Exceptional Teacher Research Articles

Illuminating Pathways: A chronicle of the life of Prof. (Vaidya) C. P. Shukla

Abstract This article delves into the life of Professor Vaidya Chandrakant Prabhushankar Shukla, a prominent figure in the field of Ayurveda from Gujarat. The primary objective of this article is to acquaint readers with one of the remarkable visionaries who have made substantial contributions and dedicated themselves to the field of Ayurveda. This article highlights Vaidya C. P. Shukla’s pivotal role in translating the Charaka Samhita, his devotion to Ayurveda education, and his significant impact on academic reforms. Furthermore, the aim of this article is also to showcase his unique approach to Ayurvedic practice, which integrates traditional wisdom with modern medical knowledge. He has left a lasting impact on Ayurveda, emphasizing his role as an exceptional teacher, physician, and administrator. Through interviews with family members, the article captures personal insights, anecdotes, and the versatile dimensions of Vaidya C. P. Shukla’s life. Ultimately, this article aspires to inspire the younger generation by shedding light on this luminary’s achievements, challenges, and unwavering commitment to Ayurveda.

Sjoerd Harder: a true ambassador of main group chemistry

Sjoerd Harder (pronounced: sh oo r d, not Sjörd, as most of the German colleagues tend to say and write …!) was born on March 17, 1963, in Grootegast, The Netherlands. Growing up in a village in West Friesland, close to Groningen and the North Sea, probably explains why Sjoerd developed a very strong connection to nature and a passion for sailing, hiking, travelling, seafood but especially good food in general, beer (lekker biertje …), wine and whiskey or distilled drinks in general. In 1981, Sjoerd moved to the centre of the Netherlands to study Chemistry and Physics at the University of Utrecht. He completed his Master's degree in Chemistry with a thesis in organometallic chemistry (Dr. Jaap Boersma) and a thesis in crystallography (Prof. Dr. Jan Kroon and Dr. Jan Kanters) in 1986 with cum laude, which refers to the top 5 % of the candidates in the Dutch academic system. A key moment in his life, which certainly influenced his later highly successful career, was when joining the group of Prof. Dr. Lambert Brandsma, a wizard of organic chemistry – especially using alkali metal organics. Sjoerd defended his thesis entitled “A study on the structure and reactivity of aryllithium compounds with an α- or β-heteroatom” again with cum laude and in 1991 he moved to the University of Erlangen-Nürnberg in Germany as a postdoctoral fellow with a scholarship from the Alexander von Humboldt foundation. In the group of Prof. Dr. Paul von Ragué Schleyer, Sjoerd was introduced to ab initio calculations. In 1992, with a NATO-Fellowship of the Netherlands Organization for Scientific Research (NWO) in his pocket, he subsequently moved to the University of California at Berkeley (USA) for a second postdoc with Prof. Dr. Andrew Streitwieser, working on heterobimetallic superbases. In 1993, Sjoerd decided to move back to Germany to join the group of Prof. Dr. Hans-Herbert Brintzinger at the University of Konstanz. This postdoctoral period was supported by a fellowship from the Alexander von Humboldt foundation and two fellowships from the European Union (Human Capital & Mobility and Marie Curie). While still in Konstanz, Sjoerd began his habilitation in inorganic and organometallic chemistry, which he successfully completed in 1998. Sjoerd stayed in Konstanz as a lecturer, where he also met his wonderful wife from Ireland, and enjoyed several intermezzi as a guest lecturer at the University of Cape Town (South Africa) before he became C3 Professor of Inorganic and Organometallic Chemistry at the University of Duisburg-Essen in 2004. After five years in Essen, Sjoerd wanted to move on. He declined a W3 position for Inorganic Chemistry at the University of Konstanz and, instead, accepted in 2010 the chair of Molecular Inorganic Chemistry at the University of Groningen, The Netherlands. However, after only two years, Sjoerd decided to move again back to Germany and accepted a chair position in Inorganic Chemistry at the University of Erlangen-Nürnberg, where he has been since 2012. Sjoerd has a passion for main group chemistry. He is particularly well known for his inspiring work on Group 1 and Group 2 chemistry. His seminal papers on “The Simplest Metallocene Sandwich: The Lithocene Anion“ (Angew. Chem. Int. Ed. Engl. 1994, 22, 1744) and on “Rational Design of a Well-Defined Soluble Calcium Hydride Complex” (Angew. Chem. Int. Ed. Engl. 2006, 45, 3474) and, related to that, “Early Main-Group Metal Catalysts for the Hydrogenation of Alkenes with H2” (Angew. Chem. Int. Ed. 2008, 47, 9434) were truly exceptional and ground breaking. In recent years, his work has been extended to the activation of aromatic systems and strong C−H bonds by main group metal cocktails, the synthesis and reactivity of low-valent main group metal complexes and sustainable catalytic processes with main group metals. Sjoerd's exceptional scientific productivity is reflected in numerous quality publications, books and conference contributions. For his pioneering work in the field of s-block metal chemistry, in particular alkaline earth metal catalysis, Sjoerd received in 2017 the Schlenk Lecture Award of the University of Tübingen and BASF. This was followed by the Main Group Chemistry Award of the Royal Society of Chemistry in 2020. Sjoerd is also known for being an exceptional teacher (especially when it comes to doing experiments …), an enthusiastic lecturer, a very good advisor and a supportive mentor. Apart from being a seasoned researcher, Sjoerd is a warm, humorous and reliable colleague. It was a joy to work with him and we have fond memories of the friday night “Feierabend” beers and the many personal encounters. Thank you for your long-lasting friendship and congratulations on your 60th birthday. We wish you all the best and look forward to many more years of fascinating chemistry emerging from your laboratories. Stephan Schulz Christian Müller The authors declare no conflict of interest.

Remembering My Teachers—Bruno Nettl and Sabri Khan: Society for Asian Music 2022 Keynote Address

Remembering My Teachers—Bruno Nettl and Sabri Khan: Society for Asian Music 2022 Keynote Address Daniel M. Neuman (bio) In 1984, I organized an SEM panel called “Things Our Gurus Taught Us.” Even then I was aware of the unique relationship that can be established between teacher and student and the significant impact an exceptional teacher can have on students generally. I was blessed by two such exceptional teachers, who each in their own way had a major impact, not just on me, which by itself wouldn’t be so interesting, but on a host of others. Bruno Nettl is of course well-known to all of you, in many cases directly. Sabri Khan was a world-class sarangi player, generally regarded as one of the top three sarangi players in India, and the most sought-after accompanist. For those working in India, his name will be recognized, not only as my teacher but also as Regula Qureshi’s teacher. By way of introduction I would like to draw some comparisons between Bruno Nettl’s and Sabri Khan’s lives. They both aspired and succeeded to become among the very best in their fields. As young men, both experienced the trauma of war; Bruno when he had to leave Prague because of Nazis targeting those of Jewish descent and Sabri Khan because of the communal riots in Delhi up to and through partition in which Muslims were targeted. What draws them most closely together, however, was their dedication to their students. Bruno not only guided innumerable students through their dissertations but worked ceaselessly to get them placed in academic positions. Sabri Khan not only guided his offspring, which is what hereditary musicians do, but had them all educated, including his daughters, at a time when this was very rare for this community of hereditary Muslim musicians, known as [End Page 4] Mirasis. He also taught many others and succeeded in getting them placed at All India Radio and later at the television station and other local institutions. Click for larger view View full resolution Bruno Nettl (March 14, 1930–January 15, 2020) and Sabri Khan (May 21, 1927–December 1, 2015). Photos by Daniel M. Neuman. First Steps It has been almost sixty years since I first met Bruno Nettl in the autumn of 1965, just a year after he had joined the faculty at the University of Illinois in 1964. I was introduced to him by William Kay Archer, a linguist and Persian-language specialist who taught in the anthropology department at Illinois. New to the department in 1965, I told Archer that I had a great interest in music and anthropology, and he said I must meet Bruno Nettl, who was an ethnomusicologist, which was then quite a new word for me. I met Sabri Khan just four years later in the winter of 1969. Having been a violin student, I was interested in studying a bowed instrument, and the Indian sarangi was the obvious choice. Mr. Keshev Kothari, then the general secretary of the Sangeet Natak Akademi, recommended Sabri Khan as a teacher and introduced him to me. My sarangi lessons began with Sabri Khan coming to my place in Green Park extension in New Delhi along with Faiyaz Khan to provide tabla accompaniment (see fig. 2). Bruno Nettl came with his family to Delhi in early summer and visited me in Green Park extension. In figure 3 you see him (with the cook who came with the rented house); his wife, Wanda; and his daughters, Becky and Gloria. They were there for several [End Page 5] Click for larger view View full resolution Figure 2. Sabri Khan and Faiyaz Khan in my Green Park extension rental. Photo by Daniel M. Neuman. Click for larger view View full resolution Figure 3. The Nettl family in Delhi in 1969. Photo by Daniel M. Neuman. [End Page 6] Click for larger view View full resolution Figure 4. Ahmad Ebadi. Photo by Daniel M. Neuman. days, and I provided a guided tour of Delhi, but I don’t recall that Bruno Nettl and Sabri Khan met at that time. William Kay Archer had just arranged an exchange program with Teheran...

APF Charles l. Brewer Award for Distinguished Teaching of Psychology: Jeffrey S. Nevid.

The APF Gold Medal for Impact in Psychology recognizes for his significant contributions to psychology and proven track record as an exceptional teacher and mentor in the field. Dr. Nevid is a supportive teacher and mentor and provides vital feedback and guidance to new faculty, students, and mentees. He has introduced empirically tested pedagogies in the classroom, including evidence from his own research program. Dr. Nevid is a highly respected speaker and researcher and was the longest serving doctoral program director in clinical psychology in the U.S. Despite his high levels of success, Dr. Nevid continues to engage everyone with respect and dignity and encourage students of all levels. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Dyskusje wokół edukacji i rozwoju w Dubaju w trakcie Global Education & Skills Forum (GESF) – globalne forum czy edukacja globalna? Wybrane aspekty poszukiwania nowych rozwiązań edukacyjnych w dobie globalizacji

The article presents selected references to the Global Education & Skills Forum (GESF), an initiative of the Varkey Foundation and hosted every March in Dubai (United Arab Emirates). The Forum has been organized since 2013 as a multi-day educational forum. It gathers representatives from more than 100 countries every year. Education ministers from different countries worldwide are also among participants. Sunny Varkey, the Varkey Foundation’s Chairman, founded the Global Teacher Prize to identify an exceptional teacher who has made an outstanding contribution to the profession. It is given every year during the GESF. This article presents some examples from recent years. Such issues as the outline of the concept of development and global education or a brief description of GESF with analogies to Forum in Davos are also being discussed in the article. Summary version of the concept of development with some references to the sphere of education, especially global education, shows that such issues as North–South relations, especially mutual interdependencies or Sustainable Development Goals (2015), are related to global education. Lexical aspects of the Forum name are also being discussed. Global education in Poland is, in fact, sometimes misinterpreted or defined in isolation from its immanent conceptual scope what is shown by different researchers.

“Exemplary” teachers: The perception of prospective teachers of role model teachers and their contribution to their professional identity

This study examined the characteristics of “exemplary” teachers according to Israeli–Arab prospective teachers, and the influence of those perceptions on their professional identity. The study is based on the qualitative paradigm using in-depth semi-structured interviews with 33 students studying education in an academic college located in the center of Israel. Findings show that their professional educational identity begins to form while still at school, with exposure to an exceptional teacher in their past. The teacher’s digression from the traditional model of pedagogy in Arab education led them to the formulation of modern mindsets as educators and agents of change.

APF Charles l. Brewer Award for Distinguished Teaching of Psychology: Elizabeth Yost Hammer.

This award recognizes a distinguished career and enduring contribution to the teaching of psychology. Elizabeth Yost Hammer is recognized for her significant career as a psychologist with a proven track record as an exceptional teacher of psychology. Dr. Hammer is a passionate, student-centered teacher, as well as a distinguished expert in pedagogy and teaching of psychology. Her leadership roles in Psi-Chi and the Society for the Teaching of Psychology were an inspiration to many, and she is a highly regarded speaker and contributor. Throughout all her work as a leader, mentor, teacher, faculty member, and peer, she remains student-centered, inclusive, and appreciative of the diversity of talents and perspectives across the field. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Redaktion und Memoria. Die Lutherbilder der "Tischreden." by Ingo Klitzsch

Reviewed by: Redaktion und Memoria. Die Lutherbilder der "Tischreden." by Ingo Klitzsch Robert Kolb Redaktion und Memoria. Die Lutherbilder der "Tischreden." By Ingo Klitzsch. Spätmittelalter, Humanismus, Reformation volume 114. Tübingen: Mohr Siebeck, 2020. xii + 635 pp. This massive and meticulous study of the ways in which collections of the reports of what Luther said "at table" were constructed is a significant, impressive, and painstaking investigation of the three extant topically organized compendia of Luther's "Table Talks," two in manuscript, one in print. The printed collection of Johann Aurifaber, Luther's last amanuensis, who was deeply engaged in the controversies over his legacy after his death, enjoyed many years as a source of edification and [End Page 239] information, despite some initial criticism, before falling under the scrutiny of modern scholarly standards. As students of the Reformation sought historically accurate reports of the man and his times, some demonstrated in recent years that the alterations Aurifaber made in what Luther actually said undermined in large measure their reliability as accurate sources. Klitzsch demonstrates that Aurifaber and the collectors of the other two topically arranged collections, manuscripts compiled by a circle around Hieronymus Weller in Saxon Freiberg and another circle around Anton Lauterbach in Pirna, had other purposes in mind. The historical precision demanded today was less important than the tasks of—in German theoretical terminology in current use—"monumentalization" of the legacy of Luther's teaching and the "heroization" of his person. Klitzsch places what were called "Tischreden" [table talks] in the sixteenth century in the ancient tradition of gathering the apophthegmata—short, pithy statements, axioms, maxims—of famous people into collections, the Colloquies of Erasmus (1518) being a prime example. Klitzsch argues that "table talks" is a misnomer for the apophthegms Luther uttered. He assesses the Tischreden tradition in the context of current studies of the cultural aspects of cultivating the memory of a famous person. On the basis of detailed analyses and comparisons of the structure of the topics and the wording of the individual apophthegms in the texts assembled by the circles around Weller and Lauterbach in the 1550s, Klitzsch demonstrates that the positions taken by Weller, tutor to Luther's children and then a sort of director of continuing education in his native Freiberg, and by Lauterbach, Luther's student and superintendent of the church in Pirna, in the controversies of the 1550s influenced their conception of their task and the goal of their editing recollections of the reformer. Although Weller did not engage in the public debates of the 1550s, he supported the Gnesio-Lutheran critics of electoral Saxon policies. One indication of this is his critical attitude toward Melanchthon, exhibited in the selection of apophthegms relating to him. Lauterbach also did not enter into the fray over the interpretation of Luther's legacy, but he was a part of the [End Page 240] electoral Saxon ecclesiastical establishment. Nonetheless, Klitzsch warns against overemphasizing the party differences as a factor in shaping the way in which each circle fashioned its collection. The chief image advanced by the Weller circle focused on Luther as the exceptional teacher of biblical doctrine, rather than viewing him as prophet or third Elijah. Lauterbach's circle, including his archdeacon, Josef Hänel, aimed to provide guidance for pastors in their exercise of office, especially in the cultivation of the moral life of the congregation, with an accent on the historical account of Luther's contribution as a model for a new generation as well. However, both circles praise Luther's person while conveying his teaching. Despite his personal devotion to Luther's person, Aurifaber dedicated his later life to publishing his mentor's teaching, in his correspondence and in works not printed in the two major editions (Wittenberg and Jena) of Luther's Works. Aurifaber shaped his collection of apophthegms around the principle of continuing the prophetic witness to faithful biblical teaching that Luther had set down. He presented Luther as God's prophet in order to lead readers to see that Aurifaber himself was continuing Luther's prophetic mission. Aurifaber named several fellow Wittenberg students from whose personal notes he received gems from Luther's conversations, but he...

Charles L. Brewer Award for Distinguished Teaching of Psychology: Linda M. Woolf.

This award recognizes a significant career of contributions of a psychologist who has a proven track record as an exceptional teacher of psychology. The awardee receives a plaque, a $4,000 award and an all-expense paid round trip to the APA Annual Convention, where the award is presented. Awardees are also invited to give a special address. Respect for diversity, human rights, ethics, critical thinking, and depth of learning are primary to Linda M. Woolf's philosophy of teaching. For 30 years, Linda has encouraged fellow teachers to integrate issues of social justice and global concerns into their courses-teaching to make a difference. Nationally, Linda is a tireless advocate for justice and human rights, and locally, she is a sought-after educator who comes to work each day excited about the classroom. Linda's vision, leadership, and advocacy have expanded psychology to make our discipline more globally relevant to students, researchers, teachers, and mental health professionals throughout the world. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Andreas Weiglein: exceptional teacher and scientist not only for Graz

No abstract avaialble. Andreas Weiglein - Anatomists all over the world know this name very much. His death in February 2020 was a shock and tragedy, although many of the anatomical community knew about his illness and his suffer. Despite the tragic end, let´s highlight this person and honor him respectfully in a different way. Not about numbers of publications, not about the regularly known stories, I want to present some personal key-moment with Andreas. Andreas, thank you for all moments; thank you for the time we could share; thank you for being a personal highlight and unforgettable professor of our anatomical community. Requiescat in pace!

The Exceptional Teacher Initiative: Finding a Silver Lining in Addressing Medical Student Mistreatment.

The Penn State College of Medicine (PSCOM) faced escalating reports of learner mistreatment in 2013-2017. As systems were implemented to gather and respond to student reports, faculty members expressed concern that these were creating a culture that focused on negative behaviors to the exclusion of acknowledging outstanding teaching that was also occurring. The Exceptional Teacher Initiative was introduced in August 2017 to attempt to shift the institutional conversation around learner mistreatment by balancing reports of mistreatment with reports highlighting examples of excellent teaching considered in-line with organizational values. The primary goals of the program were to make it easy for students to submit narratives describing outstanding teaching experiences and to capture the nuances of what the teacher did that were notable to the student. Students were invited to write about teachers who challenged and changed them. Narratives were sent to the named teachers and their educational and clinical leaders. Over the first 12 months of the Exceptional Teacher Initiative, learners submitted 553 narratives naming 253 different individuals across 37 departments. Faculty members and students expressed appreciation for this effort to highlight the positive. A monthly Exceptional Moments in Teaching feature was introduced in 2018, in which a named educator is featured prominently across the PSCOM. Future plans include examining the impact of being named an exceptional teacher, ways exceptional teachers create respectful teaching interactions, and common threads within student narratives that illuminate specific techniques, behaviors, and attitudes that create exceptional teaching experiences.

The ‘exceptional male teacher’ and the ‘vulnerable male student’: constructions of men and masculinities in vocational education and training in Estonia

ABSTRACTThis article takes a critical perspective on the construction of men and masculinities in vocational education and training (VET). We focus on ways in which key stakeholders in VET – teachers, heads of schools and VET experts – conceptualise men as educators and learners in VET, drawing on the case of Estonia. We identified two related discourses produced by the stakeholders which we labelled as ‘the exceptional male teacher’ and ‘the vulnerable male student’, which draw on and support the broader discourse of ‘feminisation of education’ prevalent in many Western societies. Treating men as exceptional, vulnerable and deserving special attention in VET leaves unchallenged and reproduces male privilege and endorses traditional ways of doing masculinity in this context. Such an institutional environment produced by the VET stakeholders may not be conducive to the emergence of more egalitarian masculinities in VET schools. More broadly, these two discourses on men in VET have important implications for gendered power relations and possibilities to advance gender equality in VET and in the labour market.

Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions

Throughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’.

George N. Papanicolaou (1883-1962), an exceptional human, scientist and academic teacher: An interview with Dr Neda Voutsa-Perdiki.

Dr Neda Voutsa-Perdiki, former Director of Exfoliative Cytology at the University of Florida (Florida, USA), talks about her academic teacher Dr George N. Papanicοlaou, referred to as the ‘Father of Exfoliative Cytology’, and his wife Mache, known as Mary Papanicolaou. According to Dr Voutsa-Perdiki, Dr Papanicolaou was an exceptional teacher and a unique humanitarian in modern medical history. The secret of his scientific success was hard work, dedication, love of research, faith and the courage he gained from his wife and colleagues. According to Dr Voutsa-Perdiki, although Dr Papanicolaou was nominated for the Nobel Prize for at least 5 times, the reason for not receiving it remains unclear. His research was mainly clinical and not purely experimental, she adds. The official launch of her recently published book about Dr Papanicolaou entitled ‘Dr George and Mache-Mary Papanicolaou - As I knew them’ was held on March 1st, 2017 at the ‘Benaki’ Museum in Athens, Greece.

Leading exceptional teacher development

What does exceptional CPD look like and how can school leaders ensure they achieve this for their teachers? David Weston looks at the research and some examples of best practice

Exceptional teacher development

What does exceptional CPD look like and how can school leaders ensure they achieve this for their teachers? David Weston looks at the research and some examples of best practice

George John Romanes

Anatomy lecturer whose early research improved understanding of the spinal motor system Throughout a long and distinguished career in medicine, George John Romanes was widely recognised as an exceptional teacher...

Gary W. Van Hoesen, Ph.D. (1942–2012) in memoriam

Gary W. Van Hoesen, Ph.D. (1942–2012) <i>in memoriam</i>

How One Exceptional Teacher Navigated Her Working Environment as the Teacher of a Marginal Subject

The purpose of this study was to analyze how one exceptional elementary physical education teacher navigated her working environment as the teacher of a marginal subject. Structuration Theory (Giddens, 1984) was used to make meaning of how the teacher functioned within her school community allowing her to remain motivated and effective. Data collection involved approximately 300 hr in the school setting involving observation and field notes, interviews, and critical incident (Flanagan, 1954) reports. Data trustworthiness was established through triangulation, member checks and a peer debriefer. Inductive analysis (Huberman &amp; Miles, 1994) of the data generated themes pertaining to Structuration Theory. Analysis revealed that the teacher navigated marginality using four strategies. Implications for teacher preparation are discussed.

The exceptional teacher: transforming traditional teaching through thoughtful practice

The exceptional teacher: transforming traditional teaching through thoughtful practice