共查询到20条相似文献，搜索用时 31 毫秒
1.
Melissa B. Littlefield Karen Rubinstein Cynthia Brown Laveist 《Journal of Teaching in Social Work》2019,39(4-5):489-504
ABSTRACTThere has been a rapid increase in the number of online MSW programs in the past decade without a commensurate body of literature on their administration. This article acquaints MSW program faculty and administrators with quality assurance rubrics, which are research-informed tools intended for use by distance education providers to develop, support and manage high quality online courses and programs. Graduate programs that are in the process of considering or actually designing an online delivery option, as well as those that are currently implementing online programs, may benefit from the use of such quality assurance rubrics. 相似文献
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《Journal of Teaching in Social Work》2013,33(1-2):69-87
ABSTRACT Sixty accredited MSW programs were surveyed to determine whether there were significant differences between those programs offering discrete ethics courses and those not doing so on a number of ethics education related variables. Results suggest virtually no significant differences on the variables examined, with the exception that programs offering discrete courses more often expose students to literature on the broad topic of moral philosophy. Also examined was the extent to which all of the programs surveyed were following the pedagogical recommendations of the ethics education literature reviewed. The results suggest that many MSW programs are not following these recommendations in a number of respects. The implications of these findings are discussed, and specific suggestions are offered for those faculty concerned with the ethics component of their course offerings. 相似文献
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Abstract New teachers have usually had little or no preparation for teaching the gifted students they will all encounter. Undergraduate education programs are crowded, and courses in special education do not usually focus on students who are academically advanced. The authors present ten suggestions for weaving information on gifted students into a variety of experiences, including other education courses, separate workshops or short courses, and opportunities outside the classroom. These suggestions can help prepare teachers for a type of diversity that is often overlooked. 相似文献
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Frank I. Jewett 《The American journal of distance education》2013,27(2):37-47
Abstract A computerized cost‐simulation model designed to compare the cost of expanding a campus using distance instruction to that of classroom instruction is discussed. The rationale for the cost comparison is the working hypothesis that the benefits of distance instruction are at least as good as those of classroom instruction. Cost comparison examples from classroom, television/broadcast, and asynchronous network courses are discussed. The model also demonstrates the cost‐saving potential of sharing courses and programs among campuses. 相似文献
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Abstract After more than 20 years of exploring liberal arts education in Chinese universities, its curriculum development has been institutionalized. Efforts to build localized curricula that fit the realities at each institution have shifted from focusing on quantity and structure to emphasizing curriculum quality assurance based on teaching evaluation by students. An empirical analysis using Fudan University’s teaching evaluation data shows that some liberal arts core courses offered by technical and engineering departments are too specialized, while some offered by social sciences and humanities and languages departments lack rigor. Student evaluations of such courses therefore tend to be low. Improving the quality of liberal arts courses can begin by examining both teaching evaluations by students and course grading, starting with the less rigorous courses for non-majors. Improving the quality of liberal arts courses can begin with the courses that are too specialized or lacking rigor based on both teaching evaluations by students and grade distribution. 相似文献
7.
Dorothy Farrel Kateri Ray Telvis Rich Zulema Suarez Brian Christenson Lisa Jennigs 《Journal of Teaching in Social Work》2018,38(2):183-197
ABSTRACTWith an increase in social work courses being offered in online and hybrid formats, it is imperative that social work programs understand the new teaching tenets and engagement mediums employed to meet the new Council on Social Work Education’s Educational Policy and Accreditation Standards. This meta-analysis explores best-practices pedagogy for student engagement using the delivery of content through both asynchronous and synchronous methods. 相似文献
8.
Richard Winter 《Assessment & Evaluation in Higher Education》1994,19(3):247-257
The debate concerning quality assurance in higher education is frequently conducted in terms originating outside the culture of academic institutions, such as ‘fitness for purpose’ and ‘meeting customer expectations’, which are often experienced as jarring with traditional conceptions of higher education. However, quality assurance issues surrounding the accreditation of work‐based learning within academic awards suggest how these terms may serve to pose some useful general challenges to current modes of assessment. In particular, the recognition of the need to be as precise as possible about anticipated learning outcomes, characteristic of procedures for accrediting work‐based learning, offers some useful lessons in managing the quality of traditionally taught courses. 相似文献
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Dee Brock 《The American journal of distance education》2013,27(2):34-43
Abstract This paper examines the use of Quality Function Deployment (QFD) methods for the design, development, and delivery of courses and programs through distance education. QFD is a methodology for ensuring that the needs of students provide the design basis for activity in organizations and that the assessment of quality is constantly related to student needs. 相似文献
12.
Abstract Teacher dispositions are a central force in shaping the environment in which schooling takes place. State and national accrediting bodies have underscored this importance by including preservice teacher dispositions as an important component within the standards. Consequently, teacher certification programs must attend to this dimension; however, dispositions are neither easily identified nor easily assessed. This study field tested an instrument used to identify and evaluate preservice teachers' dispositions. The implementation of the instrument was grounded in a commitment to have students reflect first on their own behavior, with faculty oversight in reviewing this self‐assessment. The instrument was evaluated in terms of its reliability using Cronbach's alpha. The process of using the instrument was analyzed through student and faculty feedback. The revised instrument is provided for use by other universities. 相似文献
13.
Meredyth Bauer-Kealey Nancy Mather 《Community College Journal of Research & Practice》2013,37(9):631-647
ABSTRACTApproximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment. 相似文献
14.
Quality assurance at a distance: international accreditation in Taiwan higher education 总被引：1，自引：0，他引：1
In response to the global competitiveness in higher education, the government, in recent years, has encouraged Taiwan colleges
and universities to seek international accreditation, which raises several questions, such as jurisdiction over national accreditation,
a single set of standards for local and global quality assurance, demand for the mutual recognition of review outcomes, etc.
With the looming pressures for change that international accreditation will likely pose on a Taiwan national framework of
quality assurance, multiple impacts on institutions and national accrediting agencies in Taiwan are now beginning to be increasingly
felt. Hence, this paper examines current academic international accreditation programs and institutions, recognizes Taiwan’s
accrediting organizations, and analyzes the challenges that institutions and national accrediting agencies are facing. 相似文献
15.
Deborah L. Schussler 《The Teacher Educator》2013,48(4):251-268
Abstract Efforts to professionalize teaching have coincided with a shift in teacher education programs. Recent requirements of accrediting bodies have resulted in initiatives to assess dispositions in addition to knowledge and skills. However, for such assessment to maintain construct validity, it is imperative first to develop some common understandings about the nature of dispositions and then to explore how teacher education should be addressing them. This paper explores dispositions from both a conceptual and a practical perspective. Dispositions are described as a point of convergence, representing a filter through which thinking and behaviors related to teaching are framed, and a point of inception, from which knowledge and behaviors emanate. This dispositional filter encompasses the teacher s awareness, inclination, and ability to reflect. Teacher education programs can foster dispositions by helping teacher candidates engage in self‐exploration of their personal theories and identify their own values and assumptions related to teaching. 相似文献
16.
Abstract Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models. 相似文献
17.
《Journal of Marketing for HIGHER EDUCATION》2013,23(3):39-47
ABSTRACT Catalogs, application packages, and program materials from 106 business schools were analyzed to determine the degree of international coverage in business schools' curricula. The study found that 49% of the accredited schools and 33% of the non-accredited schools had international programs. In the accredited schools, 63% of the international programs were at the graduate level, whereas in the non-accredited schools, 92% were at the undergraduate level. Moreover, 92% of the AACSB accredited schools and 89% of the non-accredited schools offered international courses. The trend is to require international functional courses, such as international finance, in the traditional MBA programs and offer international functional courses as electives in the traditional BBA programs. In the BBA programs, there is an increasing tendency to offer foreign culture and foreign history courses. Several traditional MBA programs offer courses, such as global management or a general global business environment. 相似文献
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《The Journal of educational research》2012,105(1):35-40
Abstract The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment. 相似文献
19.
《Journal of Marketing for HIGHER EDUCATION》2013,23(4):73-85
ABSTRACT The study surveyed (questionnaire) 222 doctoral business students from private and public universities in Northeastern United States. The objective was to identity important criteria used to select a university. In addition, this study compared the responses of students from these schools to determine whether selection criteria differ. Using a Likert scale of important to unimportant, students from these universities rated ten of the 52 criteria important to their selection. They included: programs, academic reputation, degree marketability, faculty contact time, accreditations, assistantship/campus employment, financial aids, placement reputation, completion time, and library size. However, they rated academic reputation and completion time significantly different. The private school students rated academic reputation significantly (0.00) more important, whereas the public school students rated completion time significantly (0.03) more important. To attract prospective private school students to public schools, public school administrators would benefit by emphasizing the quality and reputation of its faculty and programs. Private school administrators are likely to attract more students if they are able to improve the quality and increase the quantity of computer facilities. Moreover, they would profit from designing flexible programs and classes that would allow for a more rapid completion time. 相似文献
20.
《师资教育杂志》2012,38(1):25-43
Initial Teacher Training (ITT) in England is experiencing a crisis in recruitment to one-year postgraduate courses of training for specialist subject teaching in secondary schools (post 11 years). Against this background, it is important that those students who are admitted to ITT courses are retained. However, ITT providers are experiencing increased withdrawal rates. This article reports on a small-scale research project focusing on the following: the reasons why students withdraw from courses; how these reasons correlate with the views of schools where students are on teaching practice; and what measures course management could take to reduce the rate of withdrawal. 相似文献