高职半工半读人才培养模式的探索与实践

介绍了高职半工半读培养模式的具体实施方法,半工半读实施的过程控制与教学质量管理事项、教学效果的评价考核办法以及教学效果的具体体现等.     

Required: A professional development component for every early childhood education program

Whether your day care center or Head Start program has staff of five or twenty-five, you might wish to consider a professional development component (PDC). “What is that?” you say. “Not another thing we have to do. Isn't it enough that early childhood educators ... must be an astute purchaser, ... must be persnickety picker-and-chooser, ... must be a scavenger, ...” (Hymes, 1968, pp. 82–85) “and that programs have to meet state licensing standards or Head Start Performance Standards? Now programs must develop a new component!”     

Teacher professional development programmes in MST for developing contexts

ABSTRACT

Since 1994, the democratic South African government has introduced change in all spheres of South African life in a bid to address some challenges such as the redundant, racialised curriculum, the poor results achieved by learners in Grade 12, and the fact that few black matriculants were entering science based careers. A key feature of these poor results was the large group of teachers who were inadequately ‘trained’ during the apartheid era: trained, that is, to teach for subservience and not for critical thinking. Current actions to address this crisis are being undertaken in a collaborative relationship between the Department of Education and Higher Education Institutions. Current initiatives in the professional development of Mathematics, Science and Technology teachers at a South African university are explored. The purpose of this article is to explore the challenges of designing an MST professional development programme in a developing context. The discussion is elaborated with reference to MST programmes run by one particular university. The rationale, foundational principles, model of delivery, programme structure and assessment for the specialisations within the teacher professional development programmes at the university are described. The discussion foregrounds the role of teachers as professionals, the role of context and of content knowledge, as well as the role of pedagogic content knowledge in the professional development of teachers.     

From pilot to program: Evaluating the progress of a professional development school

Abstract

Much of the professional development school (PDS) literature to date has centered on (a) how best to define professional development schools; (b) the benefits of PDSs for teacher preparation programs; (c) identifying the obstacles encountered when working with a PDS; and (d) the lessons learned from early PDS experiences. Only recently has the effectiveness of the PDS taken center stage as a primary issue. This article describes four broad criterion themes that emerged from our literature review—issues of marginality, changing roles, reward structure, and ongoing inquiry. These four measures are then applied to ongoing PDS projects in an effort to assess progress toward fully developed professional sites.     

Teacher professional learning in Early Childhood education: insights from a mentoring program

In Australia, as is the case in other countries around the world, the Early Childhood workforce is in the process of ‘skilling up’ to meet government demands related to quality service provision. This paper sets out to identify what constitutes effective teacher professional learning through mentoring. Guided by critical realism and social practice as theoretical perspectives, the paper uses data drawn from the State-wide Professional Mentoring Program for Early Childhood Teachers (2011–2014), Victoria, Australia. The findings identify four C’s essential to effective professional learning – Context: the association between individual aspirations and systemic requirements; Collegiality: the positioning and importance of collegial relationships; Criticality: critical deliberation in ‘safe’ learning environments; and Change: recognition that teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. These findings point to the need to consider teachers’ contexts of practice in the design of professional development programs such as mentoring, and to conceptualise learning as a socially situated practice rather than a detached pedagogic event.     

高等学校学生勤工助学管理办法

第一章 总则 第一条 为规范管理高等学校学生勤工助学工作，促进勤工助学活动健康、有序开展，保障学生的合法权益，培养学生自立自强精神，增强学生社会实践能力，帮助学生顺利完成学业，特制定本办法。     

中学化学教师专业化发展的内涵

本文从教师应有的知识结构、能力和素质三个方面,论述中学化学教师专业化发展的内涵。     

Elaborating a model of teacher professional growth

This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.     

Authenticating a model for sustainable professional development in an international context

Sustaining gains that result from international aid projects is a matter of contemporary concern. This paper outlines a model for sustainable professional development, drawn from the authors' experiences in managing a six-year professional development project for teachers' college lecturers in Papua New Guinea. The model involves five stages which have implications for individuals, their institutional contexts, and the interactions between them. Research designed to authenticate the model is reported. The data support the general features of the model and suggest that, with some elaboration, the model has potential application in the design, implementation and evaluation of similar projects in many fields.     

Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers

Instructional Science - This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to...     

The interaction of student and program variables for the purpose of developing a model for predicting graduation from graduate programs over a 10-year period

The purpose of this study was to investigate whether there is some factor or set of factors which will predict the probability of graduation from doctoral programs. This study concentrated on two areas: (a) the factors available to the selection committee when the students apply for admission into graduate programs, and (b) those factors emerging after admission, resulting from the students' meeting program-imposed requirements for graduation. Data were collected from the file of each student admitted to the doctoral program in Educational Administration. The results of the study indicated that program variables are more important than admission variables in predicting graduation. and the technique of Path Analysis is highly recommended to study the problem of student progression through graduate departments.     

Nontraditional degree options for nurses: A model program

The Institute for Personal and Career Development of Central Michigan University offers external degree programs for adult learners utilizing nontraditional study. The competency-based programs described in this paper include credit given for the educational background and relevant career-life experiences of registered nurses in Michigan. The curriculum options most often chosen by nurses culminate in a BS degree in Community Development with a concentration either in school health or in public health and a BS degree in Management and Supervision with a concentration in health care administration.     

Enhancing early literacy skills for preschool children: bringing a professional development model to scale

A quasi-experimental, statewide intervention targeting preschool teachers' enhancement of children's language and early literacy was evaluated. Across 2 years and 20 Head Start sites, 750 teachers participated (500 target, 250 control), with 370 classrooms randomly selected to conduct pre- and posttest assessments (10 randomly selected children per class). The inability to randomize children to classrooms was addressed by examining children's performance for teachers who were control teachers in Year 1 and target teachers in Year 2. We also compared teachers with 2 years of training with teachers with 1 year of training and with control teachers. Greater gains were found for children in target classrooms than for those in control classrooms for all skills, but particularly for language skills, in Year 2, and this varied by program site. The presence of a research-based early literacy curriculum, higher levels of teacher education, and full-day versus half-day programs were significant moderators of intervention effectiveness. The challenges of implementing a statewide initiative across programs that varied in their readiness to implement a cognitively rich experience for preschool children are discussed.     

国务院颁布关于大力发展职业教育的决定

2002年全国职业教育工作会议以来，各地区、各部门认真贯彻《国务院关于大力推进职业教育改革与发展的决定》：国发[2002]16号），加强了对职业教育工作的领导和支持．以就业为导向改革与发展职业教育逐步成为社会共识，职业教育规模进一步扩大，服务经济社会的铑力明显增强。但从总体上看．职业教育仍然是我国教育事业的薄弱环节．发展不平衡．投八不足，办学条件比较差，办学机制以及人才培养的规模、结构、质量还不能适应经济社会发展的需要。为了进一步贯彻落实《中华人民共和国职业教育法》和《中华人民共和国劳动法》，适应全面建设小康社会对高素质劳动者和技能型人才的迫切要求，促进社会主义和谐社会建设，现就大力发展职业教育作出如下决定。     

Instructional designers as reflective practitioners: developing professional identity through reflection

As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional identity. This research explored the use of reflective writing assignments in an introductory ID graduate course, with results indicating that most students are able to engage in meaningful reflection in relation to prompts concerning design concepts, experiences, and identity attributes, although no clear patterns of improvement emerged over time. Future directions for research include the use of feedback and the structure of prompts (including frequency of writing assignments and wording of prompts) to support improved student performance.     

Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers

This research examines the experiences of elementary and early childhood pre-service teachers from the U.S. engaged in a month long study abroad internship program in England. Using data from participants written journals, we use a hermeneutic approach to interrogate their evolving sense of professional development and their understanding of cultural differences in the internship in England. Informed by a theoretical framework of consonance and dissonance (Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2), 104–118), the emerging themes were related to the school context, the teacher's role, the learners, the buildings, and the community. Implications are for planning and facilitation of pre-service teachers study abroad experiences are discussed.