Research Proposal

.pdf

School

Kean University *

*We aren’t endorsed by this school

Course

2021

Subject

Communications

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by crystalbellofosu

How does faculty professional development impact the standard of online instruction? Crystalbell Ofosu-Morrison Research and Technology 2023-02 Professor Joshua Burnett November 10, 2023 Due: November 12, 2023

Proposed Research Topic: How does faculty professional development impact the standard of online instruction? The Research Problem Statement Dealing with the academic world it is fraught with difficulties and the necessity to develop students who are capable of critical thinking and problem solving in today’s world has become one of the largest and most pressing concerns facing educational institutions today. However, the effectiveness of co-teaching in faculty development, particularly its role in mentoring has not been thoroughly studied. In higher education, it’s crucial to focus on inclusion and diversity, as well as problem-solving (Kuh, 2007). Additionally, teamwork in co-teaching in higher education and with professional settings can help with the involve different instructors in connected discussions, giving by different instructors within their own capacities (Bacharach, Heck & Dahlberg, 2011). The Collaborative Teaching Model (CTM) is a change from traditional student teaching approaches in higher education, when mentors gradually stop participating in class instruction. Unlike traditional approaches, this creative strategy makes sure that the faculty mentor is involved in every step of the teaching and learning process. Additionally, higher education instructors and students make up the study population for this research project and the main goal is to comprehend the dynamics and results of co-teaching, especially when it is done inside the CTM framework. Primary sources of inspiration and fundamental knowledge for the research are Kuh’s (2007) “Piecing together the student success puzzle” and Bacharach et al.’s (2011) “Co - teaching in higher education.” Kuh’s thorough study offers insightful suggestions and a thorough comprehension of the elements influencing students' performance in post-secondary education.

Through the integration of Kuh’s results, the study seeks to further the body of information about successful teaching strategies and student outcomes. An important source of information on co- teaching in higher education is Bacharach, Heck, and Dahlberg’s (2011) which the practical features of co-teaching are examined in this article, along with some insights into its possible effects on the classroom environment. The goal of the research proposal is to add to the body of knowledge by investigating the flexibility of co-teaching plans within a mentoring framework in higher education settings, using the results of this study and is to determine how the CTM, which places a strong focus on ongoing mentor engagement, affects how successful co-teaching is in higher education. Additionally, the study is to determine how much complete participant participation, which includes group duties like organizing, setting up and carrying out lessons, contributes to the effectiveness of co-teaching methods. The investigation of co-teaching in higher education settings is given a more nuanced perspective by the emphasis on the information exchange between mentors and mentees, regular planning, and ongoing relationship development and it aims to provide a thorough understanding of the role of the CTM in co-teaching effectiveness within higher education by organizing the research proposal around these foundational works and the identified research problem. This will contribute to the larger conversation on innovative teaching methodologies and student success in this context. Introduction section The dynamic nature of higher education highlights the significance of student success and the institutions' dedication to establishing ideal learning environments. In a perfect world, kids would flourish intellectually and personally and make significant progress. But navigating the

academic world comes with its own set of difficulties, which forces schools to confront a crucial issue: raising children who can think critically and solve problems considering the complexity of today's world. Co-teaching seems like a viable instructional technique in the face of these obstacles, especially when it comes to supporting faculty development and mentorship (Bacharach, Heck, & Dahlberg, 2011). Considering the current research deficit and the necessity to close the gap between idealistic conceptions and the actual implementation of co-teaching, this study attempts to investigate the effectiveness of co-teaching in mentoring within higher education. While co-teaching in higher education is envisioned as a smooth integration into the ideal learning environment, this is not the case in practice. Co-teaching has been shown to have potential, but research defining best practices and evaluating its effects on student involvement, academic performance, and teacher cooperation is noticeably lacking. According to Bacharach et al. (2011), co-teachers in higher education confront a number of difficulties that underline the need for a better comprehension of co-teaching dynamics, instructional approaches, and collaborative practices. The situation highlights how urgent it is to investigate how faculty cooperation and student results might be enhanced through co-teaching in higher education settings. With an emphasis on the mentoring component, this study attempts to explore the ways in which co-teaching affects student involvement, academic achievement, and teacher collaboration in higher education settings. The goal of the research is to comprehend faculty members' perceptions and draw on the insights of Bacharach et al. (2011). The objective is to dissect the co-teaching process, uncover potential obstacles, and discover elements that lead to fruitful collaborations. The study attempts to bridge the gap between the idealized purpose of inclusive education through co-teaching and the existing situation in higher education institutions by addressing these research problems. Also, it is anticipated that co-teaching will improve student

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help