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1.
Annemarie de Knecht-van Eekelen Steven Bakker Gerben van Lent 《Educational Measurement》2001,20(3):33-35
This is Part III of a three part series describing the consultancy and training demands that are encountered in technical assistance projects in Central and Eastern Europe. Part I dealt with strategic issues for a successful delivery of "Western Technical Assistance to Eastern Needs." Part II highlighted project management and co-operation aspects in delivering support to the Romanian Assessment and Examination Service. In this part, we address training of Polish subject experts who were preparing to take on responsibility for a decentralized and strongly innovative final exam, the Matura. 相似文献
2.
《Journal of Education & Work》2012,25(1):1-31
The Youth Training Scheme (YTS) owes its existence to the political opportunities created by youth unemployment and it retains unemployment‐relatedas well as training‐related objectives. This paper investigates the tensions between these two sets of objectives. Because YTS attempts to innovatefrom the bottom up, it risks entrapment in a ‘vicious circle’ of low status. Thecurrent YTS strategy assumes that the employment prospects of YTS trainees, and the effective dissemination of YTS and its training philosophy, both depend primarily on the content and quality of YTS training. The paper argues, by contrast, that both depend primarily on the context of YTS‐‐its relation to the structure of educational differentiation and to processes of recruitment and selection in the labour market‐‐and very little on its content. High quality training alone is unlikely to enable YTS to break the vicious circle of low status and achieve its broader training objectives. This is only likely to be achieved either through providing specific skills, credibly certified, in demand in the local labour market, or through giving trainees privileged access to the employmentnet works throughwhich employers recruit, and thereby enhancing the context of YTS. Part 1 outlines the general argument. Datafrom the Scottish Young Peoples Survey (described in Part 2) are used (in Part 3) to compare YTS with its predecessor, the unemployment‐based Youth Opportunities Programme. The data reveal limited success in escaping from the vicious circle of low status in the first two years of YTS. This conclusion is based on aggregate‐level analyses; Part 4 discusses the internal differentiation of YTS, based primarily on differences in labour‐market context, and outlines a typology of four YTS sectors. The SYPS data provide qualified support for hypotheses associated with the sectors (Part 5). The sectors and the differences in the labour‐market context they denote may influence trainees’ orientations to YTS and should be allowed for in evaluating schemes (Part 6). The prospects for the development of YTS are discussed in Part 7. Of the two means of escaping the vicious circle of low status, described above, the former may be the more realistic option if unemployment falls, the latter if unemployment remains high. 相似文献
3.
EDDY N. FORTE MARIA H. K. WENTLAND FORTE ERIK DUVAL 《European Journal of Engineering Education》1997,22(1):61-74
ARIADNE is a concept of computer-based and telematics-supported educational schemes. It relies primarily on a number of interconnected knowledge pools and suitable strategies for using them, in academic education—either classical or at a distance—and for certain types of corporate continuing training. In ARIADNE, the term ‘knowledge pool’ refers to a large, indexed, storage of pedagogical elements and the set of tools, methodologies and infrastructures necessary for maintaining and exploiting it, to build and distribute structured curricula. This concept is meant to address the weaknesses of many ‘open’ training schemes advocating the usefulness of unlimited and free access to the World Wide Web (WWW). In our view, this immense—but scarcely structured— document repository can all too easily become a maze and offers, in itself, little incentive to serious learning. On the other hand, ARIADNE will use a WWW based net-interface, suitable for—and inter-operable with—most platforms commonly in use by would-be learners. ARIADNE addresses two categories of users: those who contribute to the knowledge pool system and develop training curricula (professors and pedagogical engineers) and those who may enlist in and follow these curricula (students and trainees). The system's design accounts for the need for collaboration and communication between (a) trainers, to create, customize, share and reuse pedagogical documents; (b) trainers and learners, for coaching/tutoring activities and supervision of learning; and (c) students/trainees, in peer-supported learning or group work. Long-term survival of any such technology-supported education system depends primarily on motivated participants: teachers and trainers, students and trainees, academic institutions and corporations should all find some practical advantage in its use. In this paper (Part 1), we present an overview of the ARIADNE concept, describing its pragmatic educational approach and its specific approach to authoring of pedagogical material and construction of usable curricula. In a forthcoming paper (Part 2), we will address its technological approach and present a brief review of the tools needed to implement the concept as a viable computer-based and telematics-supported distance—but also open or even classical— educational system. 相似文献
4.
《Journal of Vocational Education & Training》2012,64(2):171-192
ABSTRACT This is Part Two of a two‐part article, the first part having been published in The Vocational Aspect of Education, 44, pp. 211–231. Part One discussed the literature concerning small business management and its implications for the development of an instrument for identifying the training and development needs of small business managers. Part Two explains the assumptions underlying the instrument we have created before describing the instrument and its use in interviews and small group situations. The instrument is considered to be valid, but to require further validation trials and development. 相似文献
5.
Patty Leblanc 《Technology, Pedagogy and Education》2013,22(1-2):25-34
ABSTRACT This paper describes a teacher training project at Barry University in Miami Shores, Florida. The purpose of this project is to develop, implement, and evaluate a model for providing district‐wide teacher training in the use and integration of instructional technology to achieve curricular goals that are competency‐based and designed to be world class standards. The project was funded by the US Department of Education's Fund for Innovation in Education for a period of three years. During that time, 284 elementary teachers received graduate credit at Barry University for participation in an intensive course on the infusion of technology across the curriculum and for conducting teacher training at their own schools. This paper describes the teacher training model and preliminary results of the project. 相似文献
6.
Kara A. Young Kaelber Robert C. Schwartz 《International journal for the advancement of counseling》2014,36(3):274-286
This study explored degree of empathy and emotional intelligence among Thai (n?=?48) and American (n?=?53) counsellor trainees to determine if differences in Eastern and Western cultural orientations (e.g., interdependent versus independent self-construals) affect foundational counselling skills. Results indicated that Western trainees showed greater empathy, although no differences were found in emotional intelligence between Eastern and Western trainees. Length of training correlated with greater empathy in both groups, but was not associated with emotional intelligence. Type of self-construal correlated with both degree of empathy and emotional intelligence. Implications for counselling research and training are addressed. 相似文献
7.
Grahame T. Bilbow 《Educational studies》1989,15(2):93-105
Vocational training in secondary schools is currently coming under close scrutiny in Czechoslovakia, and every secondary school is now charged with providing at least a measure of vocational training. At a time when vocational training in British secondary education is being given a much higher profile than ever before, there may be lessons to learn from Eastern European experience. It is the purpose of this article to describe the Czechoslovak system of vocational training at secondary level, to discern some of the problems which it faces, and to identify trends in vocationalism in Czechoslovakia for the 1990s. 相似文献
8.
Wallace Hannum 《Performance Improvement》2009,48(2):26-30
This article questions commonly held beliefs about training as a component of performance improvement solutions. Rather than being based on theoretical and empirical support, many beliefs about training are based on little more than myth. Part 1 of this article presents myths about the relationship of training and performance and myths about determining training content. Training fails when the performance problem is caused by something other than a lack of knowledge or skill. And it is compromised when we fail to include only the essential content. 相似文献
9.
Pat Cryer 《British journal of educational technology : journal of the Council for Educational Technology》1982,13(1):83-89
This article is based on work begun during the HERMES project, 'Higher Education Resource Materials: Evaluation and Service', January 1978–December 1979, a project to support the training and development of lecturers in universities and polytechnics through resource materials. Part A examines the discrepancy between availability of and demand for such materials, and comes to conclusions regarding the types and topics where the need is greatest. Part B examines factors which characterize productions used outside the authors' own institutions. In conclusion, the article describes how the findings are being implemented by a working group of the Society for Research into Higher Education. 相似文献
10.
11.
In preparation for implementation of Part H of P.L. 99-457, the Indiana early intervention workforce was surveyed to determine the current status of the workforce and identify implications for policy making. A sample of 837 respondents generated information about the types of personnel providing services, their qualifications, compensation, and longevity in the field. Turnover rates for the personnel categories surveyed were also obtained. Education and licensure for teachers and aides showed considerable variation, with some personnel having training in areas related to early intervention and many with training in unrelated areas. Striking differences were seen in compensation favoring public school personnel over personnel employed in other types of agencies. Personnel turnover rates were high, averaging 30%. The data indicate the need for early intervention training programs and equitable compensation of trained personnel if Indiana, and presumably other states, are to meet the mandate of P.L. 99-457, Part H. The most critical needs are to develop strategies to attract, train, and support specialized early intervention personnel from a wide variety of disciplines. 相似文献
12.
《Early education and development》2013,24(2):141-157
In preparation for implementation of Part H of P.L. 99–457, the Indiana early intervention workforce was surveyed to determine the current status of the workforce and identify implications for policy making. A sample of 837 respondents generated information about the types of personnel providing services, their qualifications, compensation, and longevity in the field. Turnover rates for the personnel categories surveyed were also obtained. Education and licensure for teachers and aides showed considerable variation, with some personnel having training in areas related to early intervention and many with training in unrelated areas. Striking differences were seen in compensation favoring public school personnel over personnel employed in other types of agencies. Personnel turnover rates were high, averaging 30%. The data indicate the need for early intervention training programs and equitable compensation of trained personnel if Indiana, and presumably other states, are to meet the mandate of P.L. 99–457, Part H. The most critical needs are to develop strategies to attract, train, and support specialized early intervention personnel from a wide variety of disciplines. 相似文献
13.
William M. Rivera 《The Journal of Agricultural Education and Extension》2013,19(4):371-384
Abstract Two imperatives form the basis of the present paper. The first is the market-driven imperative, vital to production and value-chain development. The second is the knowledge imperative, central to the advancement of human capacity and institutional development. In view of these two imperatives, this paper argues for overhaul in extension toward a market orientation and for greater public investment in human resource development for modernizing the agricultural extension workforce. Part one of the paper reviews the rationale for market-driven extension and compares two key market-driven strategies. Part two proposes changes and new investment in post-secondary agricultural education and training, and calls for the establishment of a network of post-secondary agricultural education and training institutions. A post-secondary educational network is seen as essential to better prepare the agricultural extension workforce to face challenges in production and marketing and beyond with respect to alternative programs such as agriculturally related urban, environmental, energy, and rural development priorities. 相似文献
14.
Thelma Givens 《Psychology in the schools》1980,17(3):335-338
Two groups of scorers were used to investigate the effects of in-service training in scoring and the reliability of scorers with the AAMD Adaptive Behavior Scale, Public School Version, Part One. A mean scorer reliability of .55 was found. There was a significant difference between the coefficients of agreement computed for the two groups. This established the efficacy of in-service training in scoring. Additionally, most frequent scoring errors were delineated. 相似文献
15.
《British Journal of Special Education》1994,21(1):25-26
At the time of writing the 1994 Education Bill is going through parliament. Efforts are being made to amend Part I on teacher training in order to avoid potential damage to training for special educational needs (see article on pp.7–8). 相似文献
16.
Through a four-part discussion, this essay advocates for seeing the characteristics and special needs of gifted students with disabilities and using best practices to support their learning. Part 1 delineates the evolution of the legislative acts and professional initiatives regarding twice exceptionality. Part 2 discusses the educational rights of twice-exceptional learners. Part 3 presents challenges to understanding and supporting this student population, followed by a call for ongoing personnel training in part 4. 相似文献
17.
《TechTrends》2010,54(3):27-37
Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views. 相似文献
18.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
19.
《International Journal of Educational Development》2004,24(5):467-477
This paper suggests possible frames of reference for understanding education and educational policy in the Eastern part of Europe. (a) According to the geographical frame, the concept of ‘Eastern Europe’ and its education reflects a struggle for political power and self-identity. (b) According to the political frame, the transition of 1989/1990 opened up a ‘third political way’ between capitalism and socialism for a few decisive years. (c) According to the cultural anthropological frame, the distance between Western and Eastern European education is not only a modernization gap, but also a cultural gap which needs comparative cultural analysis. 相似文献
20.
上海市教育委员会于2007年5月正式启动了海市新农村教师专业发展培训项目。该项目的目标在于促进上海农村地区教师的专业发展,提升其专业水平。本论文以此培训项目为例,从评价的角度出发,从课程开发、培训者的选择、培训的展开方式等方面进行剖析,阐述作为一个有效的教师培训项目的因素,以及需要改进的方面。 相似文献