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1.
ABSTRACT This paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between both senior teachers and teachers and high quality teaching and learning. Finally, the loose linkage between departments, and also between departments and senior management, provides little opportunity for a school‐wide approach to curriculum matters. It is evident that a whole‐school curriculum management perspective is absent in this school. 相似文献
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2007年6月底英国布朗政府执政后，对教育管理制度进行改革，将原有的教育和技能部重组并拆分成儿童、学校和家庭部及创新、大学和技能部。随之相关的职能也发生了变化，文章将在回顾英国教育部变迁历史的基础上，对新成立的两个部的职能进行简要介绍。 相似文献
3.
Dennis D. Hengstler Dale C. Brandenburg Larry A. Braskamp H. Richard Smock 《Research in higher education》1981,14(3):259-275
This study examined the usefulness of faculty ratings as a measure of departmental quality. Two hundred and thirty-three faculty members from six departments responded to two questionnaires relating to the department—the Department Evaluation Survey (DES)—and to the department head—the Administrator Evaluation Survey (AES). A factor analysis of the DES revealed three underlying dimensions: Satisfaction with the Department's Academic Environment, Satisfaction with the Department's Governance and Operating Procedures, and Satisfaction with Student Quality. The factor analysis of the AES identified only one underlying dimension. Both the DES and AES were found to be highly reliable and effective in discriminating among departments. Very high positive correlations were also found between selacted DES and AES items suggesting that the performance of the head plays a very important role in faculty perceptions of the departments, and vice versa. Faculty ratings would appear to be a useful initial criterion in evaluating a department or head. 相似文献
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Fred Nickols 《Performance Improvement》2010,49(8):21-26
This article presents the target model of human behavior and performance. The model is a closed‐loop, feedback‐governed view of human behavior and performance, which is to say it acknowledges that the performer controls his or her performance. The model provides a useful diagnostic framework for examining problems of human performance in the workplace. An example of its application is included. 相似文献
6.
Peter Davies Shqiponje Telhaj David Hutton Nick Adnett Robert Coe 《British Educational Research Journal》2009,35(1):65-81
The performance of departments has been largely neglected in previous studies of subject choice in secondary schools. This is a significant omission because analysis at departmental level enables a fuller assessment of the effects of competition and specialisation on pupil performance. This paper examines relationships between both absolute and value‐added measures of departmental performance and the likelihood of students being entered for examination in a subject. It examines these relationships with reference to four option subjects: French, German, Geography and History. It utilises data from an Economic and Social Research Council‐funded study which examined trends and patterns in departmental effectiveness using a sample of 664 schools which participated in the Yellis monitoring system for a minimum of five years during the period 1995–2002. 相似文献
7.
This article reports the development and validation of an integrated model of performance on a chemical concept - volumetric analysis. From the chemical literature a path-analytic model of performance on volumetric analysis calculation was postulated based on studies utilizing the proportional reasoning schema of Piaget and the Cumulative learning theory of Gagne. This integrated model hypothesized some relationships among the variables: direct proportional reasoning, inverse proportional reasoning, prerequisite concepts (content) and performance on volumetric analysis calculations. This model was postulated for the two groups of students involved in the study - that is those who use algorithms with understanding and those who use algorithms without understanding. Two hundred and sixty-five grade twelve chemistry students in eight schools (14 classes) in the lower mainland of British Columbia, Canada participated fully in the study. With the exception of the test on volumetric analysis calculations all the other tests were administered prior to the teaching of the unit on volumetric analysis. The results of the study indicate that for subjects using algorithms without understanding, their performance on VA problems is not influenced by proportional reasoning strategies while for those who use algorithms with understanding, their performance is influenced by proportional reasoning strategies. 相似文献
8.
Martin Merson 《Curriculum Journal》2013,24(3):295-305
SUMMARY This paper explores the influence of two government departments, the Department of Employment and the Department of Education and Science (now the Department for Education), on post‐16 provision during the last decade. In acknowledging the underlying move to vocationalizing the post‐16 curriculum and processes, two new concepts are introduced for distinguishing those policies intended for the short‐term control of entry to the labour market, regulatory vocationalism, and those longer‐term policies of anticipatory vocationalism intended to raise the skill and knowledge base of the workforce for an uncertain and highly competitive economic and employment future. The paper examines the main instruments of policy from A New Training Initiative: A Programme for Action (DE/DES, 1981) to Education and Training for the 21st Century (DES/DE, 1991), arguing that over the decade it has been the immediate social and political contexts which have largely determined policy towards post‐16 provision and therefore led to a period of superficially episodic initiatives. However, it is further argued that whereas the rhetoric of policy is shifting towards a longer‐term vision, the changes in education and training infrastructure are only compatible with short‐term concerns. 相似文献
9.
Timothy R. Brock 《Performance Improvement Quarterly》2009,22(3):37-48
Development research methodology (DRM) has been recommended as a viable research approach to expand the practice‐to‐theory/theory‐to‐practice literature that human performance technology (HPT) practitioners can integrate into the day‐to‐day work flow they already use to develop instructional products. However, little has been written about how it can be applied in a workplace setting to allow HPT practitioners to consider this research approach for adoption into their own activities. This article provides a real‐world application of the DRM to help close this literature gap. After providing background information to establish the case context, the article presents an overview of how this research approach was applied to an effort to develop and validate a new instructional design framework for potentially training National Aeronautics and Space Administration (NASA) astronauts for deep space exploration missions. The result of this case indicates that this research methodology provides a viable approach that HPT practitioners can integrate into their current practices to provide a practice‐based research baseline to contribute to the practice‐to‐theory/theory‐to‐practice literature. 相似文献
10.
Colleen T. Downs 《Assessment & Evaluation in Higher Education》2006,31(3):345-364
Performance of individual students in a tertiary level course is usually reflected in a final mark that determines their progress and transfer to higher courses. The contributions of different types of assessment to this final mark vary greatly within and between subjects in and between institutions. Performance of students in a first year course, Bioscience at the University of KwaZulu‐Natal, Pietermaritzburg (UKZN) was assessed to determine if there were any patterns emerging in the broad components that contributed to the final mark, namely the coursework, theory and practical examinations. Performance of students was compared in Bioscience 110 for the years 1995–2000 using Repeated Measures ANOVA. Students performed best in coursework. All students performed poorly in the theory examinations. In addition differential performance between students, particularly the performance of sub‐groups within the class was investigated. Of particular interest were English second language (ESL) students, and previous Science Foundation Programme (SFP) students. The latter are mainly previously disadvantaged Black students. All sub‐groups of students showed similar trends in performance in Bioscience assessment tasks and final marks. However, the SFP students' final marks were lower than the other sub‐groups, and showed a decreased performance for the same period. Most students, excluding SFP students, fell in the 50–59% category for the final Bioscience 110 marks obtained for the period 1995–2000. Theory examinations were investigated further, and were analysed in their component parts, namely multiple choice (MCQ), short questions and essay. Students performed best and consistently in MCQ. In contrast, students performed poorly in the short question and essay sections. Although the different ethnic sub‐groupings showed similar trends in performance, the SFP students showed the poorest performance. In particular, they scored lowest in the theory examinations where they performed more poorly than the other sub‐groupings in short questions and essays that require higher order cognitive skills. These patterns suggest that changes are required at the teaching, student and assessment interfaces. 相似文献
11.
Jesse Sostrin 《Performance Improvement》2011,50(8):17-23
This article presents a systemic, research‐based cause analysis model for use in the field of human performance technology (HPT(. The model organizes the most prominent barriers to workplace learning and performance into a conceptual framework that explains and illuminates the architecture of these barriers that exist within the fabric of everyday organizational life. The model has broad implications for HPT scholars and practitioners. 相似文献
12.
Ryan Watkins 《Performance Improvement》2007,46(1):7-13
Wanting to improve individual and organizational performance is a worthwhile ambition. Yet your success in accomplishing this relies heavily on the suitable selection, design, and development of performance technologies. Only when capable performance technologies are systematically aligned with the desired results of your organization and its partners will you achieve sustainable performance improvements. In this article, the first of a three‐part series, you will find a systematic process for initiating the design of a performance system that will accomplish useful results. From identifying the performance expectations of internal and external partners to justifying the performance objectives you establish as guides for future decision making, the systematic processes described in this article will provide you with the initial tools for successfully selecting an integrated set of performance technologies that have the capacity to accomplish valuable results. 相似文献
13.
D. M. Smith 《Educational studies》1986,12(2):213-222
The article considers current proposals for the contribution of central government departments towards the effective management of vocational education and training in The United Kingdom. Starting from some broad assumptions about the objectives of vocational education and training, an attempt is made to place discussions about what roles the Department of Education and Science and the Department of Employment/Manpower Services Commission should play in this field within the context of events that have occurred over the past forty years. Three alternative forms of management relationships are considered, two of which recommend the formation of a new department, either a Department of Education and Training or a Department of Employment and Vocational Training, while the third supports a refinement of present ad hoc inter‐departmental arrangements. After examining the perceived advantages and disadvantages of these proposals, it is suggested that a new central government management system is required in order to provide a more systematic response. The article concludes with the suggestions that such a system might have consequences for institutional change, individual freedom of choice and the improvement of opportunities for disadvantaged groups different from those that are usually predicted. 相似文献
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Thomas P. Gumpel 《Psychology in the schools》2007,44(4):351-372
We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that prosocial behaviors as well as inappropriate behaviors exist comorbidly in behavioral repertoires, supporting a performance rather than acquisition model of social competence difficulties. In Study 2, an ABAC design was used to examine the efficacy of a self‐management intervention with noncontingent (B) and contingent (C) reinforcement for three elementary aged boys with EBD. Generalization was demonstrated in natural settings for the contingent reinforcement phase only, but was not observed over time. Study 3 replicated Study 2's procedures using an ABAC multiple baseline across participants design with a sample of adolescents with varying degrees of mental retardation. Two of the three participants responded favorably to the self‐monitoring training and showed marked improvements in prosocial play skills during recess; for the third participant, no behavioral changes were observed. Results from all three studies are discussed from a social learning theory perspective. The efficacy of the data collecting procedure and implications of the results are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 351–372, 2007. 相似文献
16.
Emel Doğramaci 《Higher Education in Europe》1989,14(3):31-33
Starting off with a brief evocation of the origins of modern higher education in Turkey and the founding of Hacettepe University, the author proceeds to describe how the Department of English at this university spawned several other language‐related departments and eventually became itself the Department of Western Languages and Literatures. It is now subdivided into 5 units and subunits. Although the department itself is no longer a basic unit, it serves as testimony to the strength and the vitality of basic units. 相似文献
17.
Brad A. Dufrene Lauren Lestremau Kimberly Zoder‐Martell 《Psychology in the schools》2014,51(6):567-580
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings. 相似文献
18.
The process of building a culture of evidence involves using data to understand where students are experiencing problems, designing strategies for remedying those problems, implementing them, and then evaluating the effectiveness of those implemented strategies. This case study is about two programs that were implemented within the last two years at El Centro College of the Dallas County Community College District—in-class instructor-guided service learning and supplemental instruction—and the challenges in institutional research in building a culture of evidence. Both programs showed significant improvement in their respective measurements for general and developmental psychology classes. However, without an easy-to-use data collection, central repository, and analysis system, conducting the kind of institutional research that could inform improvements to program and institutional performance can be quite difficult. Across the institution, data entered at different times by multiple departments and the difficulties in extracting data from multiple systems were the major impediments to collecting standardized data. 相似文献
19.
Roger D. Chevalier 《Performance Improvement》2011,50(6):10-14
Training departments must earn the right to move from being training order‐takers and providers to improvers of individual and organizational performance using human performance technology. The starting point for this transition is providing quality training that produces measurable results of value to the organizations the departments serve. To earn this right to truly focus on improving workplace performance, training departments must build a reputation for conducting rigorous analysis followed by improved design, development, and implementation of training solutions that produce measurable results. Only then will their organizations be ready to allow them to expand their role. 相似文献
20.
Eileen D. Maeso 《Performance Improvement》2011,50(3):18-21
This article introduces a new international model that focuses on culture while including familiar elements of human performance technology (HPT). HPT adaptation for cultural differences is an essential part of our profession. We must be sensitive and flexible to succeed in an ever‐changing global environment. 相似文献