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41.
Virginia King 《International Journal for Academic Development》2013,18(3):222-236
Product-based analysis (PBA) is a new way of modelling the strategic direction of an educational development centre (EDC). It was developed within an English EDC to complement other strategic techniques, providing a means of visualizing the overall strategy. This critique of PBA is set in the context of global university reforms, restructurings and economic constraints that EDCs mirror in miniature. The case for PBA is demonstrated through two exemplars, one retrospective, the other applied to the same group, now dispersed several years on, as it sets out a collaborative strategy to address the future uncertainties shared by many EDCs. 相似文献
42.
Alissa R. King 《Community College Journal of Research & Practice》2013,37(12):982-993
Social justice education within the community college setting has not been an academic focus to date; yet, community colleges remain an environment for a diverse student population due to their low cost, open access, and variety of course delivery methods. Rural community colleges, however, may pose an interesting challenge to those wishing to implement social justice initiatives within coursework and existing programs. This article provides an example of a social justice training program that was developed for resident assistants on a midsized, rural community college in the Midwest, with a booming residential student population, and the challenges encountered during the phases of the project. Results of pre- and postassessments with the participants of the training suggest that a quality training program can equip students with the tools needed to feel more confident in their abilities to perform their job well. 相似文献
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The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the coexistence of personal attributes and professional qualities as well as contextual factors, in bringing out the success of a teacher. It draws the attention of teacher educators/trainers and school administrators to the necessity of viewing the concept of teacher success from a broader perspective, instead of focusing narrowly on the professional qualities of a teacher. It also provides insights for school administrators in selecting teachers or supporting their work. 相似文献
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Edmund King 《比较教育学》1984,20(1):165-181
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In this companion to Marc Schwartz and Kurt Fischer's article, Patricia King and JoNes VanHecke describe how student affairs educators can help students become sophisticated thinkers. 相似文献
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Carroll E. Izard Christopher J. Trentacosta Kristen A. King Allison J. Mostow 《Early education and development》2004,15(4):407-422
Empirical research shows that poor emotional competence is an early risk factor for the development of psychopathology. Numerous school-based prevention programs have been developed with the goal of decreasing behavior problems. Several of these programs include a discrete emotions component, but none of them are solely or primarily guided by emotion theory for their design and implementation. The prevention program described in this paper, the emotions course (EC), is a theoretically-coherent program based on differential emotions theory and is designed to be implemented by teachers in Head Start classrooms. Children participating in a pilot implementation of EC showed larger increases in emotion knowledge and less growth in negative emotion expression than their peers in control classrooms. These findings provide initial support for EC. Future implementations of the program need increased monitoring of implementation fidelity as well as additional methods to assess the success of the program. 相似文献
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