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1.
Confronting the learning contract   总被引：2，自引：0，他引：2  
This paper describes the results of exploratory research into learning contract planning at Empire State College, State University of New York. At Empire State College the learning contract is the academic process for organizing individualized study plans. A paradigm was designed for describing and analyzing conferences between mentors and their students which focused on the functional tasks of contract planning and the decision-making process. The environment that emerged is compatible with a student-centered philosophy. Case materials are included to illustrate elements of the learning contract process.This paper is extrapolated from a research project partially funded by the Fund for the Improvement of Postsecondary Education.  相似文献   

2.
This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed.  相似文献   

3.
This paper attempts to place the fiscal problems faced by higher education in a broad political economic context so strategies for coping with declining resources can be better evaluated. At the national level, fiscal crisis theories are used to examine broad changes in higher education spending patterns. At the state level, theories of regional variation are used to understand more fully why some states face conditions of greater fiscal authority than others. At a concrete level, the strategies evolving in New York State for allocating resources are explored, and the responses of one institution - the State University of New York at Buffalo - are examined.My thanks to the Institute for Higher Education Law and Governance, School of Education, University of Houston, for support that made this research possible. My thanks to Paul Loucks for his careful reading and commentary on a draft of this paper.  相似文献   

4.
This article is based on a paper delivered at Lake Luzerve, New York at a Teacher Training Institute entitled “Liberty and Justice For All: The Foundations of Freedom,” July 25‐29, 1988, sponsored by The New York State Bar Association, which has given permission to publish this version.  相似文献   

5.
Conclusions In this study, support for the CIDS in use in New York State emerged from each of the user groups—principals, counselors, students, and parents. There are, however, two areas of future work that emerged from the results of this study which may be applicable on a broader basis. The first deals with the information content of the CIDS. The second relates to its increased utilization.Counselors did not give overwhelmingly high marks to the content of systems. Although counselors can do their part by letting the developers know what is good and what is not good, the responsibility lies primarily with developers and state providers to incorporate current, locally relevant information at the level of detail most appropriate for the user.Spreading the use of CIDS in a school beyond its provision for individual college and career counseling will not only help in making school more relevant to the students' life-careers, but will also provide increased access to the information and the computer for those students who might not otherwise seek it. School personnel can reexamine practices to see that full use of the CIDS resource is being made. System developers can work on the identification of model programs and the dissemination of information about them to their sites. It is hoped that with the increasing availability of microcomputers in schools, not only in guidance offices, but in laboratories and classrooms, such uses will continue and spread.Deborah Perlmutter Bloch, Ph. D., is an Assistant Professor of Educational Administration, Department of Education, Baruch College, City University of New York.Joyce Ford Kinnison is a consultant in Cary, North Carolina.This study was conducted as part of the project, Evaluating Computerized Career Information Systems for Use with Occupational Education Curricula, sponsored by the New York State Education Department and the New York State Occupational Information Coordinating Committee. Funding was provided by the Carl D. Perkins Vocational Education Act.  相似文献   

6.
This paper considers both theoretical and practical issues involving the use of different kinds of achievement data and time data in evaluating an instructional system. A definition of an instructional system is proposed, as well as a model for considering the use of achievement data and time data for decision-making with regard to instruction, students, and tests. Particular emphasis is placed upon the use of data to identify instruction that requires revision.A previous version of this paper was presented at the Annual Meeting of the American Educational Research Association held in New Orleans in February, 1973. The previous version was entitled: The Use of Test Data in Non-Traditional Instruction. The research reported herein was partially supported by grants from the United States Office of Education, QEG-2-2-2B118, and the Research Foundation of the State University of New York, No. 0477-03-031-71.State University of New York at Stony Brook  相似文献   

7.
This article critique reflects on “Standards for a New Century: Educating U.S. Students to Compete in the Global Economy,” which was published in 2009 in the Carnegie Reporter, a publication of The Carnegie Corporation of New York. The article, written by Carnegie staff writer Karen Theroux, explained the need for Common Core State Standards, one of the Obama administration's educational reforms. This critique analyzes Theroux's article from the perspective of an educational researcher and evaluates Theroux's responsible use of research while informing readers about the Common Core State Standards reform. By analyzing four major concerns, this critique illustrates the author's misuse of research, therefore, informing readers about the reform in a biased manner.  相似文献   

8.
In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the standards. This study reports an analysis of the alignment between the National Science Education Standards (NSES), New York State Physical Setting/Earth Science Core Curriculum (Core Curriculum) and New York State Physical Setting/Earth Science Regents Examination (Regents Exam)—the sources teachers use for creating Earth Science curricula in New York State. The NSES were found to have a 49 % overlap with the Core Curriculum and a 27 % overlap with the Regents Exam. The Core Curriculum and Regents Exam, represented by matrices consisting of performance indicators and cognitive demands, were compared using the Porter Alignment Index. The alignment was 0.35, categorized as slightly aligned, due to the different emphases on cognitive levels. The Core focused on cognitive skills of Understand and Apply while the Regents concentrated more on Apply followed by Understand and Remember. It is suggested that the NSES be revised and the Core updated to include quantifiable emphasis on the major understandings such as percentage of time.  相似文献   

9.
This article tests the assumption that state-mandated multiple-choice history exams are a cultural tool for disseminating an ‘official’ collective memory. Findings from a qualitative study of a collection of multiple-choice questions that relate to the history of the Soviet Union are presented. The 263 questions all come from New York State Regents exams that were administered between 1980–2010. Test questions were organized by decade, analysed for content, and then synthesized into historical narratives. These narratives were then analysed to see the extent to which they changed as the Soviet Union decayed, collapsed, and then broke up into new nation states. Particular attention was paid to the period that begins with the Cold War and ends with the present situation in post-Soviet Russia. The analysis shows that, despite great upheavals in the history of the Soviet Union, and changes in New York State standards and testing policies, the narrative that exists on these exam questions largely remains the same. This suggests that official narratives are slow to change. Further research should look at the extent to which test-taker knowledge and acceptance of official narratives affect performance on multiple-choice history items.  相似文献   

10.
The focus of this study is to investigate school psychology trainers' identification of current stressors in the work lives of practitioners. Surveys rating 40 stressors on a Likert‐type scale were completed by 161 school psychology graduate faculty, members of the School Psychology Educators Council of New York State. Survey results were compared to the job‐related stressors identified by New York City Psychologists using an almost identical questionnaire. While there appears to be general agreement between faculty trainers and practitioners on the identification and relative ranking of work‐related stress, the faculty trainers consider those events to be more stressful than do the practitioners. Faculty's recognition of the environmental forces that negatively impact upon the experience of school psychologists should provide impetus for the development of graduate programs that address stress prevention and/or coping strategies. © 1999 John Wiley & Sons, Inc.  相似文献   

11.
Using two case studies of children’s knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children’s knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.  相似文献   

12.
This paper reports on findings from the Learning for Understanding through Culturally-Inclusive Imaginative Development project (LUCID). LUCID has been a 5-year (2004–2009) research and implementation endeavour and a partnership between Simon Fraser University (SFU) and three districts in British Columbia, Canada. Via emotionally engaging pedagogies and a culturally-inclusive curriculum, the project aimed at improving students’ educational experience, particularly First Nations learners. Using a combination of Actor Network Theory (Latour, 2005, in: Reassembling the social: an introduction to Actor-Network Theory, Oxford University Press, Oxford) and Hermeneutic Phenomenology (Van Manen, 1990, in: Researching lived experience, The State University of New York, New York), site visits and interview data were examined with reference to the (f)actors influencing project objectives. Although each school district was unique, shared themes included: the importance of creating a community with shared intent; the role of executives as potential “change agents”; the problematic nature of emotionally-engaging teaching; and the complex influences of cultural and historical trauma. The latter theme is explored in particular, presenting the argument that language deficiency and a consequent lack of autonomy might be at the root of many problems experienced in First Nations communities.  相似文献   

13.
An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.  相似文献   

14.
In this article, Daniel Granger, Director of the Center for Distance Learning at Empire State College (one of the constituent Colleges of the State University of New York), describes the marriage of individualised learning and distance learning which makes up the work of his section of the institution. In an unusual approach to both content and method, Empire State College with its distance teaching option offers a new approach to curriculum in open learning which readers in Britain and abroad will find of interest.  相似文献   

15.
This longitudinal case study investigated how one School of Education (SOE), situated in an urban, commuter, public university, responded to the New York State mandate to require the edTPA for initial teacher certification. In order to engage faculty in the work of program redesign, SOE administrators employed a covert leadership approach. Based on survey and focus-group data collected across 3 years, the authors draw conclusions about how professional development that fostered communities of practice helped to shift faculty from self to program/candidate concerns.  相似文献   

16.
《学校用计算机》2012,29(1-2):174-190
This article was motivated by the authors’ work on a project with a group of 2nd-grade students in a computer lab of a rural school in upstate New York. From this project, one goal of which was to provide a capstone experience for a teacher candidate in teaching application-oriented mathematics with technology, the ideas about parallel structures of two universes—the teacher's and the students’—that echo Shulman's structures of signature pedagogy have been developed. In the article the authors introduce the notion of computer-assisted signature pedagogy and explore its features through the combined lens of teaching and learning using the concept of Type I/Type II technology integration.  相似文献   

17.
This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms. These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum outside the context of methods courses, much like models established in the sciences.  相似文献   

18.
This study explores relationships between school district enrollment and the internal allocation of resources across subject areas of the curriculum. The central argument is that differences in how resources are allocated stem, in part, from the uneven impact district size has on the relative costs of educational services. These internal differences in resource allocation are viewed as a possible obstacle to achieving equity in the provision of educational opportunities. The empirical work is based on a random sample of New York State school districts and includes cross-sectional as well as longitudinal results.  相似文献   

19.
Reviews     
Book reviewed in this article:
Colin W. Evers & Gabriele Lakomski, Knowing Educational Administration: Contemporary Methodological Controversies in Educational Administration Research , Pergamon Press, Oxford, 1991: Reviewed by J.C. Walker
Tony W. Johnson, Discipleship or Pilgrimage?: The Educator's Quest for Philosophy , State University of New York Press, Albany, NY, 1995: Reviewed by James S. Kaminsky
Donald Arnstine, Democracy and the Arts of Schooling , State University of New York, Albany, NY, 1995: Reviewed by Karl Hostetler
Carollyne Sinclaire, Looking For Home. A Phenomenological Study of Home in the Classroom , State University of New York Press, Albany, NY, 1994: Reviewed by Barry Bamford
Helen Raduntz (ed.) Potential and Opportunity: Critical Issues for Australian Catholic Education into the 21st Century , Auslib Press, Blackwood, n.d.: Reviewed by Michael Furtado  相似文献   

20.
This paper, reporting the results of a survey of 177 patrol officers in 11 police departments in three New England states and New York State, examines the effects of college education on patrol officers' views regarding attitudinal attributes identified in the literature on police professionalism. Educational level was not found related to the service ideal, as shown by support for the service function and a more positive attitude toward the public, or to greater emphasis in exercising discretion. Educational level was found to be related to placing greater value on the importance of ethical conduct, but it was not found to be related to intolerance toward the misconduct of fellow officers. Education also is related to a less parochial organizational identity and insularity because it increases support for lateral entry and decreases support for maintaining organizational secrets.  相似文献   

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