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[编者按] 亚历山大·罗米斯佐夫斯基博士(Alexander Romiszowski)是美国雪城大学教学设计、开发和评估系的教授,国际知名的教育技术学家,远程教育理论家和思想家,他的著作在很大程度上影响了教育技术和教学设计领域的界定. 相似文献
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Alice Sterling Honig 《Early Childhood Education Journal》1989,17(2):35-38
Conclusion Commitment to excellence in quality preschool education plus reach-out programs that help families enhance the learning careers of their children can ensure true TLC for every child born in America — Tender Loving Care in Total Learning Centers.Alice Sterling Honing teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member ofDay Care & Early Education.This research review is based on testimony presented May 1988 to Senator Ted Kennedy, Chair, United States Senate Committee on Labor and Human Resources on behalf of Senator Chiles's Early Intervention and Dropout Prevention Act of 1988, Bill S2034. 相似文献
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Rae Wahl Rohfeld Ph.D. 《Innovative Higher Education》1991,16(1):49-58
The increase of part-time adult students in Ed.D. programs calls into question the effectiveness and feasibility of the traditional, full-time residency. Adult education concepts provide a basis for designing an alternative residency which offers a quality academic and socialization experience. The Syracuse University alternative residency for the Ed.D. in Adult Education provides a model which can be adapted to other institutions and programs.Prior to joining the SU faculty, she had extensive experience as a postsecondary continuing education administrator. For almost three years she has been the Alternative Residency advisor for the Program's Ed.D. students. 相似文献
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The Ph.D. versus the Ed.D.: Time for a decision 总被引：3，自引：0，他引：3
In this study, U.S. institutions that offer doctoral programs in education were surveyed and institutional catalogues of the past decade were reviewed to determine trends regarding the Ph.D. versus the Ed.D. Results of the study showed that (a) there is no clear institutional movement toward one degree title or the other; (b) research universities are increasingly reluctant and comprehensive colleges and universities are increasingly likely to offer the Ed.D. as their only doctoral degree title, and (c) requirements for the two doctoral titles are remarkably similar, including competencies in research and statistics. Findings are discussed in relation to three common positions of those who favor the Ed.D. over the Ph.D.: (a) the professional school argument, (b) the unification argument, and (c) the autonomy argument. The article concludes with a call for increased national dialogue to strengthen the education profession by reducing confusion between its two doctoral degree titles.Russell T. Osguthorpe, Associate Dean of Brigham Young University's College of Education, has done research in special education, instructional design and technology, and teacher education. He is presently responsible for graduate programs, research, and technology in the College. Dr. Osguthorpe received his education at Brigham Young University. Mei Jiuan Wong, a doctoral candidate in the Department of Instructional Science, Brigham Young University, has done research on instructional design and technology and teacher education. She is currently completing her dissertation on decision making in instructional design. 相似文献
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Dian Walster 《TechTrends》2017,61(3):301-307
In this article I examine how intersections between information policy and social media affect professional ethics and instructional decision making as considered through the lens of professional development and continuing education. The discussion uses techniques from autoethnography such as personal narrative, figurative language and scenarios. Data are extracted from my field notes, observations and writings. My experiences as an instructor of information policy and as an academic with a Ph.D. in Educational Communication and Technology who teaches online courses to graduate professional learners are included. My conclusions are: (1) The formal information policies of social media platforms create an environment requiring instructors to apply professional ethics considerations when deciding how students will use social media platforms. (2) The informal information policies which students hold affect their responses to the information policies of social media platforms used for educational purposes. (3) Instructors can examine the intersections of information policies, professional ethics and student preferences to aid their instructional decision making regarding the integration of social media platforms into professional development and continuing education. 相似文献
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Faculty development in the United States 总被引：5，自引：0，他引：5
This report gives an overview of faculty development in the United States during the past 30 years and suggests what remains to be done before this movement becomes fully institutionalized in American higher education.Jerry G. Gaff is Vice President at the Association of American Colleges. His degrees are at DePauw University (A.B.) and Syracuse University (Ph.D.) with specialization in psychology. He helped pioneer the establishment of campus-based faculty development programs in the 1970s, has worked on improving undergraduate general education programs, and currently directs a new project to prepare future faculty members for their roles in teaching and service, as well as research. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
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现代远程高等教育质量与成效的思考 总被引：1，自引：0，他引：1
席洁 《宁波广播电视大学学报》2008,6(2):82-84
本文通过对现代远程高等教育质量的认识观、质量标准和评价进行了探析,比较全面地分析了影响现代远程教育质量的相关因素,就提高现代远程高等教育质量,从教育行政部门的管理、试点高校、教学模式、教学过程、教育评价等方面提出了应对措施。提高质量意识,加强全方位质量管理,是促进远程教育的持续健康发展的关键。 相似文献
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James M. Heffernan Ph.D. 《Innovative Higher Education》1977,1(2):111-123
This paper describes a fast-growing variety of programs that directly enable adult learners to pursue educational and career plans within their communities. Educational brokering serves an intermediary role between individual clients and the vast array of educational resources in a region. This paper considers the missions of brokering—advisement, assessment, and advocacy—its organizational arrangements, and the sources of its support and development. Specific successes and impacts of brokering are presented, as is the importance of the brokering idea to several larger public policy issues. Efforts currently underway to expand brokering activities on a national level are also discussed.Dr. Heffernan is an Assistant Professor in the Department of Higher/Postsecondary Education at Syracuse University and is Coordinator of Research and Editor of theBulletin of the National Center for Educational Brokering. He has been assisted in the preparation of this article by Francis U. Macy and Donn F. Vickers, Director and Associate Director, respectively, of the National Center for Educational Brokering, 405 Oak Street, Syracuse, New York 13203. 相似文献
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This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development training. Respondents’ ratings on reasons for continuing teaching revealed that four key-specific factors were the main influences for continuing to teach, namely intrinsic reasons, extrinsic reasons, job perception, and extended reasons. Further analysis indicated that their reasons for teaching were correlated with specific incentives for attending the professional development training, with teachers’ instructional beliefs, and with professional development programme outcomes. Study results are discussed in relationship with teaching motivation and implications for teachers’ professional growth. 相似文献
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吴维维邵光华 《宁波大学学报(教育科学版)》2018,(4):38-046
美国密歇根州立大学小学教育专业以培养卓越教师为目标,以全面综合的课程设置为优势,以富有成效的见习实习制度为特色,铸造了密歇根州立大学小学卓越教师培养的神话。在课程设置上,综合学习与写作课程,奠定卓越基础;计划课程结合主修学科课程,搭建卓越脚手架;教师教育课程,锻造卓越锋刃。借鉴密歇根州立大学小学卓越教师培养,建议从国家层面制定我国卓越教师专业标准,从高校层面改善小学教育专业课程结构,增强实习的专业性。 相似文献
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This paper presents a model dealing with the teacher as manager of self‐directed and interactive learning programs and discusses the value of this model for educators working within continuing and professional education contexts. It provides a framework for the planning, implementation and evaluation of learning programs which promote self‐directed and interactive learning and comprises an outline of phases of learning programs and the roles of teachers (and learners) in these programs. Major goals related to the process of continuing and professional education today include: promotion of the learners’ ability to work and interact effectively together, fostering their commitment to lifelong learning and development of their self‐directed learning skills. The model presented in this paper is a means of promoting the achievement of these goals. It emphasises the development of skills of independence, self‐direction, interaction, communication, leadership, group membership and conflict resolution. Such skills can be transferred to the workplace to enable adults to accomplish their tasks effectively, achieve their goals, work co‐operatively in teams as leaders and team members and take greater responsibility for their work and continued learning. 相似文献
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Todd A. Gravois Steve Knotek Leslie M. Babinski 《Journal of educational and psychological consultation》2013,23(1-2):113-132
The continuing education of current practitioners as consultants is an area requiring both practical consideration and further research. The Instructional Consultation Team (IC-Team) Consortium represents a comprehensive, statewide effort to systematically train a diverse group of educational practitioners as instructional consultants within the context of a team service delivery model. This article describes the IC-Team Consortium and summarizes the empirically based professional development process used to support practitioners' consultation skill development and application. The article summarizes the multi-tiered system of professional development that includes an intense introductory training of consultation skills followed by a structured process of coaching during application. In addition, the article describes the use of the IC-Team as an arena for team members' continued development of consultation skills. 相似文献
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In this paper, we sought to address the following research question: What knowledge and skills are needed by instructional designers in higher education to be successful in their roles? We interviewed eight instructional designers from across the United States, all working for institutions of higher education. Using the constant comparative method, we analyzed our data to identify relevant themes. Our results suggest that instructional designers in higher education must have a solid foundation in instructional design and learning theory, possess soft skills and technical skills, and have a willingness to learn on the job. Most instructional designers felt their academic backgrounds assisted them with their job roles, and, in particular, valued their professional experiences. Instructional designers in higher education must also keep abreast of multiple emerging information and communication technologies. We provide a discussion to synthesize our findings. The findings are relevant to professionals, professional academic programs, and professional associations. 相似文献
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Although most social work continuing education units operate within stable academic institutions, this stability does not extend to the operation of these units. The greatest impediment is the demand by university administrators that the units operate on a pay as you go basis and turn any surplus revenues to the university for its discretionary use. In trying to meet university conditions while maintaining high standards of service, the units face several difficulties including competition from private providers, high costs, fewer sponsors, and indifferent faculty.In funding and budgeting the units for continuing education, universities tend to ignore two key arguments. The first is that CEP provide public services with spill over effects that add indirect demand to the demand expressed through registration. The second is that building quality into professional programs requires long term investments that forego immediate profits.Because continuing education programs are an image of their profession, social work programs need to correspond to the profession they serve, a profession that produces public goods (and services) while seeking to assure quality within non-profit environments. Unless universities assume a lead role in supporting these efforts through new approaches, continuing education programs will only be partially successful in fulfilling their mission. 相似文献
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Bev Williams 《Teaching in Higher Education》2013,18(1):85-98
Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. 相似文献
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Robert C. Pianta Andrew J. MashburnJason T. Downer Bridget K. HamreLaura Justice 《Early childhood research quarterly》2008
As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of MyTeachingPartner (MTP), a web-based system of professional development resources, that include video exemplars and web-mediated consultation on specific dimensions of interactions with children for 113 teachers in a state-funded pre-k program. Teachers assigned to receive on-line consultation and feedback targeted to their interactions showed significantly greater increases in independent ratings of the quality of interactions than did those only receiving access to a website with video clips. The positive effects of consultation were particularly evident in classrooms with higher proportions of children who experienced economic risks. Implications of these findings for models of professional development and widespread needs for teacher access and support are discussed in relation to the effectiveness of early education. 相似文献
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以云南农业大学继续教育的发展改革为例,论述普通高校在当前继续教育生源竞争激烈、办学成本攀升、教学质量认可度下滑的不利局势下,以规范办学、依法办学为原则,加大内联外合办学力度,充分整合和发挥校内外教育资源的优势,在学历教育和非学历培训教育两个方面形成具有自身特色的继续教育办学体系,创立符合自身实际发展的办学模式;通过修订完善工作量核算办法激励各方办学积极性,提高经费管理使用效益;通过推行网络科技助学等方式,多维度提升教育质量和办学效益;通过多途径开展教学改革与创新,拓宽办学思路,持续推进继续教育健康规范发展,切实为农业和农村基层培养实用型专门人才,积极发挥农业高校继续教育服务社会、构建终身教育体系的人才培养功能。 相似文献
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Jimmy Frerejean Jeroen J.G. van Merriënboer Paul A. Kirschner Ann Roex Bert Aertgeerts Marco Marcellis 《European Journal of Education》2019,54(4):513-524
Objectives‐based instructional design approaches break down tasks into specific learning objectives and prescribe that instructors should choose the optimal instructional method for teaching each respective objective until all objectives have been taught. This approach is appropriate for many tasks where there is little relation between the objectives, but less effective for teaching complex professional tasks that require the integration of knowledge, skills, and attitudes and the coordination of different skills. For the latter, a task‐centred approach that starts designing instruction from whole, real‐life tasks, is more appropriate. This article describes one task‐centred instructional design model, namely the Four‐Component Instructional Design (4C/ID) model and illustrates its application by reflecting on three educational programs in higher education designed with 4C/ID. The first case presents a design for a course that focuses on the development of mobile apps at the Amsterdam University of Applied Sciences in the Netherlands. The second case illustrates the integration of information problem‐solving skills at Iselinge University of Professional Teacher Education, a teacher training institute in the Netherlands. The third case is an example from general practice education at the KU Leuven, Belgium. Future developments and issues concerning the implementation of task‐centred educational programmes are discussed. 相似文献