Students’ evaluations about climate change     

Doug Lombardi  Carol B. Brandt  Elliot S. Bickel  Colin Burg 《International Journal of Science Education》2016,38(8):1392-1414

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AN APPROACH TO THE EVALUATION OF TEACHING COMPANY PROGRAMMES     

Colin A. Carnall  Ray Wild 《Assessment & Evaluation in Higher Education》1981,6(3):249-262

In this paper we consider the problems associated with the evaluation of Teaching Company Programmes. These programmes involve Universities and Colleges, together with manufacturing companies, in efforts to improve manufacturing methods and to develop graduates for careers in manufacturing industry. We introduce a framework for the evaluation of these programmes and apply it to one in which the authors have been involved. The paper reports a number of results from the Teaching Company Programme involving Molins Ltd., Brunel University and Henley, the Management College.  相似文献   

Non-linear relationships between measures of classroom environments and outcomes     

Colin Power  Royce Sadler 《Research in Science Education》1976,6(1):77-88

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Student beliefs and cognitive structure   总被引：1，自引：0，他引：1  

Colin Gauld 《Research in Science Education》1987,17(1):87-93

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Training needs of rural school council members     

Colin R Boylan 《The Australian Educational Researcher》2005,32(2):49-63

School councils have operated successfully in non-government schools for many years. By contrast, the establishment of school councils in the government school sector has had a much shorter history. In New South Wales, school council members are elected representatives of the broader school community. This study focused on government schools in rural areas of southern New South Wales and specifically examined the professional development and training needs of these school council members. The findings indicated that school council members expressed concern about their inexperience as council members. Further, they identified the following areas within which they should specifically seek professional development and training: i) identifying and analysing the educational needs of the school and its community; ii) enhancing and facilitating better communication between the school and its community; iii) assisting the principal to understand local community politics; and iv) promoting public education within the local community. These priority training needs have relevance for policy makers and professional development leaders at the systemic or departmental level.  相似文献   

Educational reforms: Impact on rural teachers     

Colin Boylan  Ray King 《The Australian Educational Researcher》1991,18(2):83-94

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Operation Bootstrap — Reflections of a Staff Developer     

Colin Flood Page 《高等教育研究与发展》1984,3(1):3-12

This article considers, from the point of view of an experienced staff developer, several aspects of tertiary education. It touches on the question of whether teachers are born and not made; some reasons for refusing to learn about learning; the continuing grip of the Middle Ages; the possibility of reorganisation so that students are dealt with as individuals and not in batches; the magic force of numbers; amateurs versus professionals in teaching and research; subject cultures; and the unique and parlous situation of many staff developers.  相似文献   

Change Readiness among Teaching Staff at Anadolu University,Turkey     

Yavuz Akbulut  Abdullah Kuzu  Colin Latchem  Ferhan Odabaşi 《Distance Education》2007,28(3):335-350

Turkey’s Anadolu University is one of the world’s largest mega‐universities. It is engaged in strategic planning in response to changes in the expectations of the Turkish Higher Education Council and the community at large. In re‐examining its vision and strategic directions, Anadolu University needs to be informed on the knowledge, skills, and attitudes of its teaching staff, and the systems and support needed to assure their change readiness. This article examines the literature of organizational and educational change and its implications for the university. It reports on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de‐motivating factors, change adopter types, and perceptions of the organizational climate for change. It considers the implications of these findings and draws conclusions about what would be needed to improve staff readiness for change.  相似文献   

A Role for Geography in the Service of Comparative Education     

Colin Brock 《Compare》1976,6(1):35-36

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Teacher Education: Politics and practice     

David Saltmarsh  Anne McMaugh  Colin Symes  Jennifer Sumsion 《Asia-Pacific Journal of Teacher Education》2006,34(3):271-273

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