排序方式: 共有30条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
5.
This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers. 相似文献
6.
7.
8.
Steven C. Mills Tillman J. Ragan 《Educational technology research and development : ETR & D》2000,48(4):21-41
One way to better understand the difficult instructional issues associated with the integration of computer technology in
classrooms is to analyze the implementation of computer technology. This study developed and validated a measure for examining
the quality of implementation of an Integrated Learning System (ILS). The measure was used to analyze ILS implementation and
determine if there were differences in the operational patterns of teachers implementing an ILS and identify implementation
practices of teachers that indicated implementation fidelity. The measure indicated which teachers were high fidelity implementers
and which implementation practices distinguished high fidelity implementers. 相似文献
9.
Sheila M. Clonan Sandra M. Chafouleas James L. McDougal T. Chris Riley‐Tillman 《Psychology in the schools》2004,41(1):101-110
Implicit within a perspective of positive psychology is the assumption that environments can be promoted to foster individual strengths through a preventative focus and the development of positive institutions. Given that the development of positive institutions has direct implications for school psychology, this paper begins to draw attention to the potential of positive psychology within school systems. Throughout the paper, it is suggested that a focus on schools may serve as the nexus between the movement in positive psychology searching to promote positive human development and the institutions that could serve as the vehicle for this development. Historic and emerging trends are examined, with particular attention to how positive psychology could promote the development of positive schools (institutions) that foster success for all students. Specifically, the parallel histories of discontent with deficit‐oriented practice in the fields of mental health and school psychology are reviewed, and precursors to building and maintaining positive institutions that focus on working within the existing system to promote lasting change are explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 101–110, 2004. 相似文献
10.