Educator dispositions are a perpetual topic of interest and an ever-evolving construct but can be difficult to define. How a set of desired dispositions manifests within various teaching contexts and learning communities will continuously evolve with changing historical, social, and societal issues. This guiding conceptual framework will help teacher educators engaging in dispositional development and assessment. Drawing on social emotional learning (SEL), this chapter unpacks desired educator dispositions. Three guiding forces underscore the framework: dispositions toward one's inner world, dispositions toward learning, and dispositions toward human differences. It is imperative to address ongoing dispositional development meaningfully and thoroughly to nurture educator dispositions in teacher preparation programs and ongoing professional development. This chapter utilizes the three main guiding forces identified above to conceptualize a framework on the formative development of educator dispositions and to guide future research and practice.
This chapter examines representation of women and minorities in 21st century higher education with regard to how the online learning culture serves diverse students. Over the past two decades, faculty and student representation by women and minorities has increased, while online learning has also grown exponentially, becoming almost ubiquitous in its reach and scope. Even with differences across institutions (public versus private, size of the university, and populations served), the online learning environment has a seemingly agreed-upon set of rules, standards, and practices. Arguably, online learning has a distinct culture, which can thus be viewed through the lens of Vygotskyian sociocultural theory. While online learning may have some perceived downsides, a potential benefit is that the nature of the technology and the agreed-upon culture of 21st century online learning across institutions may serve to mask and inhibit implicit bias and thus level the playing field for women and minority students and faculty in higher education.
Objective: Since a simple, rapid and accurate stereotactic system allowing CT monitoring would offer the neurosurgeon several advantages, the feasibility and application accuracy of frameless laser-guided freehand point stereotaxis for neurosurgical interventions was studied. Methods: A Cartesian coordinate grid mounted upon the far wall of a CT scan room defined a plane. The scanner isocenter defined the origin of a three-dimensional coordinate system. Phantom entry point and target point coordinates were determined by the positional CT cursor. These coordinates were entered into a computer which determined the coordinates of the grid intersection point with a line passing through the entry and target points. A tripod-mounted laser assembly comprising two encased lasers oriented retrograde and antegrade along opposite vectors, was positioned near the grid. The retrograde laser was positioned to illuminate the marked grid intersection point while the antegrade laser simultaneously illuminated the entry point; the beams were thereby aligned along the line of trajectory. The tip of a probe was placed on the entry point; the hub was then moved into the path of the antegrade laser, thereby aligning the probe with the line of trajectory. The probe was then inserted to the target at a trigonometrically calculated distance. Results: Ten consecutive phantom tests averaged 17.5 min. Phantom test application accuracy averaged ±2 mm at an average insertion distance of 7.1 cm. Conclusion: Phantom tests indicate that simple, rapid and accurate CT-monitored frameless laser-guided freehand point stereotaxis is feasible. Clinical investigation is warranted.
Beginning teachers face a difficult and steep learning curve, and teachers of less commonly taught content areas must navigate a unique path. A resulting problem is that many talented teachers who could bring unique and important programs for well-rounded students and schools struggle to adapt to the typical school culture and expectations. This chapter provides research-based and evidence-based strategies for navigating those waters. Anecdotes from the experiences of teachers of less commonly taught content areas are included.
Learning online can be a convenient setting for adults to meet their academic and professional goals. Yet, many adult learners enrolled in graduate education struggle with experiencing a sense of belonging, and attending an online program can add to feelings of disconnection. By attuning to the experiences of today's diverse online graduate students, educators can create conditions for student empowerment to thrive. This chapter suggests strategies for infusing social emotional learning (SEL) into faculty's approach to online graduate education.
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