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101.
ABSTRACTHuman resource development professionals in Higher Education are continually striving to develop efficient interventions to increase the capabilities of their leaders. As a result of evaluating feedback from an action learning (AL) programme designed and delivered in North West Higher Education Institutions in the UK for women in senior academic and professional service roles, we are able to share how AL can be utilised to transcend and supplement traditional leadership training. The article discusses the approach taken to support participants to develop vital leadership behaviours through the acquisition of critical questioning and reflective habits whilst developing strong supportive cross-institutional relationships with other higher education leaders. 相似文献
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Anne T. Estapa Julie Amador Karl W. Kosko Tracy Weston Zandra de Araujo Rachael Aming-Attai 《Journal of Mathematics Teacher Education》2018,21(4):387-415
Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed. 相似文献
105.
Using a communities-of-practice framework, this 2-year qualitative study centered on five elementary teachers the year following their participation in the National Board for Professional Teaching Standards certification process. Focused on teachers’ appropriation of the Board's standards and portfolio as conceptual tools related to literacy instruction, the study suggests that the National Board process does provide a learning opportunity for teachers and can positively impact teachers’ practice over time. However, personal and institutional constraints influence the degree to which teachers are able to implement instruction aligned with National Board standards. 相似文献
106.
This study investigated the use of Facebook as a medium for, and process of, teachers’ informal professional learning regarding mathematical and pedagogical knowledge. Facebook responses to four inter-related posts about mathematics examples from Facebook users (N = 117) were captured and systematically analysed using content analysis. The data were examined through the lens of the five characteristics of the Effective Professional Development framework. The results identified different types of responses to the four Facebook posts including the opening of learning opportunities, rich mathematical and pedagogical discussions, respondents’ appreciations and direct impacts of the posts, as well as the acknowledgement of the misalignment between the proposed ideas and current teaching practices in Indonesia. These responses provided evidence that all five characteristics of the framework were apparent and highlighted the role of Facebook in supporting teacher informal professional learning within the Indonesian context. The limitations of such social networking-based research and implications for teacher professional development are provided. 相似文献
107.
Marianne Tracy 《Action Learning: Research and Practice》2011,8(2):159-164
The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action learning programme at International Business Machines (IBM). This article identifies the frameworks and lessons learned in the action learning experiences of Integration and Values Team, the top 300 executives, at IBM. 相似文献
108.
Two experiments were conducted to investigate anchoring effects on metacomprehension judgments as a function of fictitious
information participants received about past peer performance. In Experiment 1 participants were randomly assigned to one of the three anchor groups that, in some cases, provided past peer performance
averages in terms of a percentage: a high anchor (85%) a low anchor (55%), and no anchor. Results showed that relative to
the no anchor group, the low anchor group made significantly lower prospective judgments whereas the high anchor group did not make significantly higher prospective judgments. With a high anchor of greater
magnitude (95%), Experiment 2 demonstrated more pronounced anchoring effects on prospective judgments: Relative to the no anchor group, the low anchor
group made significantly lower judgments and the high anchor group made significantly higher judgments. In addition, Experiment 2 showed that anchoring effects occurred even on retrospective judgments. Overall, the results showed that peer performance information can serve as an anchoring point for metacomprehension
judgments and the anchoring effects are tenacious given that they can even affect retrospective judgments of performance. 相似文献
109.
Melanie Killen Amanda R. Burkholder Alexander P. D'Esterre Riley N. Sims Jacquelyn Glidden Kathryn M. Yee Katherine V. Luken Raz Laura Elenbaas Michael T. Rizzo Bonnie Woodward Arvid Samuelson Tracy M. Sweet Laura M. Stapleton 《Child development》2022,93(3):732-750
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science. 相似文献
110.
Van Schalkwyk François B. van Lill Milandré H. Cloete Nico Bailey Tracy G. 《Higher Education》2022,83(3):613-630
Higher Education - A quarter of a century after South Africa’s transition to democracy, the rhetoric of ‘transformation’ remains firmly ingrained in its higher education policy... 相似文献