Staff development for raising attainment: a practitioner's view of what works

ABSTRACT

This paper offers a practitioner's view of how continuing professional development (CPD) can help raise achievement in schools. It is one of four papers in this issue linked to a research project in Stoke-on-Trent seeking to raise attainment in schools in deprived communicates. Based on over 20 years’ experience working in and with different schools in the UK, this paper frames a head teacher's perspective, outlining seven strategies she believes are key to improving school performance. These strategies are providing CPD opportunities to all staff rather than just those involved in teaching, planning CPD activities in the light of school development priorities, mentoring and coaching between staff, forming inter-school networks and partnerships, team teaching, peer review and continual assessment of CPD impact.     

激活人力资源，促进企业创新发展

改革劳动用工合同管理，建立人力资源开发机制2002年4月25日，济南正昊化纤新材料公司注册成立，标志着原企业的性质发生了重大变化，原有的劳动关系已不适应企业的生存和发展，经过调查论证、运筹谋划、公司提出了依法有情操作、先易后难、分步推行的改革步骤，理顺劳动关系工作，2002年仅用4个月就对十几个权属企业完成了社会保险账户分工，为签定劳动合同奠定了基础。通过改革劳动合同管理，公司     

The cognitive approach to training development: A practitioner's assessment

This article begins this special issue of ETR&D-Development by discussing what the cognitive approach to instructional design (ID) is and how ID practitioners can design training differently using the approach. Following some introductory comments about purpose, scope and perspective, the article is in two parts. The first part describes why the cognitive approach to ID is important and how the current approach to instructional design and training development is different from the cognitive approach. It then explains how learning occurs according to the cognitive point of view, and the different categories of learning according to one type of cognitive psychology. The second part describes a model that synthesizes and summarizes the components of a well-designed lesson, and describes what is different about this model from the current approach to ID. This model relates what learners have to do to learn to what instructional designers have to do to help them do so. It presents and briefly explains and exemplifies a general framework for instructional design based on cognitive psychology. Finally, it presents a table that can be used as a job aid to design training.     

Media comparison and deployment: a practitioner's view

Research on comparative efficacy of media has been flawed, giving a false impression of equipotentiality between media. Consequently, the need for workable criteria for optimal media deployment has been underestimated. A framework is proposed to help course developers design such media selection procedures. This has two ingredients: a broad categorisation of comparative merits of different media and a finer-grained inventory of media-distinctive techniques and teaching functions.
Five media are considered in depth: radio and TV (broadcast), audio and video (cassette, with complementary notes) and print. These are then compared briefly with computer-based media. The analysis considers six types of media characteristics: symbol system, access, controllability, student reactivity, interactivity, adaptivity. The framework was developed collaboratively over several years, with the help of theorists and practitioners in international seminars and workshops.     

Decentering the teacher: a practitioner's acccount

This article is an account of an action research project conducted in a first grade classroom. The practitioner-researcher describes a process of “decentering.” Realizing that centering learners necessarily means decentering the practitioner, the author collaborates with his first grade class to identify and clarify the problems associated with teacher centeredness. This article describes the groups' development and implementation of strategies and includes reflections upon understandings and project-derived assertions. The account presents students' perspectives and interpretations and the practitioner's emergent theories as they evolved throughout this collaborative endeavor. The author asserts that the research has potential relevancy to a variety of other teaching contexts.     

人力资源开发与管理的新理念

1."人才国际化"理念 加入WTO.我国与世界融为一体,人才国际化势在必然。人才国际化,就是人才的开发不再局限于一个地区或国家的范围,而是以本民族的文化为背景,超越国家的范畴,在全球范围内去开发,配置人才。包括:人才构成的国际化、人才素质的国际化、人才流动的国际化、人才教育培训的国际化和人才评价、人才政策法规的国际化。从人才配置方面看,国际化已是一个新趋势。     

OD as muddling: Implications for communication consultants

This paper posits that communication consultants, in becoming grounded in the theory and practice of OD interventions, must recognize the subtle, potentially unforeseen problems inherent in most interventions. This argument is developed in three stages. First, OD as a problematic process is discussed by comparing it with Lindblom's analysis of “Muddling Through.” Second, each of the problem areas suggested by this comparison is developed. Finally, implications are derived on the basis of this comparison.     

以科学发展观为指导 促进黄冈市又好又快地发展

本文主要论述了黄冈市应如何落实科学发展观,促进经济社会又好又地快发展。     

Understanding the science of environmental issues: development of a subject knowledge guide for primary teacher education

In the light of an increased concern for environmental education (especially in the context of sustainable development) in the UK, this study used questionnaire surveys to explore the understanding of 170 practising primary school teachers, 120 primary trainees and 88 secondary science trainees in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations of each area for a primary teacher and the use of these as benchmarks for judging understanding. Knowledge of the component parts of these explanations was tested in the questionnaires. Hence the study was able to identify those underpinning science concepts which were well understood, and those which were not so well understood. The frequencies of several misconceptions, uncovered in earlier interviews and also included in the questionnaires, are also reported. It is suggested that both the basic explanations and the difficulties of understanding displayed by the teachers in some areas can usefully inform programmes of professional development for sustainable development and environmental education. An outline of a guide for teachers adopting this approach is provided.