and the impact of awards on the School or College teaching program. Institutions should critically examine the processes by which they determine teaching awards in light of the recommendations of the 2009 AACP Task Force on Recognition and Reward of Teaching Excellence. The impact of teaching award programs may include demonstration of an institution's commitment to teaching excellence, increased faculty satisfaction and retention, and motivation of faculty members to improve their teaching skills through faculty development programs.

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Teaching, Learning, and Diversity Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses Frank Blake Tenore Dissertation under the direction of Professors Kevin M. Leander and H. Richard Milner, IV The topic of the research presented here was teacher educators and teacher candidates talk as an identification resource in the coursework of an undergraduate and Masters level secondary English teacher preparation program. Two research questions framed this study: What identity constructions of English teacher are available in the discourses of secondary English teacher preparation? How are the discourses and available identifications transformed through language use in course meetings? Participants in the study were two English teacher educators, twenty teacher candidates enrolled in two secondary English methods courses at a mid-sized, private, urban university, and five teacher candidates who agreed to participate in interviews and one focus group. Qualitative methods for data collection and analysis were used including semi-structured interviews, classroom observations with video- and audio-recording, constant comparative analysis, and discourse analysis. Findings were that participants talk was connected to prominent Discourses in the fields of English education and teacher education. Talk in the courses created specific identification opportunities for teacher candidates. Teacher candidates accepted, rejected, and transformed the available identifications through specific language use and genres of talk. Findings from this study have implications for structures and practices in teacher education and contribute to theory building of how teacher candidates become teachers who identify, or not, with particular conceptions of English teacher. Approved_________________________________________ Date__________ Kevin M. Leander, Ph.D. Approved_________________________________________ Date__________ H. Richard Milner, IV, Ph.D.

M.Ed. / Please refer to full text to view abstract

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