共查询到20条相似文献，搜索用时 15 毫秒
1.
Derek Williams 《School Leadership & Management》2013,33(1):123-129
ABSTRACT This study describes how two reform approaches-the portfolio culture and teacher professionalism-converge in the context of a system-wide programme for the professional development of school leaders. In particular, the study reports on the use of the portfolio to assist principals, deputy principals and heads of subject departments improve their performance and account for their actions. The study found that participants used their portfolios for a range of purposes: as evidence of improvement; as an organiser; as a record of achievement; as a collection of work samples. Leaders' difficulty in adopting the portfolio for professional accountability arose from a number of tensions: between theory and practice; between public and private demands of portfolios; between the practical nature of leaders' work and the reflective nature of the portfolio; between the portfolio as product and as process; between choice and compliance. It is argued that the use of the portfolio as an accountability vehicle will depend on leaders' capacity to balance these competing demands. The study shows that, despite cultural and logistical problems, the portfolio has the potential to develop the professional knowledge and practice of school leaders. 相似文献
2.
Santosh Panda 《Distance Education》2005,26(2):205-225
Following initial scepticism, the growth and developments within distance education in India have been tremendous. This paper records those developments in one of the largest distance education systems in the world with regard to its contribution to national development. The paper also examines curricular programmes, access and equity, media and technology, funding and costing, quality and accreditation, collaboration and networking, internationalization, and outcomes and benefits. The paper argues that higher education at a distance has significantly contributed to Indian national development on various counts, including innovative programmes for niche markets as well as community development; nation‐wide training programmes for the workforce and community and the empowerment of women; information and communications technology (ICT) networking and sharing of resources; massive human resource development for IT; management; school teaching; and development in new sectors of the workforce. Nevertheless, the areas of quality of instructional processes, access and equity, and effective deployment and use of ICT have been highlighted as accelerators to the system in its future expansion. 相似文献
3.
Abstract Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning. 相似文献
4.
Chris Bailey 《Literacy》2016,50(2):62-71
Recent work around the use of virtual world video games in educational contexts has conceptualised literacies as communal processes, whilst considering complex notions of collaboration through participants' multiplicity of presence in hybrid virtual / physical locations. However, further research is necessary in order to help us understand how the complex interactions afforded by such spaces influence ‐ and are influenced by ‐ children's social relationships. This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. With a particular focus on the children's improvised singing and use of song during the club, I examine how their creative practices ‐ drawing on a wide range of self‐selected resources, played out both in and out of the virtual world ‐ help to fundamentally shape the nature of the space around them. Furthermore, through examination of one particular performance, I demonstrate the importance of ensuring that such details are not written out of accounts of children interactions around technology, if we are to understand the true potential of such environments. 相似文献
5.
Walter G. Howell 《Community College Journal of Research & Practice》2013,37(6):545-555
Mississippi's system of public community and junior colleges developed as a response to changing educational needs in the state. The need to provide secondary education to rural areas of the state led to the agricultural high school movement in 1908. Time diminished the need for these schools, so the state's educational leadership proposed using the facilities to offer college‐level coursework. In 1928, Mississippi counties were authorized to join together in forming junior college districts. The colleges began as agencies of local government and continue so to the present. A state‐level office with coordinating responsibilities was established at the State Department of Education. The state's system of 2‐year colleges began just 1 year before the national economic depression. Easy access and low costs made the junior colleges attractive to Mississippians then and now. The junior college mission was to offer university transfer programs to students. After World War II, the junior colleges expanded their missions to include vocational and technical training. This was in response to the demands of business and industry as well as the needs of veterans returning to the workforce. Postwar industrial development in the state gave the junior colleges a greater role in workforce training. Mississippi's two‐year colleges have experienced demographic and technology changes that reflect national trends. In contrast to most other states, Mississippi's community and junior college leadership continues to identify university parallel programs as their primary mission. 相似文献
6.
《British Educational Research Journal》2006,32(3):459-480
This article examines teachers' ‘practical theories’ concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative programme of 10 small‐scale projects through which participating teacher‐researchers aimed to develop a range of pedagogic strategies involving the use of computer‐based ICTs within their subject areas (Classics, English, Geography, History, Science and Design Technology). Within‐ and cross‐case analyses drew on multiple sources of data and characterised teachers' initial statements of practical theory in terms of five key themes: broadening classroom resources and reference; enhancing working processes and products; fostering more independent pupil activity; mediating subject thinking and learning; and improving pupil motivation towards lessons. Three cases are presented to illustrate how teachers developed their ideas in action, and issues that prompted teachers across cases to adapt their approaches are discussed. 相似文献
7.
Mark R. Wademan Charles M. Spuches Philip L Doughty 《Performance Improvement Quarterly》2007,20(1):97-123
The People Capability Maturity Model® (People CMM®) advocates a staged approach to organizational change. Developed by the Carnegie Mellon University Software Engineering Institute, this model seeks to bring discipline to the people side of management by promoting a structured, repeatable, and predictable approach for improving an organization's workforce‐related processes. A system of best practice processes, and associated practices, holds potential for changing an organization's culture from that of an “ad‐hoc”racy to one pursuing workforce excellence. This article introduces Human Performance Technology professionals to the model, its approach, and its potential to improve workforce performance. 相似文献
8.
This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually‐rich GFVs were developed in a practice‐based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples were presented from across the cohort with the goal of encouraging open discussion and self‐reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio‐visual group delivery to enhance feedback's richness. By replicating an in‐class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative. This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice. 相似文献
9.
Thomas Radinger 《European Journal of Education》2014,49(3):378-394
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management. 相似文献
10.
Lawrence A. Pfaff Karyn J. Boatwright Andrea L. Potthoff Caitlin Finan Leigh Ann Ulrey Daniel M. Huber 《Performance Improvement Quarterly》2013,26(1):35-56
In this study, researchers used a customized 360‐degree method to examine the frequency with which 1,546 men and 721 women leaders perceived themselves and were perceived by colleagues as using 10 relational and 10 task‐oriented leadership behaviors, as addressed in the Management‐Leadership Practices Inventory (MLPI). As hypothesized, men and women leaders, as well as their supervisors, employees, and peers, perceived women leaders to employ nine of the 10 relational leadership behaviors significantly more frequently than men leaders. Additionally, the employees' perceptions of their women leaders' use of task‐oriented behaviors were significantly higher when compared to similar assessments from the employees of men leaders. However, the leaders as well as their supervisors and peers perceived men and women leaders' use of task‐oriented behaviors as approximately equal. Broader implications of these findings are discussed. 相似文献
11.
《Journal of Further & Higher Education》2012,36(4):309-319
This article explores whether using reflective dialogue in action learning sets on a foundation degree (FD) in educational support can develop the capacity for reflective practice of the students. Developing a reflective stance in relation to professional practice is a central theme of the programme, which is reinforced by the work‐based learning module providing a space for reflective dialogue and the inclusion of an employer's perspective for establishing links between university and work. By adopting a case‐study approach, this study focuses on 24 female students who work as teaching assistants or higher level teaching assistants (TAs/HLTAs) in state primary and secondary schools, and reports findings from their and their tutors' perspectives. In view of the rapidly changing educational landscape, apparent in the implementation and development of Integrated Children's Services, the Schools Remodelling Agenda and Workforce Agreement are in effect one policy. Such a programme is essential in creating appropriate opportunities for the continuing professional development of the new workforce. Given the non‐traditional background of the majority of the students and the perceived ambiguity surrounding their roles as teaching assistants within schools, such a programme poses considerable challenges to higher education institutions in terms of appropriateness of content and mode of delivery. 相似文献
12.
This article focuses on the human performance improvement and human resource development task of providing an organization with a skilled workforce. We begin by describing the U.S. demographic trends and the changing job skill requirements that will lead to a shortage of skilled workers and that highlight the importance of considering the various strategies that are available for developing a skilled workforce. Then, using perspectives found in the literature, we examine four strategies for developing a skilled workforce: (1) hire and then train the workers, (2) transfer individual workers, (3) relocate the work, and (4) create an educational infrastructure within a community to develop a workforce with the needed skills. We conclude by comparing the four strategies and identifying the advantages, disadvantages, and most effective uses of each. 相似文献
13.
Stephen E. Gilliatt Nicholas F. Hayward 《Assessment & Evaluation in Higher Education》1996,21(2):161-172
This paper examines some of the practices and accompanying assumptions that underlie the work of assessing students' written performance. Examiners are shown to give meaning to, and to construct and reconstruct, the answers that their students provide. In doing this resort is made to common sense or taken for granted concepts, many of which involve labelling. Political processes such as power, negotiation and compromise are also identified. In a climate of moves towards mass higher education where written and distant assessment is likely to grow at the expense of face‐to‐face contact, the tendency of examiners, highlighted in this paper, to rely on interpretive and negotiated methods is not only inevitable but justified. 相似文献
14.
James D. Rethaber 《Performance Improvement》2011,50(7):33-37
Faced with increased incidences of work‐related strain and sprain injuries and OSHA‐recordable injuries, the organization in this case study details how it resolved these performance‐related issues. This case study also demonstrates the effectiveness of Thomas Gilbert's (1978) Behavior Engineering Model as a tool for analyzing, defining, and resolving performance issues. 相似文献
15.
Lan Li Xiongyi Liu Yuchun Zhou 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):376-384
The study examined how playing two roles as assessors and assessees in technology‐assisted peer assessment contributes to students' performance. Data from a previous study was recoded and analysed to understand peer assessment processes from a different angle. Findings of our previous study supported the importance of the assessor's role, but not the assessee's role. In the present study, the assessee's role was re‐examined based on the assessee's ability to critically judge and act upon peer feedback, instead of quality of peer feedback that they received. Regression analysis was conducted, and results suggested that how students responded to peer feedback, as indicated by the number of good versus misleading suggestions incorporated, significantly predicted their final project scores. The findings support the importance of both assessor and assessee's roles in peer assessment and provide valuable implications for effective implementation of peer assessment. 相似文献
16.
Angelito Calma 《Asia Pacific Journal of Education》2015,35(1):55-68
This study explores the narratives behind how academics in formal leadership positions perceive their roles as leaders and their leadership development. Fifteen leaders in their varying capacities as managers of research in their universities participated to illustrate the complexities and challenges associated with their roles. Using narrative and discourse analysis, multiple lenses (“what”, “how” and “why”) were used to analyse the participants' narratives. This study then explores the impact of the leaders' perceptions on their teaching, research and graduate supervision roles. Results indicate that research managers' narratives replicate those of the storied lives of leaders with constructed images. The study concludes with some implications for policy and practice as well as suggesting the use of multiple-lens analysis as a tool for narrative inquiry. 相似文献
17.
A common aim of teacher education is to encourage prospective teachers to analyze carefully their instructional performance. Yet, research on teacher cognition heretofore has concentrated primarily on experienced teachers’ planning and instructional thinking. We need more information on how student teachers think about and engage in the evaluation of their teaching performance. This study used data from initial structured interviews to elicit student teachers’ self‐evaluation concerns and examined the student teachers’ journals, a final written self‐evalution, and tapes from post‐teaching interviews to create a profile of each student teacher's responses about self‐evaluation. In this paper I analyze the student teachers’ pre‐conceptions about success, examine their processes of self‐evaluation, and explore a conception of “interactive self‐evaluation.” I offer suggestions about the conditions that may enable student teachers to enhance their analytical processes. 相似文献
18.
Seeing the ‘new’ in light of the ‘old’: evolving interpretations of a new national English curriculum 总被引：1，自引：0，他引：1
This 2‐year longitudinal study explores the process by which three populations of practitioners (mentors, co‐ordinators, and teachers) interpreted a national curriculum involving a change in policies for teaching English as a foreign language. The analysis revealed that the process of managing the changes brought about by the new curriculum yielded ‘dialogues of practice’ between ‘old’ and ‘new’. These dialogues engaged mentors, co‐ordinators, and teachers alike in mediating between new understandings and old ones. It addresses the ways in which they made sense of the terminology of the new curriculum in light of the old curriculum, negotiated between new pedagogical content knowledge and ingrained conceptions of subject‐matter teaching, adapted old understandings of testing to new conceptions of performance‐assessment processes, and mediated between their need to preserve a sense of professional competence while feeling destabilized as ‘novices’ as they confronted innovative curricular practices. Participants' strategic need to ‘survive’ the changes resulted in the development of networks to support professional exchange and assist teachers in managing their way through the uncertainty of curricular change. 相似文献
19.
The findings discussed here are based on five case studies and a small survey (n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by ‘welfare managers’ who were employed by schools and were undertaking responsive work with vulnerable children and young people and the other services who were also supporting them. At the same time heads of year and/or heads of school and form tutors were increasingly focusing on children's achievement in school. The changes in roles and responsibilities were encouraged by workforce remodelling and changes in criteria for teachers’ salaries. However, focusing primarily on the work undertaken by the welfare managers, the article draws on cultural‐historical activity theory analyses of relational agency and distributed expertise to question whether welfare managers can undertake the work required in the new space of action without attention to the development of their core expertise. 相似文献
20.
Anita S. McGinty Laura Justice Sara E. Rimm-Kaufman 《Early education and development》2013,24(2):361-384
Research Findings: Challenging the development of high-quality preschool education is the instability of the preschool teacher workforce, blamed in part on workplace conditions including isolationism, perceived lack of career reward, and lack of preparation. Little attention has been given to whether a preschool's organizational climate can mitigate these challenges, despite demonstrated workplace climate effects on teachers' attitudes, commitment, and practices in kindergarten–Grade 12 teachers. This study investigated preschool teachers' perceptions of a positive workplace climate (i.e., sense of school community); predictors of these perceptions (teacher qualifications and organizational features); and relationships among teachers' sense of community, classroom teaching quality, and attitudes toward teaching in a sample of 68 preschool teachers serving at-risk 4-year-olds. Overall, teachers provided high ratings for their sense of school community, although moderate interprogram variability and moderately large to large intraprogram variability existed. Teacher qualifications and preschool affiliation did not predict teachers' sense of community, but preschool size predicted perceptions of collegial support. Perception of collegial support and program influence was significantly related to positive attitudes toward teaching; only perceptions of program influence were related to classroom quality. Practice or Policy: We discuss the potentially important role of work environment in bolstering the quality and stability of the preschool teacher workforce. 相似文献