Dorene Ross
Biographic Data
| ID | 6207690 |
|---|---|
| NAME | Dorene Ross |
| GIVEN NAMES | Dorene |
| FAMILY NAME | Ross |
| SIGNATURE | ROSS D |
| AFFILIATIONS | University of Florida |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Sustaining a commitment to teaching in a research-intensive university: What We Learn From Award-Winning Faculty
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests…
Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program
A review of research on the impact of professional learning communities on teaching practice and student learning
Research From Professional Development Schools; Can We Live Up to the Potential
Research From Professional Development Schools; Can We Live Up to the Potential
Following PROTEACH Graduates: The Fifth Year of Practice
Understanding the Teaching Perspectives of First-Year Teachers
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of teaching and their attempted solutions. Their descriptions were analyzed to determine the teachers' level of reflective judgment. Analysis of interviews with the teachers revealed that the teachers who exhibited more mature reflection worked in schools …
Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program
Understanding the Teaching Perspectives of First-Year Teachers
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of teaching and their attempted solutions. Their descriptions were analyzed to determine the teachers' level of reflective judgment. Analysis of interviews with the teachers revealed that the teachers who exhibited more mature reflection worked in schools …
Sustaining a commitment to teaching in a research-intensive university: What We Learn From Award-Winning Faculty
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests…
Following PROTEACH Graduates: The Fifth Year of Practice
Understanding the Teaching Perspectives of First-Year Teachers
The effect of school context on first-year teachers' reflective judgment was investigated. Six begin ning teachers were asked to describe a problem that they had encountered in their first year of teaching and their attempted solutions. Their descriptions were analyzed to determine the teachers' level of reflective judgment. Analysis of interviews with the teachers revealed that the teachers who exhibited more mature reflection worked in schools …
Following PROTEACH Graduates: The Fifth Year of Practice
Research From Professional Development Schools; Can We Live Up to the Potential
Research From Professional Development Schools; Can We Live Up to the Potential
A review of research on the impact of professional learning communities on teaching practice and student learning
Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program
Sustaining a commitment to teaching in a research-intensive university: What We Learn From Award-Winning Faculty
Within any higher education institution, there are great teachers who recognize the challenges to sustaining a commitment to highly effective teaching. The current paper explores the beliefs and practices of 10 faculty members who won an undergraduate teacher of the year award at a research-intensive institution. The paper explores the challenges faculty face in prioritizing teaching, the strategies they use to meet these challenges, and suggests…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works) · Educational Assessment and Improvement (3 works) · Faculty Development (3 works) · Medical education (3 works) · Professional development (3 works) · Educational and Psychological Assessments (2 works)