The Million Dollar Difference and 21st Century Teaching Skills Project     

Debi Moon  Pamela Moolenaar-Wirsiy 《Community College Journal of Research & Practice》2013,37(11):888-889

With a limited budget, but a critical need to develop 21st century marketplace skills, Georgia Perimeter College (GPC) developed the Million Dollar Difference Campaign. Focusing on how quality instruction affects retention and student outcomes, GPC re-energized a 1000-faculty workforce in one year through a series of innovative teaching strategies. Data were collected that proved the campaign worked.  相似文献   

Interactions of latent variables in structural equation models     

Kenneth A. Bollen  Pamela Paxton 《Structural equation modeling》2013,20(3):267-293

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Framing the Role of Leader: How Community College Presidents Construct Their Leadership     

Pamela L. Eddy 《Community College Journal of Research & Practice》2013,37(9-10):705-727

ABSTRACT

Presidents are one of the most studied of administrative roles, yet little research occurs on understanding how these leaders construct their own leadership. Thus, the question guiding the research reported here concerned how community college presidents cognitively framed their leadership roles. This study involved the interviewing of 9 community college presidents. Findings uncovered 3 themes. The first theme identified how the presidents' underlying mental maps guided decision-making and leadership on campus. The second theme linked the basic cognitive orientation of the presidents with on-going situated cognition in their new work settings. Learning evolved based on environmental factors. The final category highlighted the dynamic and changing nature of the presidents' leadership role. The findings from the research reported underscore that college presidents are constantly learning and adjusting their conceptions of leadership. The foundation of this learning journey was each president's core schema and how the schema influenced the processing of new incoming information, ultimately impacting how the leaders made sense of it. While the college presidents were predisposed to a particular way of processing information and operating within an organization, they learned from their changing contexts.  相似文献   

Creating Quality Assurance in Curriculum: Theory and Practice at a Canadian Community College     

Pamela MacAskill  James Goho  Robert Richard  Kirsten Anderson 《Community College Journal of Research & Practice》2013,37(12):939-958

Quality Assurance in Curriculum is a customized solution to the problems of assuring curricular quality in a dynamic community college environment. It was designed by Red River College, a large, comprehensive community college in Western Canada, to address academic cross-jurisdictional issues in establishing and verifying curriculum. It is a system based on current theory in educational quality, and it uses a three-stage methodology incorporating a variety of survey, planning, and consultation techniques. Benchmarked data figure prominently in assuring academic program curricular conformance is measured according to accepted college mission and accepted standards. Initiated in 2000, each stage of the Quality Assurance in Curriculum strategy has moved from initial concept to preliminary trials through acceptance to full implementation across all academic faculties of the community college.  相似文献   

Strengths-based reading assessment for deaf and hard-of-hearing students     

Pamela Luft 《Psychology in the schools》2020,57(3):375-393

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Gender-Specific Linkages of Affective Social Competence With Peer Relations in Preschool Children     

Julie C. Dunsmore  Ryoichi J. P. Noguchi  Pamela W. Garner  Elizabeth C. Casey  Naureen Bhullar 《Early education and development》2008,19(2):211-237

Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills.  相似文献   

Reconceptualizing Validity for Classroom Assessment   总被引：2，自引：0，他引：2  

Pamela A. Moss 《Educational Measurement》2003,22(4):13-25

This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theory and hermeneutics to complement and challenge conventional theory. To illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theory is discussed.  相似文献   

Creativity and performativity: Counterpoints in British and Australian education   总被引：1，自引：0，他引：1  

Pamela Burnard  Julie White 《British Educational Research Journal》2008,34(5):667-682

This article explores the complex interplay of power between performativity and creativity agendas—a mutual tension that resides in British and Australian education. Accountability constraints and conflicting policy debates are problematised against the wider imperatives of similar government agendas. This ‘counterpoint’ of freedom and control has significant implications for pedagogy and, through accommodating performativity, teacher agency and professionalism are under threat. The authors propose a ‘rebalancing’ where pedagogy transforms from a site of struggle for control, to one where a higher trust is placed in teacher professionalism. The idea of ‘rebalancing pedagogy’ offers a way for teachers to navigate and be supported through the opposing demands of performativity and creativity. It acknowledges the importance of teacher agency and where teaching is judged against the characteristics of a systemic approach that facilitates the building of creative learning communities capable of supporting any curricula or content‐focused programmes in and beyond schools.  相似文献   

Question‐posing and question‐responding: the heart of ‘Possibility Thinking’ in the early years     

Kerry Chappell  Pamela Burnard  Teresa Cremin 《Early Years: An International Journal of Research and Development》2008,28(3):267-286

Drawing on research that sought to explore the characteristics of ‘Possibility Thinking’ as central to creativity in young children's learning, this paper considers question‐posing and question‐responding as the driving features of ‘Possibility Thinking’ (PT). This qualitative study employed micro‐event analysis of peer and pupil–teacher interaction. Events were sampled from two early years settings in England, one a Reception classroom (4‐ to 5‐year olds) and the other a Year 2 classroom (6‐ to 7‐year olds). This article arises out of the second stage of an ongoing research programme (2004–2007) involving the children and practitioners in these settings. This phase considers the dimensions of question‐posing and the categories of question‐responding and their interrelationship within PT. Three dimensions of questioning were identified as characteristic of PT. These included: (i) question framing, reflecting the purpose inherent within questions for adults and children (including leading, service and follow‐through questions); (ii) question degree: manifestation of the degree of possibility inherent in children's questions (including possibility narrow, possibility moderate, possibility broad); (iii) question modality, manifestation of the modality inherent in children's questions (including verbal and non‐verbal forms). The fine‐grained data analysis offers insight into how children engage in PT to meet specific needs in responding to creative tasks and activities and reveals the crucial role that question‐posing and question‐responding play in creative learning. It also provides more detail about the nature of young children's thinking, made visible through question‐posing and responding in engaging playful contexts.  相似文献   

Examining Online Instruction in Undergraduate Nursing Education     

Luann Christianson  Drew Tiene  Pamela Luft 《Distance Education》2002,23(2):213-229

Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing.  相似文献