Team building. Is it necessary?     

Len Ainsworth  George Seifert 《Performance Improvement》1984,23(2):15-17

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Moderating Possibly Irrelevant Multiple Mean Score Differences on a Test of Mathematical Reasoning     

Martha L. Stocking  Thomas Jirele  Charles Lewis  Len Swanson 《Journal of Educational Measurement》1998,35(3):199-221

A pool of items from operational tests of mathematical reasoning was constructed to investigate the feasibility of using automated test assembly (ATA) methods to simultaneously moderate possibly irrelevant differences between the performance of women and men, and African American and White test takers. None of the artificial tests exhibited substantial impact moderation, although the estimated mean scaled score differences for the relevant population indicated a modest move in the intended direction: the difference between scaled score means was reduced by about 20% for women and men and about 9% for African American and White test takers. Although many issues in the implementation of this methodology remain to be solved, the consideration of impact in ATA, along with the maintenance of the detailed test plan, appears to be a potential method of moderating possibly irrelevant mean test score differences.  相似文献   

Editorial     

Len Stewin Ph.D. 《International journal for the advancement of counseling》1994,17(1):1-1

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The Australian law of copyright and its application to distance education     

Len Moore 《Distance Education》1987,8(1):18-37

This paper deals with the statutory protection of copyright in works created in the course of employment with illustrations of copyright in employer institutions. Distance teachers and their employers — universities, TAFE colleges, schools and colleges of advanced education — are all subject to the law of copyright in making, reproducing and distributing teaching materials. Copyright protection under the Commonwealth Copyright Act, 1968 and Amendments (1980), (1984), is given to literary, dramatic, musical and artistic works as expressions by authors of their creativity. International copyright conventions apply in Australia. Educational institutions are prohibited from ‘authorising’ the making of infringing copies. Certain dealings by educational institutions with hard copy or software materials do not constitute breach of copyright.  相似文献   

Data-driven assessment of teacher candidates during their internships in deaf education     

Roberson L  Woolsey ML  Seabrooks J  Williams G 《American annals of the deaf》2004,148(5):403-412

Deaf education teacher training programs have received criticism for graduating students with gaps in knowledge and skills required for specific placements. The National Council for Accreditation of Teacher Education (NCATE) requires that accredited programs engage in self-study, and NCATE guidelines require programs to collect valid, reliable evidence of teacher candidate performance and candidates' effect on student learning. In the present study, an ecobehavioral assessment computer program, MS-CISSAR (Mainstream Code for Instructional Structure and Student Academic Response), was used in evaluations of 8 teacher candidates during internship experiences. Results were mixed. Some of the instructional arrangements, teaching behaviors, and student responses resembled those found in studies using in-service teachers as subjects; however, some data revealed a need for changes in instruction. Data gathered with MS-CISSAR could be added to evaluations to help training programs meet NCATE requirements for evidence on teacher candidate performance and candidates' effect on student learning.  相似文献   

Management development: Some current thinking     

Joseph P. Yaney  John R. Darling  C. Len Ainsworth 《Performance Improvement》1985,24(2):9-12

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Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective     

Bronwen Deacon  Melissa Laufer  Len Ole Schäfer 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):441-466

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.

Practitioner notes

What is already known about this topic

• Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
• However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
• There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.

What this paper adds

• This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
• This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
• This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.

Implications for practice and/or policy

• Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs.
• Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
• The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.

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