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1.
Paul Bacdayan 《Performance Improvement Quarterly》2002,15(1):47-66
Organizations which use quality improvement teams (QITs) in total quality management (TQM) can benefit from training the team personnel in how to select projects with a low risk of stalling. Projects with a high risk of stalling have typical shortcomings, including: failure to focus on a finite or observable process, failure to select a project within the team's authority and resources, and failure to establish importance related to key customers' needs. Training sessions on how to select viable projects may be warranted because stalled teams set a negative example and discourage potential TQM participants. If the organization institutes training on project selection, however, the cost should be justified through systematic evaluation of the training's impact. Designed for those who conduct evaluations of training sessions, this paper demonstrates an efficient written assessment test of project selection ability. The test requires judgments on the suitability of various projects derived from field interviews about projects which were selected by teams which stalled. Testing with a sample of novice and expert quality team leaders shows that the test is sensitive to differences in skills and could thus be used to document the effect of training on students' ability to select projects. 相似文献
2.
We designed Knowledge Integration Environment (KIE) debate projects to take advantage of internet resources and promote student understanding of science. Design decisions were guided by the Scaffolded Knowledge Integration instructional framework. We report on design studies that test and elaborate on our instructional framework. Our learning studies assess the arguments students construct using the Knowledge Integration Environment debate project about light propagation and, explore the relationship between students' views of the nature of science and argument construction. We examine how students use evidence, determine when they add further ideas and claims and measure progress in understanding light propagation. To a modeate degree, students' views of the nature of science align with the quality of the arguments. 相似文献
3.
《Educational gerontology》2013,39(3):181-195
This paper discusses the implementation of an intergenerational service-learning (IS-L) project by Western Michigan University's Gerontology Program. Two classes of students, one graduate and one undergraduate, taking introductory gerontology courses were brought together to complete IS-L projects of their own designs. Students were placed in teams. Key project components included: negotiation with community partners to construct a viable one-semester project, collaboration on a team, and analysis of the team development process. A Critical Incident Questionnaire was used to collect data on student perceptions of project and class progress. While challenging, most students found the intergenerational service-learning projects and team format valuable and rewarding. 相似文献
4.
Geoff Rose 《European Journal of Engineering Education》2000,25(1):57-64
Students undertaking a final year elective subject in transportation planning at Monash University in Melbourne, Australia, worked on a practical project for which there was an interested outside 'client'. From the students' perspective, this was essentially a 'simulated' consulting project which focused on transport planning issues faced by an inner metropolitan municipality in Melbourne. The overall experience, from everybody's perspective, proved to be so positive that the model for the project will be used in the course in future years. This paper has been written to inform engineering educators of how the project was implemented and to highlight some of the educational issues which this type of experience raised. Of particular interest to educators are issues associated with the functioning of some of the student groups and the opportunities provided by projects of this nature to establish strong links with industry. 相似文献
5.
Free De Backer Koen Lombaerts Tom De Mette Tine Buffel Willem Elias 《The International Journal of Art & Design Education》2012,31(1):53-66
Despite a more prominent role of arts education in the school curriculum, artistic creativity does not occur to a great extent in primary school practice. More opportunities for teachers to strengthen their know‐how in the field of artistic creativity can therefore be considered important. Arts education projects focus on pupils' development of creativity by means of introducing artists with their divergent working methods into primary schools. Beside fostering pupils' creative openness and skills, arts education organisations aim to transfer artistic enthusiasm to teachers in each project. Collaboration with artists can encourage teachers' artistic creative work. New working methods, techniques or ways of experimenting are more likely to be adopted in daily teaching practice when the project duration consists of several years. However, most projects are short‐lived and the means for a long‐term project policy are limited. Consequently, results in the area of sustainable outcomes concerning artistic creative work with teachers are limited. To create a long‐term view, the availability of financial resources is an important condition in order to realise a mentality change towards artistic creativity in education. Finally, continuing debate with several participants about making artistic creative work sustainable remains necessary. 相似文献
6.
Diane Reay 《Gender and education》1990,2(1):37-48
The gender project I have been involved in was a practical response to theoretical concerns regarding the impact of the hidden curriculum and sex stereotyping in primary schools. The aim of the project was primarily to improve the level of achievement of the girls. Equally important was a desire to broaden curriculum experience into non‐stereotypical areas for both boys and girls. Unlike similar projects, Preston School's single sex groups were monitored throughout their duration. Consequently there are substantially more data on the attitudes of teachers, girls and boys towards gender than are normally available for such projects. This article constitutes an attempt by one of the teachers involved to evaluate the efficacy of Preston School's initiative within a theoretical framework that explores the wider issues of gendered subjectivity, male sexism and female self‐depreciation. 相似文献
7.
This paper discusses the effects of the type of project undertaken for a community practice course on preservice teachers' conceptualization of service learning. The goal of the projects is to enable participants to engage with service practice in a reflective manner. Through the examination of the reflective logs kept by students using Butin's framework and by comparing the themes that emerged, it was found that differences in the experiences of students, which reflected the project content and the characteristics of the children being served, created different learning outcomes for each group of students. 相似文献
8.
KAI JAKOBS CLAUDIA POPIEN ULRICH QUERNHEIM RÜDIGER VERMÖHLEN 《European Journal of Engineering Education》1993,18(2):129-136
This paper describes the experiences gathered at Aachen University's computer science department while running one of the first TEMPUS projects. An outline of the historical background is followed by a brief introduction to the TEMPUS programme as such. The aims and goals of our project, BASCULE, are then described in more detail. Finally, we discuss the lessons we have learned. 相似文献
9.
Judy Peters 《Educational Action Research》2013,21(4):535-556
A number of recent professional development projects in Australia have expected teachers to engage in action research as a process for professional learning and educational reform. This study investigated the experiences of ten teachers from one school who spent a year undertaking action research projects as part of the Innovative Links Project. The author was a participant observer in the study in her role as the school's ‘academic associate’ for the project. In this article, the project's expectations of the teachers are examined to reveal the extent to which they were based on realistic assumptions about the conditions within which the teachers worked as they tried to achieve them. 相似文献
10.
Jim Weiler 《Educational Action Research》2013,21(3):413-436
Zimbabwe's Belvedere Technical Teachers' College requires students to complete a Curriculum Depth Studies (CDS) project investigating some aspect of their teaching. The Professional Studies (PS) section at the college is undergoing an action research project to improve how students are prepared for and supported in doing their CDS projects. At the same time, the section is promoting action research as a model for the students' projects. By participating in the process that they are advocating, PS section lecturers examined the complexities of doing action research. The college-wide dialogue reflects the deep thinking, tensions and contradictions involved in the process 相似文献
11.
《International Journal of Educational Development》2001,21(5):417-431
The purpose of this paper is to provide some lessons for policy makers who are involved in implementing TVET projects in the developing world. It presents the findings of a study of 19 projects which were implemented in Jamaica, and in The Gambia, over the 1980 to 1996 period. A case study method was adopted, involving semi-structured interviews with key officials in each country and the collection of appropriate policy documents. The study was specifically concerned with identifying the role played by overseas aid agencies and the corresponding impact of depending on foreign consultants and project components obtained from the developed world. Overall, it found that this dependence could have a negative impact, both on a project's implementation and on its long term sustainability. Furthermore, the study illustrates how different types of dependency manifest themselves at various stages in the life cycle of TVET projects funded by overseas aid agencies. The paper concludes by suggesting steps that might be taken to reduce the likelihood of dependency being an influential factor in the implementation of future TVET projects. 相似文献
12.
Tamara Chowdhury 《European Journal of Engineering Education》2013,38(4):452-467
Senior design courses are a core part of curricula across engineering and technology disciplines. Such courses offer Construction Management (CMG) students the opportunity to bring together, assimilate and apply the knowledge they have acquired over their entire undergraduate academic programme to an applied technical project. Senior or Capstone design course engages students in a real-world project, enhance leadership development, and prepare to manage and lead project teams. The CMG programme's multidisciplinary approach at Alabama A&M University, combines essential components of construction techniques with concepts of business management to develop technically qualified individuals for responsible management roles in the design, construction and operation of major construction projects. This paper analyses the performance of the students and improvement due to the interaction with the faculty advisors and industrial panel during the two semester Capstone project. The results of this Capstone sequence have shown a continuous improvement of student performance. 相似文献
13.
14.
L. PINTELON L. GELDERS C. VAN DER HEYDE 《European Journal of Engineering Education》1997,22(4):435-444
Developing analytical and organizational skills to handle real-life decision problems is an explicit objective of the postgraduate programme in Industrial Management at KU Leuven. Because the final test is in eating the cake, a system of field research for the Master's thesis project was developed. In recent years, this project activity has been reshaped according to our total quality management policy, leading to a professional approach of selecting, conducting and evaluating these projects. This paper elaborates on this experience and describes the added value to the pedagogical process. 相似文献
15.
Keith Topping 《教育心理学》1987,7(2):133-145
Abstract In the context of a large scale dissemination project, ten different peer tutor projects were conducted, and procedures and outcomes are reviewed in this paper. Pre‐and post‐test data are reported for all studies, while four studies also have baseline data and two studies have comparison group data. Two studies have follow‐up data for the short and long term respectively. The evidence reviewed suggests that peer tutored paired reading accelerates children's reading progress, with peer tutors gaining more than tutees. 相似文献
16.
《牛津教育评论》2013,39(3-4):437-449
In his empirical study of educational research, James Tooley claims to have uncovered 'partisanship' in the 'focus content and argument of educational research'. The purpose of this paper is to suggest that Tooley's study is simply one more manifestation of the failure of many educational researchers to take account of the extensive theoretical and methodological developments that have occurred over the last four decades in the political and social sciences. It is suggested that a debate about partisanship and educational research which took these developments seriously would not be a narrow debate in which researchers with right wing affinities try to score political points against researchers of the left. Instead, it would be a more intellectually rigorous and theoretically informed debate about the complex relationship between educational values and political beliefs on the one hand and research methodologies and practices on the other. 相似文献
17.
《Journal of Teaching in Social Work》2013,33(3-4):147-163
Abstract As a second article in a series devoted to an ongoing evaluation of our antiracism field project, a controversial assignment rooted in our Smith College School for Social Work's antiracism commitment, this paper focuses on the review of 128 assignments completed between September 1998-August 2000. A thematic analysis of these projects revealed interesting findings regarding the types of projects, population served, race of student, institutional receptivity, factors that enhanced or impeded student learning, obstacles encountered and degree of collaboration. Specific case examples are included that illuminate the complexity of the processes involved in learning skills utilized in antiracism work. 相似文献
18.
Terhi Saaranen Kerttu Tossavainen Hannele Turunen Paula Naumanen 《Educational Research and Evaluation》2013,19(1):17-52
This article reports on school staff's and occupational health nurses' development project (2001 – 2004), which aimed to promote school staff's occupational wellbeing by activities to maintain the ability to work in 12 comprehensive schools in Finland. The effects of the project were evaluated based on a follow-up study questionnaire presented to the staff (n = 141) in the years 2002 and 2004. During the 2 years of development, the staff's satisfaction with the activities to maintain their ability to work notably increased. Positive development was also seen in the different aspects of occupational wellbeing (working conditions, working community, worker and work, professional competence). These results cannot be generalized widely, but they can be considered as suggestive in comparable situations. Consequently, the portrayal of the development project and the results of the staff's evaluations are valuable in planning projects concerning occupational wellbeing for school and other working communities. 相似文献
19.
Lyn Yates 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):329-338
This article addresses Making the Difference (Connell et al., 1982) as a research project, in the specific context of Australian education and Australian sociology. It argues that the form of its research and writing have been as influential as the argument itself, and illustrates these themes by comparing that project of the early 1980s with two more recent Australian projects of the late 1990s. It is suggested that Making the Difference was successful in illustrating class and culturally based inequalities in the form of Australian schooling, and in illuminating some gendered processes of that schooling, but that its proposal for an 'organic working class curriculum' was difficult and utopian in conception, and quickly overtaken by broader interests in school 'effectiveness', and political moves to 'third way' policies rather than class war. It is argued that the Queensland New Basics project illustrates some of the lessons of engagement and communication offered by Making the Difference , and also the pragmatism of this new political context; and that the longitudinal 12 to 18 Project attempted to build on insights about class and gender of the earlier work, but with attention to some of the limitations of the type of focus on class of that work. 相似文献
20.
Changing Research Perspectives on the Management of Higher Education: Can Research Permeate the Activities of Manager‐Academics? 总被引：1，自引：0，他引：1
Rosemary Deem 《Higher Education Quarterly》2006,60(3):203-228
The paper considers whether, and if so how, research evidence can permeate the world of higher education (HE) management in publicly funded institutions. The paper explores the author's experience of two recent research projects (1998–2000 and 2004) on aspects of managing UK HE institutions and issues arising from the preparation of the HE element of a third study of leadership and public service change agendas in education and health during 2004. Despite the topicality in education and other public services of debates about evidence‐based practice, there is little indication that this debate has permeated HE management qua management. The paper utilises Bourdieu's work on academics and social and cultural capital to explore why manager‐academics may resist taking the findings of research seriously in relation to their own work. It is suggested that, where there is reluctance to learn from research, this may reflect the changing nature of HE, the status of HE research as an academic field and form of academic capital and the relative paucity until recently of training in management for most UK manager‐academics. 相似文献