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1.
Marilee J. Bresciani 《Community College Journal of Research & Practice》2013,37(11):855-876
The purpose of this study was to explore the manner in which a community college district planned to implement a systematic outcomes-based assessment program review process in order to have results inform institutional, district, and state policy discussions. Data derived from this grounded theory study indicated that there was not a shared conceptualization across institutional and district leadership for the identification of the audience that would use the data generated from the program review process. This finding is typical for many institutions, particularly as leadership desires to honor the individual uniqueness of each college. 相似文献
2.
Christina E. Amsterdam Robert L. Johnson Diane M. Monrad Sandra L. Tonnsen 《Journal of Personnel Evaluation in Education》2003,17(3):221-242
This article provides a case history of collaboration between the South Carolina Educational Policy Center (SCEPC) at the University of South Carolina (USC), the South Carolina Department of Education (SDE), and stakeholder committees in developing a principal evaluation system for South Carolina. This case, study is based on the authors’ experiences in the process and their review of program documents. The project staff used the Personnel Evaluation Standards and the Standards for Educational and Psychological Testing to guide the review of the standards. They also worked with qualified job experts to develop performance standards, evaluation criteria, and instrumentation. The documented activities serve as evidence that validity issues were appropriately addressed. The project staff and stakeholder committees conducted an internal review and a field review of the proposed standards and criteria, as well as a pilot study of the proposed instrumentation. Stakeholder feedback served as an additional source of validity evidence. Although this case study focused on development of an evaluation system in one state, the information presented may be helpful to other states or districts that are planning to develop similar systems. 相似文献
3.
In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan. Our final purpose was to describe the research we plan to do in the near future. 相似文献
4.
Marilee J. Bresciani 《Community College Journal of Research & Practice》2013,37(6):411-421
To propose recommendations to implement outcomes-based assessment program review in a California Community College District, a grounded theory analysis was performed within the district. The findings generated were cross-referenced with findings from a multi-institutional case study analysis. A key finding from the cross-reference was the need for the leadership to clarify across all levels of the organization who the audience is for the data generated from the program review process; to clarify the indicators that each audience requires; and to clarify how that audience intends to use results generated from the process prior to designing the outcomes-based assessment process. 相似文献
5.
Tania Carolina Camacho-Villa Conny Almekinders Jon Hellin Tania Eulalia Martinez-Cruz Roberto Rendon-Medel Francisco Guevara-Hernández 《The Journal of Agricultural Education and Extension》2016,22(5):455-470
ABSTRACTPurpose: Little is known about effective ways to operationalize agricultural innovation processes. We use the MasAgro program in Mexico (which aims to increase maize and wheat productivity, profitability and sustainability), and the experiences of middle level ‘hub managers’, to understand how innovation processes occur in heterogeneous and changing contexts. Design/methodology/approach: We use a comparative case study analysis involving research tools such as documentary review, key informant interviews, focus group discussions, and reflection workshops with key actors. Findings: Our research shows how a program, that initially had a relatively narrow technology focus, evolved towards an innovation system approach. The adaptive management of such a process was in response to context-specific challenges and opportunities. In the heterogeneous context of Mexico this results in diverse ways of operationalization at the hub level, leading to different collaborating partners and technology portfolios. Practical implications: MasAgro experiences merit analysis in the light of national public efforts to transform agricultural advisory services and accommodate pluralistic agricultural extension approaches in Latin America. Such efforts need long-term coherent macro level visions, frameworks and support, while the serendipitous nature of the process requires meso-level implementers to respond and adapt to and move the innovation process forward. Originality/value: This paper contributes to the debate on how to operationalize large programs by showing that the innovation support arrangements enacted in the field should allow for diversity and have a degree of flexibility to accommodate heterogeneous demands from farmers in different contexts as well as continuous changes in the politico- institutional environment. 相似文献
6.
Implementing an Outcomes-Based Assessment Process in a Major Metropolitan Community College District
Marilee J. Bresciani 《Community College Journal of Research & Practice》2013,37(12):970-984
To propose recommendations for implementing an outcomes-based assessment program review in a California community college district, a grounded theory analysis was performed within the district. The findings generated were cross-referenced with findings from a multi-institutional case study analysis. A key finding from the cross-reference was the need for the leadership to clarify, across all levels of the organization, who the audience is for the data generated from the program review process; the indicators that each audience requires; and how that audience intends to use results generated from the process. These clarifications need to be accomplished prior to designing the outcomes-based assessment process. 相似文献
7.
The global expansion of children’s television: a case study of the adaptation of Sesame Street in Spain 总被引：1，自引：0，他引：1
Kristin C. Moran 《Learning, Media and Technology》2006,31(3):287-300
The landscape of children’s programming is changing because of the increased exportation of children’s television programs created in the USA. Networks have been aggressively marketing programs to an international audience through individual program sales and satellite network expansion. Some see problems as a result of the potential shift in cultural norms and values in areas where these programs are broadcast. An important alternative to this exportation is the co‐production process pioneered by Sesame Workshop. The results of a case study into the localization process of Sesame Street in Spain indicate that the production of Barrio Sésamo/Barri Sésam can be looked to as an example of not only the co‐production process, but also as exemplifying a process of ‘glocalization’ whereby a Spanish program has been influenced by both global and local realities imbedded in the program. The negotiation of what it means to be Spanish is constantly pushed against a global template, even in a program for preschool‐age children. 相似文献
8.
Peer review of teaching is a collegial process designed to help academics reflect on and improve their teaching practice. Considerable research supports the value of peer review of teaching. However, uptake of voluntary programs is typically low. Few studies have examined the predictors of engagement in voluntary peer review. This study surveyed 221 (106 female, 115 male) academics in the first year of implementation of a peer review of a teaching program at a large dual-sector university. Results supported the impact of four key variables on willingness to engage in peer review of teaching: the perceived benefits of the program, an individual's perceived need for support around teaching, perceived drawbacks of the program and career-related benefits. Level of teaching experience was related to willingness to engage: staff with moderate levels of teaching experience were most willing to participate in the program. Limitations of the study are noted and recommendations for peer-review programs are provided. 相似文献
9.
Faculty members in CACREP-accredited institutions were surveyed for the purposes of (a) determining common program characteristics; (b) determining if and how accreditation had influenced curricula, institutional support, and length and type of supervised experiences; (c) assessing faculty opinion concerning whether accreditation efforts had improved the quality of counselor preparation programs; (d) assessing faculty opinion concerning the effectiveness of the Standards as criteria for evaluating programs; and (e) assessing faculty opinion of the fairness and adequacy of the accreditation review process. The status of programs is summarized, with curricula and length of supervised counseling experiences having been most often influenced by accreditation efforts. Faculties were mixed in their reactions as to whether accreditation had improved the quality of their programs. Those faculties that had initiated change as a result of self-study thought that their programs were improved. Satisfaction with the Standards as criteria and with CACREP as the accreditation decision-making body was substantial. 相似文献
10.
Spencer Shannon Huczek George Muir Bradley 《Journal of Science Education and Technology》1998,7(1):31-43
A student-scientist partnership outreach program was funded by the U.S. National Aeronautics and Space Administration's Boreal Ecosystem-Atmosphere Study (BOREAS) to involve students and teachers in scientific investigations pertinent to global change research occurring within the boreal region of Canada. Boreal Forest Watch was planned, designed and piloted by an interdisciplinary group of education and science professionals from the University of New Hampshire, the Prince Albert National Park, and several schools in central Saskatchewan, Canada. A two goal approach was adopted to 1) ensure the educational significance of the program and 2) introduce scientifically valid methods for collection of research data pertinent to global change scientists. Professional educators and school administrators from Saskatchewan were recruited to assist in project planning to ensure that the proposed activities fit within the existing curriculum framework. This process was essential for successful adoption of the program by participating teachers. The process and approach of initiating Boreal Forest Watch are presented in this paper. This program became fully functional in September, 1996 with the training of several participating teachers. Perspectives of the program and its future are provided by members of the design team. Boreal Forest Watch is a unique opportunity for both Canadian students and their teachers to explore their natural environment, learn scientific methods and principles, and contribute data to the global change research community. 相似文献
11.
通过分析两个典型零件的宏程序实例，归纳出在手工编程中应用宏指令编程解决复杂零件的数控加工编程问题的作用和技巧。 相似文献
12.
13.
Dr. Laurence Siegel 《Research in higher education》1978,8(3):255-271
Both sound management practice and the law require that administrative decisions affecting faculty members reflect systematic, uniformly applied, fair, and valid evaluations of performance. To meet these requirements a performance evaluation scheme must involve two decision elements, both of which are addressed and illustrated in this paper:what will be evaluated, andhow the evaluation will be made.A data-based faculty performance evaluation program specifically oriented toward such administrative actions as tenure, promotion, and salary adjustment is described. This program rests upon task analysis to clarify the nature of the desired evaluative content and peer review as the primary evaluative mechanism.The scheme is illustrated using the experience of a department of psychology training to the doctorate. However, the approach to faculty performance evaluation herein described and illustrated is generalizable, with modification, to other departments and institutions. Several considerations pertinent to such modification are discussed. 相似文献
14.
项目化任务驱动在数据库课程教学中的应用 总被引：1，自引：0，他引：1
孙平安 《廊坊师范学院学报(自然科学版)》2012,12(4):126-128
"项目化任务驱动"教学法是一种建立在建构主义教学理论基础上,选取企业完整的典型项目作为课程载体,项目贯穿教学全过程,教学过程即为项目开发过程的教学法。文章以数据库程序设计课程教学为例,论述"项目化任务驱动教学法"在数据库课程教学中的应用与实施过程。 相似文献
15.
Daniel McLinden Rebecca Phillips Scott Hamlin Adam Helbig 《Performance Improvement Quarterly》2010,22(4):121-130
Program evaluation is intended to systematically determine the merit and worth of a program. We broadly define merit and worth to include economic perspectives obtained through the analysis of the finances of a program—both the costs and the benefits. A study reported here addressed the cost and benefit of investing in an educational intervention to change and improve processes in a health care setting. The potential economic impact of a training intervention intended to improve the uptake of a new purchasing process was evaluated. The study illustrates economic evaluation that anticipates the future value of educational interventions, a prospective view. 相似文献
16.
Gaming, in its many forms, is becoming a more active force in classrooms. To prepare preservice candidates for this trend, one teacher education program asked candidates (n = 60) to develop games in varied curricular fields tied to curriculum standards. This article describes the development of a model game, assignment requirements, provides a content review of eight games (geography and novels), their features, and highlights benefits and lessons learned from this experience. 相似文献
17.
Rosemary Luckin Wilma Clark Katerina Avramides Jade Hunter Martin Oliver 《Interactive Learning Environments》2017,25(1):85-97
In this paper we review the literature on teacher inquiry (TI) to explore the possibility that this process can equip teachers to investigate students’ learning as a step towards the process of formative assessment. We draw a distinction between formative assessment and summative forms of assessment [CRELL. (2009). The transition to computer-based assessment: New approaches to skills assessment and implications for large-scale testing. In F. Scheuermann & J. Björnsson (Eds.), JRC Scientific and technical reports. Ispra: Author; Webb, M. (2010). Beginning teacher education and collaborative formative e-assessment. Assessment & Evaluation in Higher Education, 35, 597–618; EACEA. (2009). National testing of pupils in Europe: Objectives, organisation and use of results. Brussels: Eurydice; OECD. (2010b). Assessing the effects of ICT in education (F. Scheuermann & E. Pedró, Eds.). Paris: JRC, OECD]. Our review of TI is combined with a review of the research concerning the way that practices with technology can support the assessment process. We conclude with a comparison of TI and teacher design research from which we extract the characteristics for a method of TI that can be used to develop technology-enhanced formative assessment: teacher inquiry into student learning. In this review, our primary focus is upon enabling teachers to use technology effectively to inquire about their students’ learning progress. 相似文献
18.
During the past years government measures related to retrenchment have urged the Dutch universities to change their planning process in order to increase flexibility and to account for differences in quality. Two important procedures carried out in this context are now in a final stage: an external review of research programs and the restructuring of educational programs. The results of these operations are analyzed, with emphasis on their impact for program quality. The paper also discusses the consequences of these results for the planning process.
Paper presented at the 25th Annual Forum of the Association for Institutional Research, Portland, April 28–May 1, 1985. 相似文献Francis Bacon,Novum Organon (1620)
19.
“Are you saying I'm to blame?” Exploring the Influence of a Principal on Elementary Science Delivery
This research exercise, employing an action research model for curriculum improvement, explored the factors influencing science program delivery at an elementary school in New Zealand. Using a validated science program delivery evaluation tool, the Science Curriculum Implementation Questionnaire (SCIQ), as a foundation for data collection, staff discussion and collaborative decision-making, a school embarked on a self-review process and, first of all, identified factors influencing science program delivery and, secondly, identified strategies for improvement of science delivery. After a school-wide cycle of focused science delivery improvement, the evaluation was repeated and further emerging trends and strategies for improvement were collaboratively discussed and implemented. Implications of this self-review process on science program delivery improvement are discussed, especially within the context of the role of the principal in influencing curriculum delivery. 相似文献
20.
AECT has recently (yet again!) redefined our field, reverting back to the use of the term educational technology. We believe this recent change is problematic for a number of reasons, but primarily because of the weak rationale offered
for the change. This change affects how external audiences view our profession and is likely to confuse practitioners in corporate
and higher education settings in particular. We offer a review of job postings, program titles, and listserv discussions to
support our case. The labels we use to define ourselves are critically important - and we hope to see a stronger case made for changes for our foundational definitions in the future. 相似文献