Images of school principals' information and communications technology leadership     

Dianne L. Yee 《Technology, Pedagogy and Education》2013,22(3):287-302

This article describes a qualitative study designed to investigate information and communications technology (ICT) leadership by considering the lived experiences of principals in 10 carefully selected ICT-enriched schools in Canada, New Zealand, and the United States. To encourage further discussion regarding the impact of ICT on educational leadership practice, I have outlined a framework that suggests eight categories of ICT leadership. Although this study focussed on principals of ICT-enriched schools, the practical wisdom of the study participants has potential to assist other educational leaders who are expected to ensure that ICT becomes a tool to enhance learning, teaching, and leadership.  相似文献   

Multiple Perspectives on Multiple Measures: An Introduction     

Dianne Henderson-Montero  Marc W. Julian  Wendy M. Yen 《Educational Measurement》2003,22(2):6-6

  相似文献   

Multiple Measures: Alternative Design and Analysis Models     

Dianne Henderson-Montero  Marc W. Julian  Wendy M. Yen 《Educational Measurement》2003,22(2):7-12

The use of multiple measures is emphasized by legislation regulating the distribution of Title I funding to states, as well as by professional and industry standards regarding the use of test scores in high-stakes decisions. There are a wide variety of methods with which multiple measures can be designed and analyzed, and these methods have different implications for conclusions that will be reached. Recognizing the complexities associated with the implementation of a multiple measures approach to system evaluation, this article provides an overview and discussion of alternative models that may be considered in an accountability system and their applicability relative to the goals of the system evaluation. The article concludes with an example of the use of multiple measures with regard to No Child Left Behind legislation.  相似文献   

Recent International Documents and Journal Articles from the ERIC Database     

Dianne Rothenberg 《International Journal of Early Years Education》1997,5(1):79-85

  相似文献   

Minimizing the Influence of Item Parameter Estimation Errors in Test Development: A Comparison of Three Selection Procedures     

Mark J. Gierl  Dianne Henderson  Michael Jodoin  Don Klinger 《Journal of Experimental Education》2013,81(3):261-279

In test development, item response theory (IRT) is a method to determine the amount of information that each item (i.e., item information function) and combination of items (i.e., test information function) provide in the estimation of an examinee's ability. Studies investigating the effects of item parameter estimation errors over a range of ability have demonstrated an overestimation of information when the most discriminating items are selected (i.e., item selection based on maximum information). In the present study, the authors examined the influence of item parameter estimation errors across 3 item selection methods—maximum no target, maximum target, and theta maximum—using the 2- and 3-parameter logistic IRT models. Tests created with the maximum no target and maximum target item selection procedures consistently overestimated the test information function. Conversely, tests created using the theta maximum item selection procedure yielded more consistent estimates of the test information function and, at times, underestimated the test information function. Implications for test development are discussed.  相似文献   

“Standing in Terri Schiavo's Shoes”: The Role of Genre in End-of-Life Decision Making     

Mary Lay Schuster  Ann La Bree Russell  Dianne M. Bartels  Holli Kelly-Trombley 《Technical Communication Quarterly》2013,22(3):195-218

This article reports the findings from analysis of end-of-life court cases and case files from one state public guardianship administrator as well as interviews with guardians or surrogates to identify how language and principles of the courts are operationalized in end-of-life decisions for those who are unable to make decisions for themselves. We found that physicians and guardians worked well within the requirements of the genre to ensure the best interests for those whom they represent.  相似文献   

The Use of Collaboration,Authentic Learning,Linking Material to Personal Knowledge,and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members     

Dianne E. Zielinski 《Community College Journal of Research & Practice》2013,37(10):668-686

ABSTRACT

This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in student-centered teaching methods by the professional development department at a community college were interviewed. Interviews were supplemented with teacher-generated documents and classroom observations. All reported implementing the recommended practices in the classrooms, both online and in traditional face-to-face classrooms.  相似文献   

Supervisors' conceptions of research and the implications for supervisor development     

Dianne Bills 《International Journal for Academic Development》2013,18(1):85-97

Teaching reform in higher education has frequently been informed by investigations into conceptions of learning held by students and by teachers. Such work has been extended into research education, with the study of experienced researchers' conceptions of research providing a basis for enquiry into the way research is experienced by the various participants in research education. This paper reports research designed to investigate research supervisors' conceptions of research as they were produced in focus group conversations. Using techniques of membership categorisation analysis, discourses are identified that privileged university‐based research and researchers over other forms of research and other ways of knowing, in particular over the interests of professional/practitioner researchers and over the legitimacy of research conducted in workplaces outside the university. It is argued that such discourses have the potential to be problematic for professional and industry‐based practitioner researchers as they seek to construct authoritative researcher identities. Further interrogation of the categorisation work that sustains these discourses offers the opportunity to make their assumptions explicit, which has implications for supervisors' reflective practice and professional development.  相似文献   

Interpreting inclusivity: an endeavour of great proportions     

Richard George Berlach  Dianne Joy Chambers 《International Journal of Inclusive Education》2013,17(5):529-539

Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school‐based inclusivity framework – a three‐faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed.  相似文献   

Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching,Early Field Experiences,and Entry Year Teaching     

Dianne M. Gut  Pamela C. Beam  John E. Henning  Deborah C. Cochran  Rhonda Talford Knight 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):240-263

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers’ expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.  相似文献