共查询到20条相似文献，搜索用时 78 毫秒
1.
2.
This article's purpose is to improve the effectiveness of classroom teaching by proposing a specific program for continuous improvement toward instructional excellence. Total quality management (TQM) is a systematic approach which utilizes four main elements: quality defined by the customer, top leadership responsibility for quality improvement, increased quality through systematic analysis of work processes, and quality improvement by continuous effort conducted throughout the organization. A strategy for continuous classroom improvement is developed through an examination of various definitions of quality and a comparative analysis of dimensions of quality, service quality, and effective teaching which aims to inspire and give direction.James P. Gilbert is an Associate Professor of Operations Management at The University of Georgia. He received his MBA from Western Illinois University and Ph.D. from The University of Nebraska-Lincoln. His research interests include: total quality management methods, service management systems, and Japanese management techniques. Kay Keck is Director of Graduate Programs at The University of Georgia and teaches the first-year marketing course for MBA students. She obtained an MBA from the University of Kansas, and Ph.D. in Management Science from The University of Texas at Dallas. Her research interests center around sales management, services marketing, and applications of TQM in both sales and higher education. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
3.
Ronald G. Sultana 《欧洲师范教育杂志》1995,18(2-3):215-229
This article presents one approach to the development of initial teacher education programmes that are based on a vision, premissed on values shared consensually by faculty staff and students. The article first provides a brief historical background of the Faculty of Education at the University of Malta, where this values‐based approach was attempted. It addresses some of the key problems faced in the development of a coherent and organic course of studies with students following graduate and post‐graduate courses, and gives an account of the way some of these problems were addressed. It is claimed that the approach adopted at the University of Malta can help other teacher educators in clarifying objectives as they set out to create coherent programmes that provide a sense of mission based on identifiable values and principles. 相似文献
4.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
5.
Monoculturalism in transition: The educational implications and opportunities of finnish internationalization 总被引：1，自引：0，他引：1
Glyn Hughes 《Prospects》1995,25(3):495-518
A lecturer in English language at the Department of Teacher Education, University of Jyv?skyl? (Finland). His fields of interest
include the use of computers in language teaching, Canadian studies, global education and citizenship. He has published several
articles and textbooks, includingA handbook of classroom English. 相似文献
6.
In this article, we compare the Secondary English Post Graduate Certificate of Education (PGCE) programme for initial teacher education at the University of Bristol, UK, with that at the University of Malta, with particular attention to the content of the respective programmes and the role of the school‐based mentor. We explore issues raised by the fact that, while Bristol relies on a mentor figure to support all student teachers, the Maltese programme does not yet use this model. Consideration is given to the benefits and challenges of working with mentors and the implications for student teachers and their mentors with the development of the newly‐introduced School Direct programme in England. 相似文献
7.
《Higher Education in Europe》1976,1(6):25-30
Professor Johan Galtung is the Director General of the Inter‐University Centre of Post‐Graduate Studies in Dubrovnik. He is also a professor of peace studies at the University of Oslo. The article below, which has been specially written for “Higher Education in Europe”, represents the author's personal views on the problems which are, in his opinion, relevant to the development of higher education. 相似文献
8.
Since the 1980s, China has entered an era of transformation which has extended its reach to education and school reforms. The “New Basic Education” (NBE) was born in this era and implemented by the East China Normal University together with schools around the country. NBE aims at nurturing the active, healthy development of a new generation of Chinese people, focusing on classroom teaching and reform, and life practice within the classroom, as well as a reconstruction of school management. A breakthrough has been made with the development of a system that is suitable for the practice of education in China. 相似文献
9.
远程教育的昨天、今天和明天——访国际远程教育著名专家格伦维尔·鲁姆博尔教授 总被引：1，自引：0，他引：1
在远程教育以前所未有的速度发展的时代,关于什么是远程教育,远程教育与教育是怎样的关系,以及怎样管理和发展远程教育等问题仍值得我们在大踏步前进的时候进行深入反思。好在我们身边总是有很多智者,他们以睿智的眼光和丰富的经验审视着整个领域的发展。本次访谈的主角格伦维尔·鲁姆博尔就是其中的一位。鲁姆博尔在上个世纪70年代初就加盟了英国开放大学,这使得他有机会参与到远程教育的各个实践领域,积累了大量丰富的经验。因此他的研究兴趣和成果极其广泛,涉及到远程教育的基本理论体系,系统的组织、管理与评估,及远程教育经济学研究等多个方面。在您阅读鲁姆博尔教授的访谈过程时,相信您会和我们一样徜徉在远程教育的昨天、今天和明天这一历史发展的进程之中,尽情享受着智者的箴言。 相似文献
10.
《British Journal of Special Education》1983,10(4):37-41
Brian Fraser and Elizabeth Chapman, lecturers in education, Department of Special Education, Birmingham University, advise on the teacher's role in detection, assessment and classroom management of children with defective hearing and vision 相似文献
11.
《Chinese Education & Society》2013,46(6):31-36
The current director of the Institute of Higher Education of Peking University is a forty-three-year-old professor, Min Weifang. After receiving a double masters degree in studies in higher education and organizational management, Professor Min was sent abroad by the state and received a doctoral degree from Stanford University in educational management and policy making. He then further undertook postdoctoral studies in the areas of educational economics and educational finance. After returning to China, he has been invited to undertake research work in the headquarters of the World Bank in the areas of educational investment and educational effectiveness. He is a national-level young expert who has made outstanding contributions in his fields of endeavor. At the moment, in addition to serving as an assistant to the president of Peking University, as the director of the Institute of Higher Education at Peking University, and as a faculty adviser to doctoral students, he also serves on the editorial board of the international journal Higher Education and holds the positions of Higher Education Investment Consultant for the World Bank and Group Leader of the Chinese Experts Group for the World Bank's loan program to educational development projects in the impoverished provinces and regions in China. 相似文献
12.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
13.
Faculty development in the United States 总被引：5，自引：0，他引：5
This report gives an overview of faculty development in the United States during the past 30 years and suggests what remains to be done before this movement becomes fully institutionalized in American higher education.Jerry G. Gaff is Vice President at the Association of American Colleges. His degrees are at DePauw University (A.B.) and Syracuse University (Ph.D.) with specialization in psychology. He helped pioneer the establishment of campus-based faculty development programs in the 1970s, has worked on improving undergraduate general education programs, and currently directs a new project to prepare future faculty members for their roles in teaching and service, as well as research. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
14.
James D. Russell 《Performance Improvement》2008,47(6):45-48
Ryan Watkins is associate professor of educational technology at George Washington University in Washington, DC. He designs and teaches courses on instructional design, systems analysis and design, research methods, and technology management for online and classroom delivery. He has written several books and more than 60 articles and book chapters on strategic planning, return‐on‐investment analysis, and evaluation. Performance by Design (ISBN: 0–87425–949–5) is published by HRD Press and ISPI (price: $19.95). The publisher may be reached online at http://www.hrdpress.com or by phone at 800‐822–2891. 相似文献
15.
Dorene D. Ross Elizabeth Bondy Lynn Hartle Linda L. Lamme Rodman B. Webb 《Innovative Higher Education》1995,20(1):45-62
An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.Dorene Doerre Ross is Professor of Education and Coordinator of Elementary Teacher Education Programs at the University of Florida. She earned her doctorate from the University of Virginia. Dr. Ross conducts research in the areas of diversity and elementary teacher education. Elizabeth Bondy is Associate Professor of Education at the University of Florida. She earned her Ph.D. in Curriculum and Instruction at the University of Florida. Dr. Bondy teaches and conducts research in the area of elementary teacher education. Lynn Hartle is Assistant Professor of Education at the University of Florida. She earned her doctorate from Pennsylvania State University. Dr. Hartle conducts research in early childhood education with a particular interest in playgrounds. Linda Leonard Lamme is Professor of Education at the University of Florida. Her Ph.D. is from Syracuse University. Her areas of interest include children's literature and language arts, as well as teacher education in those fields. Rodman Webb is Professor of Education and teaches courses in educational foundations and qualitative research methods at the University of Florida. He earned a doctorate in the Sociology of Education from Rutgers University. His research interests include democratic management, institutional change, and the micro-politics of schools. 相似文献
16.
William C. Bosch Jessica L. Hester Virginia M. MacEntee James A. MacKenzie T. Mark Morey James T. Nichols Patricia A. Pacitti Barbara A. Shaffer Paul B. Tomascak Suzanne P. Weber Rosalie R. Young 《Innovative Higher Education》2008,33(2):83-98
Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to
define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student
collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations
of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility
for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social
situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other
institutions.
William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University,
and his interests include teaching and learning in higher education and educational technology.
Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests
are American theatre history and dramaturgy.
Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern
Florida University; and her interests include special education, authentic learning, and classroom technology.
James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School
of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease.
T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping.
James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management
from the University of Denver; his interests include information literacy.
Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics
from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology.
Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse
University, and her interests include information literacy and online learning.
Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland;
his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface
processes.
Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology
from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher
education.
Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests
include family mediation and the ability of the poor to access the legal system.
All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego. 相似文献
17.
Sven Groennings Carolyn P. Griswold Phyllis Wyatt-Woodruff Patricia Gregg 《Innovative Higher Education》1991,15(2):117-125
Based on a content analysis of The Chronicle of Higher Education from 1984 to 1989, the authors find that current foreign policy decisions of higher education institutions are being made reactively within four policy arenas: research, students, investments, and academic programs. The authors conclude that a comprehensive foreign policy should be included in an institution's strategic planning process.He has served recently as Visiting Professor of Higher Education at the University of Georgia. Previously he was Director of the Fund for the Improvement of Postsecondary Education. Carolyn P. Griswold has a M.Ed. from Georgia State University and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. Phyllis Wyatt-Woodruff is Director of Enrollment at Paine College and a doctoral candidate in the Institute of Higher Education at the University of Georgia. Patricia Gregg is on the staff of Clayton State College and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. 相似文献
18.
Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? 总被引：1，自引：0，他引：1
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher
education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate
student research experiences at different types of colleges and universities from the early 1990s through 2004. The results
indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students
at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were
consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates
in research with faculty members.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence,
college student experience, and higher education finance.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree
from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University.
Her research focuses on college student learning and development. 相似文献
19.
传统大学的变革与远程教育的发展——访国际远程教育领域资深专家托尼·贝茨教授 总被引：1，自引：0，他引：1
托尼·贝茨教授(Tony Bates)是国际开放与远程教育领域最知名的专家之一。他早年曾协助创建英国开放大学,并在该校工作近20年。1995年至2003年底,贝茨教授在加拿大温哥华的英属哥伦比亚大学(University of British columbia,简称UBC)担任远程教育部主任一职,同时兼任UBC的高等教育学习技术计划与管理国际中心主任。2004年,他创建了专门从事网上学习及远程教育的规划与管理的托尼·贝茨有限公司(Tony Bates Associates Ltd.),并担任董事长及行政总裁。目前,他还担任西班牙的巴塞罗那加泰罗尼亚开放大学的网络学习研究中心主任一职。此外,贝茨教授多年来还一直在世界银行、世界经济合作及发展组织、联合国教科文组织,以及全球三十多个国家的大学及政府部门担任顾问工作。贝茨教授的研究成果非常丰硕,至今共发表了350余篇论文,出版了9本有关远程教育及技术在教学中的应用方面的著作,他的研究涵盖了远程教育实践的各个方面,其中最突出的就是ACTIONS媒体选择模型和关于远程教育成本一效益的研究。此外,他还是远程教育和教育技术领域内6本学术杂志的编委。目前,贝茨教授的研究兴趣主要包括:传统大学中网络学习的应用及其成本-效益问题,网络学习的多元文化问题,以及网络学习和国家经济发展之间的关系等等。 相似文献
20.
马里兰大学的目标：为全美服务的开放大学——专访国际知名远程教育专家尤金·鲁宾博士 总被引：4，自引：2，他引：4
尤金·鲁宾(Eugene Rubin)博士,现任美国马里兰大学大学学院(University of Maryland University College,UMUC)管理和技术研究生院远程教育硕士教学计划主任。此前,他曾经在加拿大阿萨巴斯卡大学(Athabasca University)担任研究生导师长达十二年之久。鲁宾博士在远程教育和培训、教育技术、教学设计和课程开发与实施等方面拥有宽厚的知识和经验。他负责主持的在线远程教育硕士学位教学计划已经赢得了多项荣誉奖励,其中包括2003年度远程教育实践界优秀教学计划UCEA奖(UCEA Award for Program of Excellencewithin the Distance Education Community of Practice)和2003年度斯隆-C(Sloan-C)最优异的在线教学项目奖(Sloan-C MostOutstanding Online Teaching ＆Learning Program)。马里兰大学大学学院也因此在2004年2月召开的国际开放与远程教育协会(ICDE)第21届世界大会上获得了成就突出机构奖(ICDE Prize of Excellence for Institutions)。 相似文献