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981.
C.T. Patrick Diamond 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):199-209
The author’s academic journey in learning to mentor and be co‐mentored involved three rites of passage. In this reflective essay (invited paper), the author acknowledges his most influential co‐mentors—former dissertation supervisees and long since colleagues—who helped form the “we” that is him. The first phase coincided with a constraining time in research and supervision. The author co‐published only a few journal articles and mainly with one mentee. During his second stage in Toronto, Canada, he experienced an exponential increase in co‐publication. This was a natural extension of mutually beneficial working relationships and successful doctoral defenses. Like a trusted friend, a mentor can guide his or her charges as they set out to discover and realize the potential within. The responsive form of learning in partnership enacted a version of collective action among equals. The author became a collaborative arts‐based‐educational researcher‐mentor: a hyphenated collection of selves. Since having returned to Australia, he co‐mentors early career academics seeking to publish and use writing as and for their professional development. 相似文献
982.
Since 1997 appraisal has been a mandated requirement of New Zealand schools. While the management of teacher performance is not new, schools are increasingly being faced with difficult and complex decisions regarding accountability mechanisms for teacher performance. Moreover, in a climate of school self-management the potential exists for tensions between bureaucratic systems and the professional autonomy of teachers to surface. This article reports on research conducted in 2001 that investigated teachers' perceptions of the bureaucratic and professional approaches to performance management in their schools. In a climate of increasing control of teachers' work and professional activities by the State, results from recent research indicate that school managers have adopted a professional approach to the appraisal of staff. Moreover the involvement of teachers in developing school-level appraisal systems is pinpointed as fundamental to the long-term success of appraisal in New Zealand schools. 相似文献
983.
Sylvia T. d'Apollonia Elizabeth S. Charles Gary M. Boyd 《Educational Research and Evaluation》2013,19(4-6):499-521
We investigated the impact of introducing college students to complex adaptive systems on their subsequent mental models of evolution compared to those of students taught in the same manner but with no reference to complex systems. The students' mental models (derived from similarity ratings of 12 evolutionary terms using the pathfinder algorithm) were significantly similar to their teachers' mental models and were correlated to their performance on an essay on evolution. Introducing students to complex systems facilitated their understanding of the mechanism of inheritance, the mechanism of evolution, and the role of chance in evolution. 相似文献
984.
Peter Tymms Christine Merrell Brian Henderson 《Educational Research and Evaluation》2013,19(2):101-118
In England children must start school after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary Schools (PIPS) project collected data on 1700 pupils’ early mathematics and pre/early reading levels at the start and end of their Reception year. The on‐entry assessment proved to be a good predictor of performance in reading and mathematics at the end of reception and the progress which each child made was estimated. This progress was found to vary considerably between schools and the variation was much greater than that typically found in school effectiveness studies. The data provided a unique opportunity to compare the progress of children who had, and had not, been to school. The Reception year was found to have had a major impact on the literacy and numeracy of children. Multi‐level models were employed for the analysis and from the models Effect Sizes were computed to assist in comparing the importance of variables in the study. This approach provides a mechanism for comparing the findings of school effectiveness studies with experimental studies and meta‐analyses. 相似文献
985.
H. Jerome Freiberg T. A. Stein Shwu‐yong Huang 《Educational Research and Evaluation》2013,19(1):36-66
ABSTRACT As part of a study of the life‐cycle of inner‐city schools, the achievement of elementary school students (on MAT6 and TEAMS tests) who had teachers trained in a classroom management program in one school were compared with students in a comparison school during a four‐year period. Students at Madison Elementary School showed statistically greater achievement gains on both nationally normed achievement tests (MAT6) and on state criterion‐referenced achievement battery than students at the comparison school in each of three years. The overall effect size due to program treatment on the MAT6 test scores was large, ranging from .43 (1986–87) and .83 (1987–88) during intervention to .73 (1988–89) after intervention. Similar results were found in the TEAMS test associated with the program intervention with overall effect size of 1.02 (1987–88) and .78 (1988–89) in mathematics, .68 and .77 in reading, and .59 and .77 in writing for the respective years. On measures of learning environment, in a post hoc analysis (1990–91), students at Madison perceived their environment to be significantly more positive than comparison students. Teacher and principal interviews during and after the intervention periods provided contextual guidance for the findings. 相似文献
986.
Peter Wilby 《School Leadership & Management》2013,33(2):181-191
At the heart of the teachers' dispute is not money but management . . . This dispute is about resistance to change in working practices. The essence of education is discipline . . . By resisting the discipline of assessment of their own performance, the teachers stand opposed to the renovation of Britain. That is why in this dispute management must win ‐ and there is the beginning and end of the lazy comparison that some people have been tempted to make with the coal strike. (The Times leader, 19 March 1985). 相似文献
987.
Abstract One of the higher agricultural education tools being used in Canada is environmental farm plans (EFPs) in a case‐study setting. Initiated in Ontario in the early 1990's, EFPs were developed by farmers in response to growing threats of public intervention to enforce compliance with environmental standards. All farming activities are assessed for their risk of environmental damage within the scope of an integrated stewardship plan for air, soil, water, wildlife habitat and wildlife resources. The Ontario Agricultural College (OAC) at the University of Guelph uses EFPs as a case‐study method of teaching theoretical, practical and experimental aspects of conservation and stewardship. Small groups of students work under the supervision of OAC multi‐disciplinary team staff in close co‐operation with farmers to develop an EFP for a specific farm. The emphasis is on applying the principles of systemic learning pioneered at the University of Western Sydney at Hawkesbury, New South Wales, Australia. Systemic learning seeks to combine learning for knowing (theoretical knowledge), learning for doing (practical knowledge) and learning from devising new ways of solving problems and addressing issues (experiential knowledge, or learning for being). Oral presentations and written reports by the student groups are used for assessment, as well as for case‐study discussions to enrich the learning process. 相似文献
988.
Improving forestry education through participatory curriculum development: A case study from Vietnam
Peter Taylor 《The Journal of Agricultural Education and Extension》2013,19(2):93-104
Abstract As agriculture and forestry practices change in different contexts, new requirements emerge for the development of education programmes. In forestry education there is a need for a shift of focus from technology towards an interdisciplinary approach based on a new range of knowledge, skills and attitudes, and drawing on new concepts of knowledge and learning. Increased participation of stakeholders in the forestry education process seems essential for this shift to take place, leading to greater empowerment, commitment, and more effective learning. This paper presents a case study of the Social Forestry Support Programme in Vietnam, in which participatory curriculum development (PCD) plays a fundamental part. Beginning with stakeholder identification and analysis, PCD provides an overall framework for educational development. Recognising constraints associated with the process, the paper describes strategies aimed at capacity building, management of stakeholder involvement, and planning and evaluation. As different stakeholders learn to learn together through discourse and interaction, the chances of sustainable outcomes from the PCD process should be improved. The dynamic and flexible nature of PCD suggests that there is considerable potential for its adaptation and application in a range of different contexts. 相似文献
989.
Abstract There is a need to inculcate an appreciation of sustainability concepts, issues and objectives in the minds of the next generations of landowners. A lingering feeling persists that farming is still to be viewed as a way of life, despite on-going technological advances that would make farming more of a science. Such a feeling is reinforced by the view that agriculture is more than just food production; it also involves the efficient use of scarce resources, stewardship of the natural resource base, the environment, and the ecological balance of species, sustaining rural communities, and maintaining the aesthetic appeal of the countryside. How then should we proceed to educate future landowners in all these matters? It is posited that one ought to begin by defining the term sustainability. Because sustainability is likely to be interpreted quite differently by members of distinct disciplines engaged in higher agricultural education, a definition of sustainability should be offered from the perspective of each of those disciplines. The reconciliation of these differences and methods of accomplishing this should be a necessary part of the education process. It is further posited that a deeper and more accurate understanding of sustainability in an agri-food sector context is likely to be best obtained by the student through a careful integration of curriculum content, the learning environment, and an effective delivery mechanism. Curriculum content should conjoin temporal and spatial perspectives with an inter-disciplinary perspective. A systemic learning praxis is suggested as an appropriate learning environment, and an effective delivery mechanism could be based on a team-teaching approach. Composition of the team should ideally encompass all disciplines, from the bio-physical sciences to the socio-economic sciences, plus engineering and medicine. A case-study approach is advocated as one effective means of teaching an appreciation of and need for a balanced interpretation of sustainability. The case-study setting affords adequate opportunity for evaluating sustainability issues in specific economic, environmental, biological, sociological, and/or other disciplinary contextual circumstances. 相似文献
990.
O.T. Kibwana Mitiku Haile Laurens vanVeldhuizen Ann Waters‐Bayer 《The Journal of Agricultural Education and Extension》2013,19(3):133-142
Abstract Promoting rural development in Africa involves learning to clap with two hands, that is to say, creating effective interaction between local knowledge and development initiatives, on the one hand, and the knowledge and initiatives of formal agricultural research and extension, on the other. Farmer innovators ‐men and women farmers who take their own initiative to change local agriculture ‐ are key allies in rural development, as shown by the experience of the ISWC programme in Africa. Focusing on Ethiopia and Tanzania, the authors describe how formal research and extension services are made aware of farmers’ innovative work and are encouraged to document the results, promote their spread, and support further development efforts by farmer innovators. A modified Participatory Technology Development (PTD) approach is thus emerging, which starts not with problem analysis but rather by linking up with local problem‐solving initiatives. While the learning process on this approach continues, dialogue has been initiated with policy‐makers with a view to incorporating the approach into regular government extension, research and training activities. 相似文献