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Drew Polly 《Teacher Development》2017,21(5):668-686
AbstractSchool–university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a school-based mathematics coach for two years in a high-need elementary school. Data sources included interviews, surveys, and field notes from classroom observations. Inductive qualitative analyses which were situated in a multi-level framework for researching professional development found that teachers posed more cognitively demanding mathematical tasks and high-level questions in year two compared to year one of this project. Further, student achievement was noted on both state-wide and district-created assessments. Also teachers reported that the school-based approach to professional development led to some teachers taking on more informal leadership roles to support their colleagues’ mathematics instruction. Implications for school-based learning opportunities across the world include the need to establish specific university–school partnerships, and carefully designing research studies to examine the impact of these learning opportunities. 相似文献
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Millions of young people who could achieve in mathematics and science are being discouraged or prevented from studying these subjects. Access to jobs, status and power in a high-tech, information economy depends upon mastery of these fields, but erroneous beliefs about aptitude are limiting the options for young women, students of color and students from poverty. Curriculum reform efforts are exciting, much-needed improvements, but the single most important change we need is a national consciousness raising. We should hold high expectations for all students and expect virtually all of them to achieve. Outdated and false notions about which groups possess the aptitude for technical subjects should not be used as barriers to access. 相似文献
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Organizations are increasingly concerned about human resource accountability and have turned to HR metrics as an economical way to assess results from human resource activities. Unfortunately, many existing development metrics have limited utility. In this article, we review and discuss existing metrics for employee development. Then, we present five new development metrics and that can provide a core set of metrics for any type of organization. These metrics will provide new perspectives that older metrics do not, and lead to better human resource development decisions. 相似文献
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Audrey M. Depelteau Karl H. Joplin Aimee Govett Hugh A. Miller III Edith Seier 《CBE life sciences education》2010,9(3):342-347
“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen''s books and programs, see (www.alancohen.com.)With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU''s approach to implementing the SYMBIOSIS curriculum. 相似文献
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Counseling licensure boards report emerging needs to regulate technology‐assisted distance counseling and supervision. An analysis of published regulations and telephone interviews with board administrators nationwide suggests that boards agree generally on 7 aspects of technology‐assisted distance practice that need to be regulated. Nevertheless, boards are disparate and often polarized in their views regarding the extent and type of regulation needed for each aspect. Current trends may have important implications for counselor education, supervision, and practice. 相似文献
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Glenys Drew 《The Australian Educational Researcher》2010,37(3):57-76
It is proposed from this study that engaging productively with others to achieve change has never been more critical in educational environments, such as universities. Via semi-structured interviews with a cohort of senior leaders from one Australian university, this paper explores their perceptions of the key issues and challenges facing them in their work. The study found that the most significant challenges centred around the need for strategic leadership, flexibility, creativity and change-capability; responding to competing tensions and remaining relevant; maintaining academic quality; and managing fiscal and people resources. Sound interpersonal engagement, particularly in terms of change leadership capability, was found to be critical to meeting the key challenges identified by most participants. In light of the findings from the sample studied some tentative implications for leadership and leadership development in university environments are proposed, along with suggestions for further empirical exploration. 相似文献
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While for-profit colleges and universities (FPCUs) have long existed in the U.S., most were small, closely held companies (CHCs). Beginning in the 1990s, a new FPCU emerged that was owned by publicly traded companies (PTCs). While FPCUs owned by CHCs and PTCs offer baccalaureates in criminal justice (BCJ), little is known about the characteristics of these programs. To address this gap, the current study analyzed the population (N = 79) of FPCUs offering BCJ programs during academic year 2015–2016 by type of corporate owner. Analyses included comparisons of the two types of FPCUs on three categories of variables: institutional, departmental, and curricular characteristics. Implications of the results for baccalaureate education in criminal justice and future research on the role of FPCUs in criminal justice are presented. 相似文献
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