Allen R. Warner

Motivators and Inhibitors for University Faculty in Distance and e‐learning

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases. [ABSTRACT FROM AUTHOR]

21st-century leadership in nursing education: the need for trifocals.

In this qualitative study, deans of top-ranked graduate nursing schools were interviewed to examine how they are approaching leadership issues into the next century. Discussion focused on managing change, handling problems, communication/leadership styles, models of governance, research productivity, and expectations of faculty. The picture that emerged suggested that deans must be able to see objects and events from different perspectives, analogous to wearing trifocal eyeglasses. Deans described current roles, which were labeled as Director, Sensor, and Negotiator. However, future roles will require a different set of skills and competencies. Deans described these roles as Consensus Builder, Risk Taker, and Interactive Empowerer. Deans will need to react based on multiple points of vision and accommodate rapidly to maintain excellence in all areas of the mission.

University Contributions to the Education of Teachers

Are the contributions of universities to the teacher education process unique? What is the role of the university in en hancing the quality of teacher prepara tion? Clift and Warner assert that univer sities make four unique contributions to the education of teachers — contribu tions that cannot be made by other edu cational institutions such as school districts. University teacher education practices: (a) provide the time and re sources for reflecting on educational issues; (b) provide multiple perspectives on the teaching and learning process; (c) provide for intellectual diversity re garding the nature and purpose of schooling; and (d) provide for continued research into the nature of teaching, learning, and schooling.

Legislated Limits on Certification Requirements: Lessons from the Texas Experience

The passage of Texas Senate Bill 994 in 1987 limited professional education courses to no more than 18 semester hours for initial certification and eliminated undergraduate degrees in educa tion. The events leading to this policy decision are described, and the implications of this action for other states are considered. It is suggested that, to avoid such action in the future, teacher educators must collaborate on the development and advocacy of a knowledge base for teaching, create coalitions within universities and with the organized teaching profession, insist on strong standards, and provide national leadership for the advancement of teacher education.

On Scapegoating Teacher Education: Examining the Myths:

For teacher education to be significantly improved, the current view that inadequate preparation can be improved by no prepara tion must be overcome, says this writer, who reviews what he sees as the current myths about teacher training programs.