Staff Care and Development

Children with emotional and behaviour problems provide a daily challenge for parents, teachers and the wider community. The perception of this challenge and how to address it varies according to the assumptions made about the underlying causes of the problems. In this paper the nature of emotional and behaviour problems will be explored with a brief outline of traditional interventions adopted when difficulties arise within the context of school. The conceptual approach of systems theory is then outlined. This is followed by a critical examination of its relevance for teachers as a theory, as a language for dealing with difficulties and as an approach to intervention.     

The Staff Conference: A Medium for Staff Development

Solihull's development of delegated budgets began in 1981. The experiences of schools and Centre led to the acceptance by Council in 1987 of a scheme for general implementation. The detailed scheme is included in an Appendix to the article, together with examples of vital financial management systems. In his article, the Director of Education explores the effects of delegation of the budget, and with it, the decision‐making process. The school heads’ role gains the natural extension of facility to implement management decisions, but what of the role of the Centre?     

Staff Development,Staff Assessment and the Industrial Awards

In 1988 academic unions were signatories to the first industrial award ever negotiated concerning academic salaries in Australia. In return for the 4% Second Tier increase, academics became subject to mandatory supervision and performance assessment. The wording of the award allowed a wide diversity of ways in which institutions could interpret and implement these requirements. One University's response to the award is examined.

In 1991 a subsequent award restructuring decision imposed the trial requirement of routine appraisal of academic staff for development only. This paper discusses the issues arising for academic staff as a result of these requirements, particularly the difficulty for an appraiser of separating the purpose of judgement from that of development, and it analyses the nature of the training needed for developmental appraisers.

It is concluded that as a result of the 1991 decision there is now a chance that academic staff development will be taken seriously if the funding implications of these requirements are honoured.     

The Practitioners of Staff Development

Abstract

This paper identifies two practitioners within the ill‐defined world of Staff Development, the ‘professional’ Staff Developer and the ‘voluntary’ Departmental Adviser. The roles of each are analysed, compared and evaluated. The conclusion is made that both roles are required to improve teaching and learning in institutions of higher education.     

Coherent Curriculum through Staff Development

The purpose of this paper is to show that the structure of a formal organization has implications for staffing, communicating and performing in order to achieve organizational goals. Drawing specific instances from the case of the Bendel State Board of Education Headquarters as at June, 1980, it was evident that for a proper staff positioning, communicating and performing in an organization, managers have to (a) constantly review the structure of their organizations (b) define precisely the various functions (c) use as a guide the organizational structure in staff positioning (d) define clear lines of authority in the organization and (e) recognize damaging structural situations and prevent them.     

Continuous Assessment and Staff Development

This article examines the nature of choice that is inherent in delegated forms of school finance. While it is often assumed that choosing between the cost of undertaking one activity and the cost of another is a rational activity, the author puts forward the view that both the nature of cost and choice are subjective. As a result, management attention should be given not only to the mechanics of the process but also the subjective nature of ‘choice influencing’ factors if efficiency in resource use is to be achieved.     

Staff Development in Problem-based Learning

It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum.     

The Practicalities of Staff Development

Abstract

This paper introduces the assessment procedures which are currently being utilised by the NCVQ. The emphasis on the performance of the Trainee is suggested as a major variable and Trainee competence is shown to revolve around being seen to perform efficiently.

Two theoretical positions are shown to underpin the NCVQ version of competence assessment. Functionalism and behaviourism in their more basic forms are very near to the surface of NVQ accreditation. It is demonstrated that both of these theoretical approaches are evident in the developing and emerging NVQ model. Finally, the question of suitability is raised. That is, it is suggested that the model of competence assessment currently being used in Further Education and soon to be introduced into Higher Education, may be unsuitable except perhaps at the more basic level.     

Staff Development: Theory and Practice

The importance of strategic planning in education has been increasingly recognised but observations of school principals have shown that little time is apparently devoted to reflective planning. This case study of a secondary college principal, aimed to discover if the reflective practitioner exists by extending non‐participant observation to include the content and timing of a principal's thinking periods. The evidence from observation was also used to find out if planned strategies were translated into actions.     

教师专业发展的实现模式

本文试图对教师专业发展的实现模式进行回顾与展望:首先对教师专业化的内涵进行了界定,教师的专业化很大程度上是凭借“实践性知识”来加以保障的,为此,教师专业发展的新的愿景正在形成,教师专业发展的模式正在经历着转型,以实践为出发点,结合反思、研究的教师专业发展模式,将是教师寻求专业化终身发展的最佳实现模式。     

企业制定员工发展计划的必要性

员工发展计划是现代人力资源管理理论的新发展,企业要保持员工的稳定性,提高人力资源的利用效益,制定员工发展计划是必不可少的。     

Reconceptualizing Staff Development for Technology Diffusion

ABSTRACT

As educators are increasingly required to integrate new technology into classroom practice, the complex process of staff development becomes critical to the successful implementation of new technological innovations. This paper presents a staff development model for effectively diffusing technology. The interactive model, grounded within the framework of Maslow's theory of motivation and Bloom's taxonomy of the cognitive domain, illustrates how affective needs of individuals influence cognitive processes and transfer of skills within a psychological/social context resistant to technological change.     

Staff Development in Universities: Should There be a Staff College?

Drawing on 18 years of experience in university staff development the author considers the way staff training is regarded by academics and relates it to the concept of 'professionalism' among university teachers. He describes a two-year in-service course for teachers in higher education as an illustration of one form a professional training might take and argues the case for soundly basing such training on considerations of principle and theory. Changing attitudes and perceptions is perhaps more important than learning classroom skills, or management technique. Training should be informed by research but the author illustrates ambivalent attitudes rewards research on universities with a deception of recent personal experience in connection with a national research project on examiners. The inseparability of institutional research and staff development is illustrated with an account of a stuff development exercise associated with the introduction of staff appraised schemes. Lessons are dram from each of the illustrations to suggest some of the key characteristics desirable in a staff college for universities.     

Collaborative Course Development for Online Courses

Developing a course for online instruction requires content knowledge and understanding of the interactivity, technological requirements, and possibilities in the asynchronous environment. Using a case study method, the researchers investigated the development of an online humanities course by a team of faculty and instructional designers. Data were collected through observation of face-to-face planning meetings, document analysis of group postings at the online site, and interviews with the team members. Using Berge’s typology of online facilitator roles and Stark and Luttuca’s framework on academic plans, this study examined the roles assumed by team members and the curricular decisions. Haixia Xu is a Ph.D. candidate in the Institute of Higher Education at the University of Georgia. Her research interests include policy aspects of distance education, comparative higher education, qualitative research methodology, and assessment and evaluation. Libby V. Morris is the Director of the Institute of Higher Education at the University of Georgia. She holds the Ph.D. degree from the University of North Carolina, Chapel Hill. Her research interests include evaluation and assessment, instructional technology, and educational demographics.     

教师合作研究与专业成长

教师合作教育研究作为教育科学研究的一种形式,旨在实现教师集体的专业成长。教师合作研究的实践运作方式包括教师集体叙事、教师课例研究、教师课题研究、教师虚拟教研等。影响教师合作研究的因素包括研究文化、研究角色和研究成果等因素,教师合作研究必须强调共生理念、对话机制、团队建设和成果共享。     

传媒协同发展论

作为社会信息系统,传媒的进化与演进遵循着协同发展的逻辑规律。一方面,与社会政治、经济、文化系统呈现出协同发展的态势,彼此相互促进;另一方面,传媒之间依托于特征与功能的耦合,维系了媒介体系的生态平衡。基于此,确立传媒协同发展的总体思路,探求新的生存空间。     

借助远程教学机构（DTI）促进企业大学员工发展

各国工业界都不断致力于人力资源的发展。对于企业大学员工而言,所在岗位对资格的不断提高提出了要求。将DTI用于企业大学的员工培训,开展适应项目、更新项目、丰富项目和提高项目,有助于员工获得与在其他教育机构中进行持续学习的人员相同的资格。     

面向信息化的教师专业发展模式研究与展望

准备适应技术整合教学的教师,也就是笔者所谓的面向信息化的教师专业发展,是目前教育信息化时代特别受到学校、教育行政和教师专业发展协会关注的一个问题。寻找正确有效的方法培养教师的技术支持下的专业知能,建立一定的策略使得教师能够投入到技术支持的工作与生活中去,是保证学校的信息化发展取得成效的基础。本文对相关的文献进行了研究,对教师信息化专业发展模式的现状进行了描述,对有望成功的发展模式及其要素进行了分析。