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41.
Rees Lewis Daniel G. Gerber Elizabeth M. Carlson Spencer E. Easterday Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982
Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,... 相似文献
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ABSTRACT American high schools present an extremely difficult, nearly intractable setting for serious educational reform efforts. Yet such efforts can succeed. This article reports results from a survey of 179 urban comprehensive high schools that were successfully implementing change programs based on effective schools principles. All schools encountered problems of implementation. Larger‐scale, instructionally‐oriented, and longer‐lasting programs induced more problems. Problems were only moderated, not eliminated, by good‐quality planning. Given the problem‐richness of change efforts, the major determinant of successful implementation was good problem‐coping. It was made more likely by the presence of consensus (shared vision), support of key stakeholders in and out of the school, planning quality, external assistance, and administrative time spent. Case studies showed that the presence of an empowered change management group aided all these critical factors. Schools with the most impact (defined as student outcomes, teacher improvement, and organizational improvement) had focused on teacher or organizational changes to begin with, coped with the inevitable problems well, had internal and external constituencies supporting the change effort, and sustained the work for a longer period of time (typically 4‐5 years). The key variables appear to form a coherent causal network. Implications for change management are drawn. 相似文献
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Dr. Matthew James Miller 《The Teacher Educator》2013,48(3):143-163
This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development. 相似文献
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Barbara Ann Cole 《欧洲特需教育杂志》2013,28(3):287-307
This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities. 相似文献
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Matthew Clayton 《Journal of Philosophy of Education》2012,46(3):414-431
Notwithstanding an ongoing concern about the low representation of certain groups in higher education, there is reluctance on the part of politicians and policy makers to adopt positive discrimination as an appropriate means of widening participation. This article offers an account of the different objections to positive discrimination and, thereafter, clarifies and criticises the view that universities ought to select those applicants who are expected to be most successful as students. It distinguishes arguments from meritocracy, desert, respect, and productivity and shows how these arguments are compatible with the use of positive discrimination in higher education. 相似文献
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To implement restorative care in assisted living facilities, staff need to understand the philosophy and learn methods to help residents maintain optimal function. In this study, the researchers developed a multimedia training program designed to teach staff how to encourage residents to increase their participation in dressing themselves. Researchers conducted a pilot test to measure the short-term effects of the training on 40 staff from two states. Program effects were measured by completing a survey developed by the researchers. Pretest scores were significantly related to gender (women as a group had higher scores than men). Results indicated significant gains in knowledge at posttest. In addition, 93% of participants described positive changes related to restorative care that they planned to make at their facility as a result of the training. 相似文献