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Bret G. Range Susan Scherz Carleton R. Holt Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising
and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys,
a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors.
Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore,
principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’
unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because
they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision,
principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use
of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported
that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals
felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans
truly remediated poor teachers. 相似文献
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Dorie J. Gilbert Mary Lehman Held Janet L. Ellzey William T. Bailey Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266
This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects. 相似文献
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Dae Young Jung 《Learning disabilities research & practice》2007,22(3):183-188
In the context of the educational system and the nature of special education in South Korea, I describe policy, practice, and research about children with learning disabilities (LD). Recently, the study of LD has attracted professionals from multiple disciplines including general and special education, medicine, psychology, and social work. In Korea, the field of LD has developed rapidly over a brief period, but there are many problems to be solved in the near future. In particular, the field of LD in Korea lacks: (a) consensus about a conceptual definition, (b) a clear set of criteria for identifying students with LD, (c) lack of assessment instruments for identifying LD, and (d) general low understanding or misunderstanding of students with LD among teachers and parents. 相似文献