1. Dykes1
1. ThomasJ. Garland Library
2. KathyHipps
3. http://garland.tusculum.edu/
4. Taylor,J.C.,& Stern,G. M. (2009). The Troublewith HR : An Insider’sGuideto Finding and
Keeping the Best Talent. New York: AMACOM.
5. See Below.
6. Scholarly Writing– A writtenworkor documentof academicqualitywhichincludesproper
resourcesandresearch.
Peer-reviewedWriting- Isaformof writingwhere youshare yourworkwithclassmatesforthe
purpose of reviewandcriticism.Inreturntheyshare theirworkwithyouandboth students
benefitfromafreshperspective andinsightfromafellow studentandorcolleague.
Juriedwriting–Juriedwritingisthe conceptthatan individualwillwrite apaperandsubmititto
a committee orjuryfor review.
7. Plagiarism- Plagiarismisanyformof academicdishonesty,fraud,andnegligence. There are
more form of plagiarismthanIinitiallythought,however,the tutoriallaidoutalmostevery
scenario. Anytime youuse wordsor an idea that isnot yourown,or collectedthroughresearch
withoutgivingthe propercreditthroughcitationsyouare committingsome formof plagiarism.
Evenif the ideawasyouownand was usedina previouslypaperorarticle youwishtoreference
that papermustcite yourself.
Academicdishonestyisthe submissionof assignmentsorthe takingof an examin any
otherfashionotherthanestablishedbythe professororproctor. Thisgoeson to include
submittinghomeworkyouhave completedinotherclassasthoughitwere a freshidea,
submittinganyworkthatdoesnot belongtoyou,allowinganyone tocopyorreplicate your
work.
In orderto maintainacademicintegritystudentsneedtosubmitoriginalworkandtake
examsinthe most honestof ways. Withoutdemonstratingthishonestyprofessorscannot
grade your workand gage what knowledgeyouhave attainedinthe course if youfail todisplay
academichonesty. There islevel of integritythatastudentneedstodisplayinordertogetthe
mostout of theireducation,butwithoutthishonestyastudentisnotonlystealingfromthe
original authorbutalsorobbingthemselvesof properfeedbackandinstruction.
2. Dykes2
CotyDykes
One Page Summary
Dr. Jeff Burleson
October6, 2015
The article I selectedwasbased ontraininganddevelopmentforteacherstitled“Observing
Teachers:Three ApproachestoIn-Service TrainingandDevelopment”. Ifeltithitclose tohome as I
workat a college andwasalmostan educationmajor, aswell as subjectmatterI wasfamiliarwith.
Withinthe article the writerexplainsthe difference betweentraininganddevelopment,butalsogives
three differentapproachesfortraining/developingteachersandtheircareers.
The article demonstratesthe differencesbetweentraininganddevelopmentforthe fieldof
education. Bothof whichare usedto improve the classroom, andallow the educatora chance to gain
newsskillsandgrowas a professional. There are keydifferencesbetweenthe two;trainingisusedto
hone inon a veryspecificsetof skillsthatneedsimprovingorneedtobe learned,while developmentis
gearedto helpingthe educatorgrowandevolve the practicestheyuse inthe classroom.
The author alsodetailsthree differentapproachesto traininganddevelopmentinthe classroom
whichare:the supervisoryapproach,the alternativesapproach,andthe non-directiveapproachall of
whicha form of trainingor developmentinone wayoranother. The supervisoryapproachisthe
methodthata supervisororanadministratorwill use toevaluate aneducatorbyattendingaclass
sessionandthenevaluatingit. Theywill thendiscusswhattranspiredinthe classroomand the
supervisorwillthensuggestchangesastowhatthe educatorcan do to incorporate propertechniques
to improve the classroom. Thisis a type of trainingthatdemonstratesa“correct” wayof conductinga
skill.
The alternativesapproachisthe secondmethoddescribedinthe article. Inthismethodthe
supervisororobserverwill sitinonaclass and the suggestalternativestothe currentpractice of the
3. Dykes3
educator. In thismethodthe supervisorneedstobe careful notto upsetthe educatoror come across as
to judgmental. Thismethodonlygivesalternativesandshowsnofavoritismtojustone,andencourages
the educatorto thinkcriticallyandcome to a conclusionontheirown. Thismethodfollowsthe
developmentarchetype of improvement.
The non-directiveapproachisthe final methoddescribedbythe writer. Inthismethodthe
supervisororthe observerwill sitthroughaclasssessionandstrictlyobserve. Afterthe classisover
theywill thenengage the educatorinconversationaskingthemnonrelatedquestionssuchas: “how
longhave youbeenteaching “or” whatledyouto usingthat style of teaching”? The observerwill then
contribute theirownexperiencesintothe conversationandallow the educatortothinkandcompare
the informationwithinthemselves. Inthismethodthe educatorretainsthe righttocompletely
disregardthe observerandformtheirownopinions. The article continuestoexplainthe hierarchyof
needsandhowtraininganddevelopmentisveryimportanttothe fieldof education. Idosee the
parallelsandhowthese methodscanbe usedinothersituationswhetheryouare tryingtolearna
specificskill foraspecifictaskorif you are tryingto learna new careerbasedpractice.
