School principals’ evaluations of their instructional leadership behaviours: realities vs. ideals     

Mahmut Kalman  Mustafa Cüneyt Arslan 《School Leadership & Management》2016,36(5):508-530

The purpose of the current study was to examine primary and middle school principals’ evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals’ instructional leadership behaviours. Although studies in the instructional leadership literature have vastly examined instructional leadership and its relationship with various variables, few studies have focused on school principals’ evaluations of their instructional leadership behaviours using a qualitative approach. This study was framed to contribute to gain an insight into the essential characteristics of instructional leadership in Turkey and to suggest some educational implications for school leadership in a Turkish context. The researchers conducted a qualitative case study in a large city in South-eastern Turkey in the academic year of 2012–2013. The study group consisted of 11 primary and middle school principals chosen via a maximum variation sampling technique. It was found that some of the school principals painstakingly tried to improve school-related factors which may potentially increase positive student outcomes. However, they were not able to display some instructional leadership behaviours such as change management, promoting teachers’ professional growth, collaborating with teachers and forming a positive learning environment due to multifarious reasons. The study concludes by presenting implications for the development of school principals as instructional leaders in Turkey.  相似文献   

Design‐focused evaluation     

Calvin Smith 《Assessment & Evaluation in Higher Education》2008,33(6):631-645

In this paper an approach to the writing of evaluation questions is outlined and developed which focuses attention on the question of the effectiveness of an educational design for bringing about the learning it is intended to facilitate. The approach develops from the idea that all educational designs rely on instructional alignment, implicitly or explicitly, and succeed or fail to the extent to which the implementation of that alignment is effective. The approach to evaluation that is described, design‐focused evaluation, utilises students’ experiences of instructional designs and strategies and focuses questions on students’ awareness of the effectiveness of those strategies for facilitating the intended learning outcomes. Detailed advice is given on the construction of items that fit with the approach described and that maximise the generalisability of the approach to most if not all educational settings and designs.  相似文献   

Can an Analysis of the Contrast Between pre-Galilean and Newtonian Theoretical Frameworks Help Students Develop a Scientific Mindset     

Kalman  Calvin S.  Aulls  Mark W. 《Science & Education》2003,12(8):761-772

This study examines a course in which students use two writing activitiesand collaborative group activities to examine the conceptual structure ofthe calculus-based introductory Physics course. Students are presented withtwo alternative frameworks; pre-Galilean Physics and Newtonian Physics. Theidea of the course design is that students would at first view the frameworksalmost in a theatrical sense as a view of a drama involving a conflict of actors;Aristotle, Galileo, Newton and others occurring a long time ago. As participantspassing through a series of interventions, the students become aware that theframeworks relate concepts from different parts of the course and learn to evaluatethe two alternative frameworks. They develop a scientific mindset changing theiroutlook on the course material from the viewpoint that it consists of a tool kit ofassorted practices, classified according to problem type, to the viewpoint that itcomprises a connected structure of concepts.  相似文献   

The usefulness of informing students of training objectives     

Jerry O. Spears  Allen D. Calvin 《Performance Improvement》1982,21(5):34-36

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Potential knowledge management contributions to human performance technology research and practice     

Thomas M. Schwen  Howard K. Kalman  Noriko Hara  Eric L. Kisling 《Educational technology research and development : ETR & D》1998,46(4):73-89

This article considers three aspects of the knowledge management (KM) literature that have the potential to enhance human performance technology (HPT) research and practice. First, we believe the recent attempt by economists to describe and quantify intellectual capital can help HPT to better evaluate and defend organizational expenditures/investments for performance improvement initiatives. Second, the emerging KM literature explores the linkages between information, learning and performance, provides a common point of intersection for our fields, and can enhance our analysis and implementation of information (as opposed to training) solutions as well as inform and expand our conceptual and theoretical understanding. Third, we have observed that both KM and HPT practitioners are increasingly concerned with the learning that takes place outside the confines of traditional formal training environments. We briefly review the electronic performance support systems literature from HPT and KM, noting the similarities in epistemology, design, and interventions. Finally, we highlight the KM research agenda and suggest related opportunities for HPT research.  相似文献   

Animal companions: Fostering children's effort‐making by nurturing virtual pets     

Zhi‐Hong Chen  Calvin Liao  Tzu‐Chao Chien  Tak‐Wai Chan 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):166-180

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Ombuds processes and disputant reconciliation     

Tyler Harrison  Calvin Morrill 《Journal of Applied Communication Research》2013,41(4):318-342

Effective dispute resolution systems are critical to the functioning of large universities and organizations. However, the design of dispute resolution systems is often inadequate to achieving the stated goals of the system. Analysis of the cases of 45 disputants reveals how the design of a university dispute system and the social context can prevent an ombudsperson from successfully reconciling relationships. This study shows how a dispute system that generally failed to utilize face-to-face meetings or mediation techniques between disputants in a social context of fear and limited social ties was unable to reconcile or preserve working relationships. Analysis from normative pragmatic and social contextual approaches to disputing provides a mechanism for understanding the problems encountered by this ombudsperson and provides a tool for designing more effective dispute resolution systems.  相似文献   

Evaluating the quality of work-integrated learning curricula: a comprehensive framework     

Calvin Smith 《高等教育研究与发展》2012,31(2):247-262

There are many different forms that work-integrated learning (WIL) takes and variants go by a range of different names. Based on current literature, key dimensions, shared by the various and disparate forms of WIL curricula, were identified and operationalised in a measurement model. The key dimensions identified were: authenticity, integrated learning supports (both at university and the workplace), alignment (of teaching and learning activities and assessments with integrative learning outcomes), supervisor access and induction/preparation processes. It is suggested that variations in the way that WIL courses or subjects are designed within these dimensions are the basis for different expressions of the quality of such courses. A latent construct measurement model was developed and validated with a sample of Australian and UK students. This paper presents the model and discusses the results of the validation study. It is proposed that the measures validated in this study will be useful for evaluating a wide variety of WIL curricula.  相似文献   

Martin Buber     

Kalman Yaron 《Prospects》1993,23(1-2):135-146

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The Role of the Learning Community in the Development of Discipline Knowledge and Generic Graduate Outcomes   总被引：2，自引：0，他引：2  

Calvin Smith  Debra Bath 《Higher Education》2006,51(2):259-286

In this paper we describe a study of learning outcomes at a research-intensive Australian university. Three graduate outcome variables (discipline knowledge and skills, communication and problem solving, and ethical and social sensitivity) are analysed separately using OLS regression and comparisons are made of the patterns of unique contributions from four independent variables (the CEQ Good Teaching and Learning Communities Scales, and two new, independent, scales for measuring Teaching and Program Quality). Further comparisons of these patterns are made across the Schools of the university. Results support the view that teaching and program quality are not the only important determinants of students’ learning outcomes. It is concluded that, whilst it continues to be appropriate for universities to be concerned with the quality of their teaching and programs, the interactive, social and collaborative aspects of students’ learning experiences, captured in the notion of the Learning Community, are also very important determinants of graduate outcomes, and so should be included in the focus of attempts at enhancing the quality of student learning.  相似文献