共查询到20条相似文献，搜索用时 31 毫秒
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Natalie C. Simpson Philip G. Hancock 《Decision Sciences Journal of Innovative Education》2011,9(2):235-253
This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities. 相似文献
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Linda A. Reddy Ryan J. Kettler Alexander Kurz 《Journal of educational and psychological consultation》2015,25(2-3):90-108
The United States is in an era of high-stakes evaluation of educators (i.e., teachers and principals), the results of which are used to inform human capital decision making (i.e., recruitment, hiring, retention, and dismissal), which in turn impacts school capacity and student learning. The present article describes the School System Improvement (SSI) Project, a school-wide educator evaluation initiative that includes 22 high-poverty schools. The primary goal is to present the Year 1 planning for implementation of educator evaluation, highlighting the use of system consultation for planning. The SSI Project team includes researchers in school psychology and special education, school administrators, and teachers. The project aims to implement a multimethod educator evaluation system that generates scores for informing targeted, evidence-based professional development. Project goals are to increase educator competencies that lead to improved student achievement. Finally, directions for training and recommendations for future school reform are presented. 相似文献
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This paper critiques a recent initiative arising from the British Government's National Literacy Strategy for secondary schools. The initiative focuses on Drama within the English curriculum for 11–14‐year‐olds (Key Stage 3). Taking issue with the imposition on Drama of the objectives‐led curriculum model of the Key Stage 3 Framework for teaching English, I examine whether the ‘focus on Drama’ during 2003/04 has led to a higher profile for Drama within English and facilitated curriculum collaboration between English and Drama teachers, as claimed. The article draws on evidence from a small‐scale research project involving student teachers of English and Drama on teaching practice in London schools. I conclude that the KS3 Framework model of curriculum development and training does not promote collaboration in English and Drama teaching that is genuinely creative, and I identify some approaches which could offer an alternative. 相似文献
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Deborah Nicholson 《Literacy》2006,40(1):11-21
This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9–11‐year‐olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer ( Barrs and Cork, 2001 ). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored. 相似文献
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Effects of Collective Efficacy,Teamwork Attitudes,and Experience on Group Project Performance: Comparisons Between 2 Food Science Courses 
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下载免费PDF全文 The relationship between past teamwork and task‐related experiences, attitude toward teamwork, collective efficacy, and task performance among undergraduates (N = 298) assigned to group projects (N = 48) in 2 different Food Science courses was examined. The results of survey data collected at the beginning and end of the projects showed that past teamwork and task‐related experience predicted individual student efficacy at the end of the project, and that starting efficacy, but not attitudes toward teamwork, mediated that relationship. Convergence over time among team members’ efficacy, and diversity of past task‐related experiences was positively related to project grade, whereas diversity in past teamwork experiences was negatively related to project grade. The relationship between past experiences, attitude toward teamwork, efficacy, and grades did not differ between the 2 courses. Implications for practices of implementing group class projects are discussed. 相似文献
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Inge Breidler 《Cambridge Journal of Education》1999,29(3):367-377
This paper reports a case study of an Austrian primary school, one of 22 schools which took part in the two year (1996‐98) pilot phase of the Ecologisation of Schools programme initiated by the Federal Ministry of Education and the OECD. The report covers the aims of the project, the school's first cooperative steps, the progress made during the project and the outcomes for the school. Schools in the project could call on members of the OECD team for guidance, and the author, herself a member of the Austrian OCED team, discusses her role as project facilitator. 相似文献
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With performativity and evidence-based teaching, the development of action research (AR) by teachers brings tensions and challenges as teachers move outside their comfort zones and question their practice. This article draws on a small-scale research study developed with teachers. It was funded as part of a professional development initiative by a Teaching School Alliance to support partner schools with university support to build teacher-led systematic research into everyday practice. The dataset combined interviews with teachers about their motivations and experiences, field notes from the sessions, the teachers’ final written reports and their evaluation surveys about the project. This article offers a unique perspective on teachers as researchers in a new age of work-based AR with the risk of research by teachers in schools being regarded as part of an uncritical ‘tick box’ performative and celebratory culture. However, the authors argue that teacher research can contribute to a transformational approach to professional development working as an antidote and a source of (re)professionalization based on the outcomes of collaboration, reflection and attention to the singularity of their ‘contexts-for action’ and specific pupils’ needs. 相似文献
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Michael F. Bosco 《Computer Science Education》2013,23(2):117-130
Teaching software engineering (SE) is a difficult but critical task, whether students are undergraduates, graduates, or professionals. Most designs of undergraduate courses are based on a large project. During this project, students apply methods that have been introduced during lectures. Project schedules usually follow life cycles corresponding to the steps that lead to the creation of new pieces of software. My intention is to analyze the difficulties that occur in SE undergraduate courses and to propose a method to improve course quality and to meet with industrial needs that are more reusability‐ and maintenance‐oriented. This article outlines a typical course and some of its weaknesses. Then, it proposes changes and discusses a different way of teaching SE based on the following ideas:
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Apply a reverse engineering life cycle that starts by making students deal with code, and, step by step, parts of design, specification, and requirement documents. This phase aims to motivate students, to make them critical of existing software, and to teach them norms, methods, and standards.
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Make students follow the usual feedback‐directed life cycle to complete the software they have analyzed during the first phase.
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Pete Strauss 《Educational Action Research》2013,21(1):29-40
ABSTRACT Our aim in this article is to analyse the research process developed in the ANTEC project (The Application of New Technology in Science Teaching) both by the university research team that promoted the project and the groups of teachers that participated in it. We attempt to provide answers to the following questions. Can we characterise the research carried out as being action research? Or should the process rather be considered as being ‘classroom case‐studies'? And lastly, supposing that teachers really did manage to write something resembling classroom case‐studies, what relation was observed between the action research process and the process in which the classroom case‐studies were produced? In order to answer these and other questions we delve into the history of the events that probably occurred during the 3 years that the project lasted – at least, that is, from our own point of view (the authors were themselves involved in the research team in their respective capacities of project director and research collaborator). 相似文献
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As commonplace as teams are in today's organizations, so too are the frustrations reported by members of many teams. Some of this frustration may be attributed to the lack of organizational support for team efforts. In this article, we draw on Kolb's components of clear direction and accountability, appropriate staffing and training, adequate information and resources, and rewards for team effort to describe and discuss a framework that was developed to support a series of 29 project teams. We use case study methodology to examine a university‐community initiative designed to increase collaboration between members of a university community and stakeholders external to the university. This design resulted in a continuous learning and feedback cycle that encouraged reflective thinking and improvement in procedures and outcomes. The focus is on the framework that was developed and executed to select, support, and evaluate these teams. 相似文献
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The creation of a federal Safe Schools/Healthy Students (SS/HS) Initiative reflects a growing level of concern across the United States that many children do not feel safe at school, and that teachers must receive a new level of training to better equip themselves to manage a diverse student population. PROJECT BLUE was funded during the first phase of this initiative and proposed to provide students in its District with a range of services to improve school safety, decrease school violence, decrease alcohol and drug use, and improve student mental health. The local evaluation team collected information regarding project implementation and its impact on school safety, school climate, and teacher preparedness to manage student misbehavior. Selected results are highlighted in the article. However, the primary purpose of this article is to document lessons learned from the evaluation of this project. Lessons learned are presented in four areas: leadership, communication, system change efforts, and local evaluation of federal initiatives. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 515–529, 2003. 相似文献
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Howard K. Kalman 《Performance Improvement Quarterly》2016,29(1):51-69
This case study focuses on the relationship between evaluation and needs assessment and how both processes were integrated in one project. The project involved evaluating a 10‐year‐old ergonomics course. The course was one component of a broader organizational change initiative, aimed to reduce or eliminate on‐the‐job injuries. The success of the change initiative depended on applying knowledge from the course as well as other workplace variables, such as management commitment, plant communications, and the relationship between management and union labor. Robert Stake's (1967) countenance framework was modified to consider both instructional and performance issues in the research design. Data collection included observing the course, conducting focus groups with past course attendees who were ergonomic committee members, interviewing ergonomic teams in manufacturing plants, and reviewing course materials and other related documents. The findings illustrate the overlap between the needs assessment and evaluation processes. The discussion addresses how these labels can limit perception of the system of interest, the importance of adapting the research design to take advantage of naturally occurring organizational events, the value of integrating both needs assessment and evaluation perspectives, and the importance of differentiating evaluation and needs assessment recommendations. 相似文献
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The question “Can team development increase revenue?” was tested using regression analysis at a mega‐casino. The general manager implemented a strategic initiative to enhance revenue through exemplary customer service. Team development was selected as the vehicle for implementing this initiative. Performance improvement initiatives focused on qualitative team development outcomes that included the establishment of team pacts, team goals, and improved communications between management and employees. The team pacts and team goals included customer service agreements created by each team. The team pacts and team goals established performance goals that introduced concrete measurable performance outcomes. The creation of a feedback loop provided employee autonomy that assessed the quality of the team's efforts. This article defines team development, explains the researchers' processes, and concludes with quantitative evidence that supports the economic value of team development as a revenue enhancement tool. 相似文献
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Adena B. Meyers Renée M. Tobin Brenda J. Huber Dawn E. Conway Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128
In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice. 相似文献
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Tereza Markidou 《The International Journal of Art & Design Education》2019,38(4):902-915
This article reports on the findings of a series of participatory video art/documentary workshops designed and implemented to enhance understanding and collaboration between teenagers of diverse cultural backgrounds in the city of Pafos in the Republic of Cyprus. This research initiative was part of The Alien Trail (2017); a photographic project that explored the everyday life of refugees and migrants currently living in the island through the images of four distinguished photographers: Antoine D’Agata, Nikos Economopoulos, Bieke Depoorter and Nicolas Iordanou (Project Creator). The workshops were co‐designed by artists, educators and anthropologists in order to promote visual and multimodal communication amongst participants through short video and documentary making and collaborative drawing sessions. The findings of this practice highlight that teenagers were able to develop empathy and understanding by discussing and sharing meaning through exploring each other’s visual narratives. 相似文献
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This article discusses the first cycle of a whole-school behaviour initiative at a girls' secondary school in Malta. The aim of the project was to develop, implement and evaluate a whole-school plan of action which promoted good behaviour and effectively responded to challenging behaviour. A three-day in-service programme at the school led to the development of a plan reached by consensus amongst the whole staff. Once it was negotiated with the students, it was put into practice, with regular and continuous monitoring by the staff and students. An evaluation half-way through the scholastic year, showed a decline in the number of exclusions from school and an overall improvement in students' behaviour. Feedback from staff, senior management and students suggested that there was more positive behaviour at the school following the introduction of the behaviour project. The article examines both the process and the outcome of the first phase of the project and concludes with at attempt to delineate the key processes which made this initiative work. 相似文献
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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