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1.
Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme report, on average, higher satisfaction scores than students in the classes of the same teacher before she/he completed the programme. Students in the faculties where the programme is completed by a higher proportion of academic staff report greater change to levels of satisfaction in the quality of their degree over the seven‐year period of the study. The methodology adopted involves several new approaches to evaluation and confirms the need for the use of an evaluation framework and multi‐indicator strategy.  相似文献   

2.
The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme’s impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The results indicate that participating teachers perceived a clear effect on their teaching practice and ways of thinking about teaching science. In addition, the findings identify a positive effect on the teachers’ attitudes towards collaboration. The article further discusses how reflection seems to contribute to the teachers’ professional development.  相似文献   

3.
ABSTRACT

This research evaluated the impact on students’ academic achievements of a pre-college outreach programme implemented by a Chilean higher education institution. This programme benefits students in their last year of secondary education so they can better adapt to post-secondary education. Specifically, we assessed whether freshmen enrolled in 2017 in the institution that implemented this initiative and who attended this programme during 2016 as secondary school students performed better than students at this same institution but who did not take part in this scheme. A quasi-experimental design was applied using the method propensity score matching. The results showed that students who participated in this outreach programme had better average grades and attendance levels than those who did not take part in this initiative. In addition, it was found that this programme does not have a significant impact on student retention rates.  相似文献   

4.
The task of guiding and tutoring in higher education contributes to increasing the quality of teaching at university. Students who access university studies require specific guidance which is different from that required by more senior students. The aim of this study is to present a comprehensive model of tutorial guidance. The model seeks to satisfy the specific needs of first-year university students, both in terms of personal support and formative and informative support, through a set of coordinated activities during the first year of their degree. The teaching experience carried out demonstrates the students’ interest in the tutoring programme offered, and measures the impact that its academic recognition has in terms of students enrolling on and following the programme. The methodology used shows the characteristics of the programme introduced and then shows the results obtained, which are discussed in relation to the research objectives.  相似文献   

5.
This article studies the relationship between students’ perceptions of teaching and learning in a multidisciplinary honours programme and their impact on graduate attributes acquisition. The study, conducted among 73 honours students in a Dutch research university, evaluates perceived improvement in graduate attributes through annually collected survey data pertaining to student motivation, perception of the teaching and learning environment, engagement in the programme and registered course marks. The evaluation study reveals that to the extent of the perceived development of graduate attributes, three factors play crucial roles: students’ performance motivation, the amount of teacher support in creative and critical thinking, and students’ inclination to approach the honours track as a learning community.  相似文献   

6.
ABSTRACT

RESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A pre- and post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there are indications that the programme as a proportionate universal intervention for early years leads to an improvement in social and academic behaviours, but more rigorous research is needed to substantiate these findings.  相似文献   

7.
This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions.  相似文献   

8.
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9.
ABSTRACT

Teaching development programmes in Higher Education aim for a learning-centred teaching culture. In a shift from teaching-centeredness to learning-centeredness the teacher’s role changes from a bearer of knowledge to a facilitator of learning. This, in turn, influences the academic’s professional identity as teacher. Insights into this process of identity development are, however, scarce. The present study explores changes in the teacher identity of eight academics enrolled in a teaching development programme by means of episodic interviews and teaching portfolio entries. Data was thematically analysed. The eleven recurring topics were clustered into thematic fields reflecting three phases of the identity development of academic teachers: ‘Taking on the teacher role’, ‘Settling into the teacher role’ and ‘Finding a new role as a teacher’. This study suggests that the process of identity development is highly significant for the individual academic and influences teaching development programmes’ impact on the quality of teaching.  相似文献   

10.
This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting ‘accomplished practice’ involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice. The context was related to the ‘Learning Skills for Science’ (LSS) programme, which advocates the explicit incorporation of high‐order learning skills into science school curricula. The main goal of the study was to test the evidence‐based LSS CPD model by investigating the impact of its related CPD programmes on participating teachers. The impact relates to teachers’ perceptions about teaching learning skills, teachers’ LSS practice, and their professional influence in the educational system. As part of the evaluation method, we developed a criterion‐based diagnostic tool and a visual representation, designed to assess a teacher’s professional profile and progression according to dimensions of ‘accomplished practice’. The diagnostic tool can be adjusted and tailored to different CPD domains. Results indicated that requiring teachers to bring evidence from practice and students’ learning enabled us to follow teachers’ progress and succeeded to improve their performances towards accomplished LSS practice. The results exemplify a synergy between CPD designed activities and the ongoing evaluation of its impact.  相似文献   

11.
This article addresses the problem of making programme evaluation sufficiently meaningful and cognisant of context such that practitioners, in this case of academic development, can gain new understandings of their situation in order to improve their practice. In order to do this, the paper uses Archer's morphogenetic framework to deepen the methodology of academic review on an academic development programme. The theory enables a richer understanding of how the programme developed within particular national and institutional situational logics and of the relationships between structure, culture and agency.  相似文献   

12.
Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.  相似文献   

13.
How and with whom academics develop and maintain formal and informal networks for reflecting on their teaching practice has received limited attention even though academic development (AD) programmes have become an almost ubiquitous feature of higher education. The primary goal of this mixed-method study is to unpack how 114 academics in an AD programme developed internal (within their programme) and external (outside their programme) learning and teaching relations. A secondary goal is to highlight the affordances of social network analysis (SNA) methods in conjunction with qualitative approaches for academic developers to understand the (in)formal learning processes in their AD programme. The quantitative results indicate that participants maintained 4.84 relations within their AD programme and 3.17 external ties. The qualitative results indicate that most academics developed a range of emotional, academic, and professional support links, which were mostly outside the AD context. Participants needed an outlet to share their feelings, challenges, and frustrations about their teaching and their experiences on the AD programme. These feelings were shared with people they trusted, primarily close friends and colleagues. This study provides a social perspective on the formal and informal relations of AD, and argues that SNA techniques can help academic developers to make these relationships visible.  相似文献   

14.
This paper focuses on our experience of researching the influence of ResourceSmart Schools, a sustainable schools programme in Victoria, Australia. Drawing on ideas from programme theory and realist synthesis, we illustrate and reflect upon our approach to conceptualising, investigating and generating evidence about the programme’s impacts and influence in participating schools. This distinction is deliberate: it helps distinguish between efforts to understand the impacts that a programme has within schools (programme impact), and efforts to understand what it is about a programme that is influential in bringing about those impacts (programme influence). Drawing on evidence from our work in this project and the wider literature, we argue for a more nuanced discussion and more sophisticated investigations into the complexities of programme influence, rather than impacts only. Our conclusions suggest key areas of development for our own work, the provision of environmental and sustainability education, and their evaluation and research more broadly.  相似文献   

15.
Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.  相似文献   

16.
Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third-year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have been done in order to support your learning?’ The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students’ own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed.  相似文献   

17.
Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers’ background characteristics on entry to their teacher education programme Professional Diploma in Education (PDE) and their achievement in terms of their final academic and teaching practice grades. It draws on a longitudinal analysis of application and examination data collected from eight student teacher cohorts (2000–2007, N?=?1,023) who completed their second-level initial teacher education at one Irish university. Special attention will be paid to the predictive value of entrants’ prior academic performance and teaching experience for their success in the academic as well as practical components of their teacher education course. The quality rationale behind academic selection criteria is contested on the basis of findings from this study. The positive impact of prior teaching experience on teaching practice performance and the differences in achievement observed between students from different academic fields are discussed.  相似文献   

18.
As literacy grows in importance, policymakers’ demands for programme quality grow, too. Evidence on the effectiveness of adult and family literacy programmes is limited at best: research gaps abound, and programme evaluations are more often than not based on flawed theories of programme impact. In the absence of robust evidence on the full range of short- and long-term programme impacts, it is difficult to accurately measure intervention effectiveness. Too frequently, researchers and policymakers focus only on short-term, easily measured outcomes, creating a ‘tyranny of effect size’ that may systematically underestimate impact while simultaneously distorting practice. However, the answer does not lie in turning away from quantitative research. Doing so will consign adult and family literacy to the margins of public policy, when they should be in the mainstream. Longitudinal research from Turkey and the US suggests a need for revised, more subtle theories of how adult literacy and family literacy programmes work, and the diverse ways they benefit participants. By working together more closely and intelligently, researchers, policymakers and practitioners can develop evaluation strategies that more accurately measure programme effects. The key is combining methodological rigour with fully fleshed out theories of literacy development and programme impact.  相似文献   

19.
This study describes the evaluation results of PORO; a three level occupational guidance programme designed to improve offender's job finding possibilities and to reduce reoffending after imprisonment. The programme is carried out at a Catalan prison, and the evaluation approach used is Stufflebeam's CIPP model, considering the efficiency, effectiveness and impact of the programme. Evaluation outcomes and practical suggestions for career development applications addressed to prison populations are reported.  相似文献   

20.
Background: Within Higher Education in the United Kingdom (UK), programme leaders are under increased pressure to be more productive and are expected to undertake a complex range of demanding activities. However, perceptions of the role through the lens of the programme leader have not been explored sufficiently. Clearly, a university’s ability to enhance and sustain improvement in programme delivery depends largely upon its ability to nurture and foster professional learning, most notably at a programme level. The need for a review of programme leader training and support was reinforced through the experience of facilitators at programme leader workshops at one Higher Education Institution in the UK. Critically, these workshops highlighted a need to review and enhance the preparation and on-going training and support available to programme leaders.

Aim: The overall aim of this study was to explore the role of the programme leader, in order to gain an in-depth understanding of what the role involves and a detailed appreciation of the knowledge and skills required to discharge the role effectively and efficiently. Such insight would inform the review of the provision of initial and on-going training and support workshops for new and experienced programme leaders. Indeed, the ultimate aim was to drive improvements in programme leader performance.

Method: A qualitative design was selected to allow the complexity of the programme leader role to be explored and captured. A purposeful sample (n = 25) was recruited from a range of newly appointed and experienced undergraduate and postgraduate programme leaders and associate deans with academic quality assurance and learning and teaching expertise across seven schools in one post-1992 university in England. In total, four semi-structured focus group interviews were conducted. A modified version of the data analysis method advocated by Chenitz and Swanson was employed to examine the data.

Findings: Four dynamic, interrelated conceptual categories form the basis of the emergent findings. These are Operational Diversity, which addresses the different duties carried out by participants, highlighting certain tensions in their ability to meet the demands placed upon them; Interaction with Others, which identifies the diverse range of stakeholders that shape and impact on the multifaceted programme leader role and highlights the importance of collaborative working; Mechanisms of Support, which describes the training and personal development experience of the participants and the extent to which it matches their needs; and Required Knowledge and Skills, which considers the need for initial and on-going training to enable programme leaders to meet the demands of this role.

Conclusion: Examination has revealed that within an ever-changing Higher Education sector in the UK, the role of a programme leader is not without challenge as most have to deal with complex academic, pastoral, moral, administrative and pragmatic decisions on a daily basis. Moving forward must involve bespoke preparation and on-going training and support. Specific emphasis should be placed on opportunities for self-reflection, debriefing and the sharing of experiences with peers. At the heart of on-going training and support should be the strategic engagement of students, professional staff and other key personnel from services offered across a university.  相似文献   

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