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Journal Cover Teaching Public Administration
   [4 followers]  Follow    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 0144-7394 - ISSN (Online) 2047-8720
     Published by Sage Publications Homepage  [737 journals]
  • Planning ahead: developing and extending the impact of the Journal
    • Authors: Diamond, J; Farrell, C.
      Pages: 3 - 3
      PubDate: 2014-03-20T03:01:53-07:00
      DOI: 10.1177/0144739414523287|hwp:resource-id:sptpa;32/1/3
      Issue No: Vol. 32, No. 1 (2014)
       
  • The Section on Public Administration Education (SPAE) hosted the Teaching
           Public Administration Conference (TPAC) on 3-5 June, 2013, in San
           Francisco Japantown: The conference site host was the University of San
           Francisco School of Management, Department of Public and Nonprofit
           Administration
    • Authors: Nikitenko; G.
      Pages: 4 - 5
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739414523978|hwp:resource-id:sptpa;32/1/4
      Issue No: Vol. 32, No. 1 (2014)
       
  • Training policy students to hit the ground running: The design of an
           integrative core course
    • Authors: Chetkovich, C; Henderson, M.
      Pages: 6 - 20
      Abstract: Effective public policy education must prepare students both to integrate the lessons of multiple disciplines and to apply these across diverse substantive areas. How can these objectives best be accomplished' Research on adult learning and professional education points toward applied, problem-based, cooperative, and student-driven pedagogy. This article describes the design and implementation of an integrative core course in which Master of Public Policy (MPP) students work through the stages of policy analysis in a series of current policy problems. The instructor serves as a coach, and a professional "client" for each problem provides feedback grounded in experience. Engaged learning is enhanced through teamwork, peer instruction, and opportunities for reflection and self-assessment. Over time, refinements in problem and client selection and the integration of skills have been informed by practical concerns and formal program assessment.
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739413516483|hwp:master-id:sptpa;0144739413516483
      Issue No: Vol. 32, No. 1 (2014)
       
  • The Nonprofit Clinic at the University of Pittsburgh: preparing students
           for transition to professional settings
    • Authors: Kearns; K. P.
      Pages: 21 - 38
      Abstract: The Nonprofit Clinic at the University of Pittsburgh gives graduate students the opportunity to serve as management consultants to nonprofit organizations. This article describes the learning objectives, logistics, and outcomes of the Nonprofit Clinic. Bloom’s 1956 taxonomy of learning objectives is employed to assess learning outcomes.
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739413512854|hwp:master-id:sptpa;0144739413512854
      Issue No: Vol. 32, No. 1 (2014)
       
  • Promoting the use of higher level cognitive processes in a quantitative
           analysis course
    • Authors: Peters; R. A.
      Pages: 39 - 54
      Abstract: Students in two iterations of a statistics course were required to develop work-related research questions that could be analyzed by the statistical techniques discussed in class. They were also expected to present the question and other research design components in a manner that could be comprehended by statistical novices. To provide sufficient class time for the groups to begin work on their assignments, the course’s second iteration substituted Kahn Academy videos for a portion of the lecture material. However, observations of the students’ behaviors and qualitative analysis of the responses to open-ended course evaluation questions indicate that efforts to encourage self-directed learning were undermined by an allegiance to stimulus-response learning, i.e. a preference for courses in which students are told what they need to know. Since the preference is based on a desire to maximize the grades generated by a given investment of time, the impending iteration of the course incentivizes self-directed learning by incorporating into the course grade calculation the students’ contributions to their group’s efforts and participation in class discussions. The revised grading structure is intended to encourage self-directed learning in which students teach and learn from one another and thereby engage in deep learning.
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739413516482|hwp:master-id:sptpa;0144739413516482
      Issue No: Vol. 32, No. 1 (2014)
       
  • Developing a competency-based assessment approach for student learning
    • Authors: Dunning; P. T.
      Pages: 55 - 67
      Abstract: Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University’s Master of Public Administration program to change their assessment approach from a course learning objective perspective to a student learning outcome perspective as they prepare for specialized reaccreditation through the Network of Schools of Public Policy, Affairs and Administration. The article illustrates how the program moved from measuring individual course learning objectives to a more holistic approach that focuses on a set of universal required competencies that relate to the program’s mission and public service values. Also described are the challenges in making this paradigm shift.
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739414522480|hwp:master-id:sptpa;0144739414522480
      Issue No: Vol. 32, No. 1 (2014)
       
  • U.S. public administration programs: Increasing academic achievement by
           identifying and utilizing student learning styles
    • Authors: Naylor, L. A; Wooldridge, B, Lyles, A.
      Pages: 68 - 79
      Abstract: Global economic shifts are forcing universities to become more competitive and operationally efficient. As a result, universities emphasize access, affordability, and achievement. More specifically, U.S. universities have responded by emphasizing course assessment, retention rates, and graduation rates. Both university administrators and faculty members recognize that student cognitive styles are an important dimension in retention and graduation rates. Equally important, the Network of Schools of Public Policy, Affairs, and Administration requires graduate programs to meet universal core competencies and assess student learning outcomes. Within the context of U.S. higher education trends and new accreditation standards, we examine the demographic characteristics and cognitive styles of 130 Master of Public Administration (MPA) students currently enrolled at the University of Baltimore, which is one of the largest accredited MPA programs in the United States. Student cognitive styles are measured using a point in time Group Embedded Figures Test instrument. Key findings reveal that a stronger concentration in quantitative skills is essential in bolstering core competencies and student marketability in the global economy. Recommendations for course design and pedagogical modifications are discussed.
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739414522481|hwp:master-id:sptpa;0144739414522481
      Issue No: Vol. 32, No. 1 (2014)
       
  • Putting first things first: critical issues for public administration
           education
    • Authors: Rosenbaum; A.
      Pages: 80 - 94
      Abstract: This article begins by reviewing developments in the field of public administration over the past 50 years and identifying factors that have served, in some cases unintentionally, to undermine public confidence in the actual practice of public administration. It then examines a number of important conditions that must be addressed in the preparation of the next generation of public administrators and the professional development of those currently in the field. The most important of these involves the recognition of the centrality of government, and thus public administration as well, for the building of an effective and productive society. Before concluding, a major initiative to encourage enhanced excellence in the education and training of public administrators, which was initiated by the United Nations in conjunction with the International Association of Schools and Institutes of Administration, is examined.
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739414523286|hwp:master-id:sptpa;0144739414523286
      Issue No: Vol. 32, No. 1 (2014)
       
  • Comparing online with brick and mortar course learning outcomes: An
           analysis of quantitative methods curriculum in public administration
    • Authors: Harris, R. A; Nikitenko, G. O.
      Pages: 95 - 107
      Abstract: Teaching graduate students in an intensive adult-learning format presents a special challenge for quantitative analytical competencies. Students often lack necessary background, skills and motivation to deal with quantitative-skill-based course work. This study compares learning outcomes for graduate students enrolled in three course sections (cohorts) taking a quantitative methods course in a public administration program. One cohort of students was taught online, while two student cohorts were taught face-to-face in a traditional classroom setting. Most of the online students resided in the same geographic location as the "brick-and-mortar" students. While student backgrounds and demographics were comparable, there were notable differences in their levels of self-directed learning readiness and persistence. These differences illustrate both course design and modality features for a comparison between online and traditional brick-and-mortar learning environments. We find that predictors of student performance in an online environment are rather well described by the Self-Directed Learning Theory (SDL) and Self-Regulated Learning Theory (SRL). A statistically significant difference was found in the pretest-posttest mean scores, which indicates that students learned the course content for quantitative methods in the online section differently from those in the brick-and-mortar section. Overall, students enrolled in the online section (cohort) performed better on the posttest than did students enrolled in traditional "brick-and-mortar" classes. An age variable shows that older students performed much better than younger students on the posttest. Other differences in learning outcomes between the online and brick-and-mortar sections are analyzed in the study. Stakeholders in online education should be interested in these outcomes.
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739414523284|hwp:resource-id:sptpa;32/1/95
      Issue No: Vol. 32, No. 1 (2014)
       
  • Teaching Public Administration in collaboration with SAGE Publications are
           pleased to announce an annual award: a call for the best paper on teaching
           and learning in public administration at EGPA in 2014
    • Pages: 108 - 108
      PubDate: 2014-03-20T03:01:54-07:00
      DOI: 10.1177/0144739414522932|hwp:resource-id:sptpa;32/1/108
      Issue No: Vol. 32, No. 1 (2014)
       
 
 
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