A framework for reviewing teacher professional development programmes in information technology     

Betty Collis 《Technology, Pedagogy and Education》2013,22(2):115-125

Abstract

There are very few credible frameworks for evaluation of teacher education programmes. The authors advocate the application of a paradigm originally designed for educational software assessment as a framework for reviewing teacher professional development. The framework is based on a situated view of cognition and this ensures an authentic approach. Five commonly observed foci for teacher professional development are considered in terms of the paradigm, leading to consideration of the comprehensiveness of professional development programmes. The analysis is illustrated by discussion of the professional development programme in place in a school. The analysis strongly suggests that a school-focused approach is appropriate for teacher professional development in the information technology area.  相似文献   

Editorial     

Betty Collis  Jan Ring 《Interactive Learning Environments》2013,21(2-3):87-92

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The novels of Patricia Wrightson     

Betty Gilderdale 《Children‘s Literature in Education》1978,9(1):43-49

Patricia Wrightson is an Australian writer whose first novel was published in 1955. She has produced six other novels and a collection of short stories and poems for children-Emu Stew (1977). Her best-known novel,I Own the Racecourse (A Racecourse for Andy), was runner-up for the 1968 Australian Children's Book of the Year Award. She has made a special study of the Aboriginal nations of S. E. Australia and feels that in her novels she responds to places and people.Betty Gilderdale, born and educated in England, has an Honors degree in English. She has lived in New Zealand for the last ten years and has been a lecturer in English at North Shore Teachers College, Auckland, for most of that time. She was a founder member and president of the N.Z. Children's Literature Association.  相似文献   

An investigation of general education requirements in college curricula     

Betty M. Suddarth 《Research in higher education》1975,3(3):197-204

The subject of study is the impact of general education or “core” requirements on students in the Purdue School of Humanities, Social Science, and Education. The investigation, begun in 1969, deals with approximately 1100 beginning freshmen of which over 400 make up the experimental group. All students are being followed through their undergraduate years, the first two of which are reported here. The experimental group is differentiated from the other groups in that its constituents have been permitted to waive any or all core requirements. The experimental group has achieved a higher grade index while carrying a slightly higher course load. Contrary to expectation, they selected many core courses. They also indicated greater satisfaction with their programs, their school, and the University. Core requirements for future students have been modified as a result.  相似文献   

Book reviews     

Annie Vinokur  Betty Reardon 《Prospects》1982,12(4):531-539

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The alienation response of children abused in out-of-home placement     

Betty E. Kunkel L.M.F.C. 《Child abuse & neglect》1983,7(4):479-484

THIS BRIEF COMMUNICATION addresses program abuse in out-of-home placement which deepens what we identify as the alienation response in the already alienated child. Alienation is defined as a state of feeling separate, apart, not being able to relate effectively with another, not belonging, and with impaired ability to connect the inside world of feelings with the outside environment. Program abuse is seen as any act or condition permitted in a program that further alienates a child. In evaluating a child's degree of alienation and developing creative methods to reach the most severely “child alone,” the use of the Alienation Chart in Figure 1, has been helpful to our staff.  相似文献   

Schools as knowledge work organizations: Perspectives and implications from the new management literature     

Betty Lou Whitford  Ric A. Hovda 《The Urban Review》1986,18(1):52-70

The authors argue that the knowledge work metaphor is the most powerful image of schools for understanding reform. Using themes from the new management literature, such as shared decision making, collegiality, innovation, and experimentation, as additional guides for school improvement, the authors develop a case for systemic reform based on the professionalization of teaching and the integration of theory, research, and practice, Finally, transformational leadership is presented as the key to facilitating systemic reform.  相似文献   

Measuring the Impact of Professional Accreditation on Student Experiences and Learning Outcomes     

J. Fredericks Volkwein  Lisa R. Lattuca  Betty J. Harper  Robert J. Domingo 《Research in higher education》2007,48(2):251-282

This research uses a conceptual model to examine the influence of a change in accreditation standards on a representative national sample of 203 engineering programs at 40 institutions. Based on data collected from more than 140 program chairs, 1,200 faculty, 4,300 graduates of 2004, and 5,400 graduates of 1994, the study investigates the differential impact of the change in accreditation standards on programs reviewed in different years during the period of transition. Despite significant variation across most of the measures and groups in 1994 (before the introduction of the new accreditation criteria), the 2004 evidence demonstrates a surprisingly uniform level of student experiences and outcomes. These findings suggest that engineering accreditation is beginning to accomplish its quality assurance goals. This is a revised version of a research paper presented at the meeting of the Association for Institutional Research, May 17, 2006, Chicago, IL.  相似文献   

Human Rights and the Global Campaign for Peace Education     

Betty A. Reardon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,41(4):283-284

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On‐line professional staff development: An evaluation study     

Linda de Vries  Som Naidu  Olugbemiro Jegede  Betty Collis 《Distance Education》1995,16(1):157-173

This paper reports the design, implementation, and evaluation of a teleseminar on instructional design (ID) and computer‐mediated communication (CMC) for the purposes of staff development at The University of Southern Queensland, Toowoomba, Australia. Participation was open to any staff with an involvement or interest in distance education. This study was motivated by the following research questions: Is CMC a viable medium for the professional development of staff in distance education? Does the nature of moderation of CMC‐based discussions influence the nature of contributions from subscribers? Do participants use different strategies (interactive, cognitive, and metacognitive) in CMC‐based discussions? To address these questions a teleseminar was instituted with a focus on the issues of ID and CMC. CMC‐based moderation techniques were used to manage the discussion. Both qualitative and quantitative evaluation tools were used to measure the outcomes of the teleseminar. Results of these evaluation data show that CMC proved to be a viable medium for the professional development of staff, that the moderation strategies influenced the nature of contributions from the subscribers, and that participants used a range of strategies to manage the discussion and their participation in it.  相似文献