The Development of an Instrument for the Evaluation of Some Aspects of the Taught Component of an Advanced Courses Module for Teachers in International Schools     

Jim Harvey  Mary Hayden  Jeff Thompson 《Assessment & Evaluation in Higher Education》1994,19(2):75-89

A scheme of professional development for teachers, leading to the award of Advanced Certificate, Advanced Diploma or degree of Master of Education, has been in operation at the University of Bath School of Education for some years. Recently this modular scheme has been extended to become more accessible to teachers in international and overseas schools around the world, with modules taught in a range of locations internationally including a Summer School held annually in July at the University of Bath. The Methods of Educational Enquiry (MEE) module provides an introduction to aspects of educational research and is recommended to participants as an early module for study: between 1992 and 1993 this module has thus been taught on more occasions than any other, in a number of different locations and by a number of different tutors. This paper considers issues arising from the implementation of an instrument for the evaluation of some aspects of the taught component of the MEE module in a wide range of contexts, and describes the development of two related measures of participants' satisfaction with respect to this component. A further paper will consider a wider range of issues across a number of different modules in a range of locations.  相似文献   

A Pilot Study Exploring the Role of Physical Therapists and Transition in Care of Pediatric Patients with Cystic Fibrosis to the Adult Setting     

Lora Packel  Megha Sood  Michelle Gormley  Rebecca Hayden 《Cardiopulmonary Physical Therapy Journal》2013,24(1):24-30

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Schooling's Relative Nonautonomy: Technocratically Subordinated Schooling and Desublimated Education     

Matthew J. Hayden  William Gregory Harman 《Educational theory》2021,71(1):75-94

Education's autonomy cannot be found in schooling. For a theory of education to also adequately support education's autonomy, it must decouple itself from schooling since schooling is a technology of efficiency and acculturation that serves technocratic interests that strip autonomy from education. Using Christer Fritzell's examination of relative autonomy of schools, Matthew Hayden and William Gregory Harman will show that the ideological domination of schooling by technocratic interests structurally and functionally subordinates schooling. This subordination takes the form of technocratic operationalization of education concepts and schooling practices, resulting in the desublimation of learning. Hayden and Harman conclude that resublimation is required in order to restore the possibility of education's autonomy in schooling.  相似文献   

International Education: Perceptions of Teachers in International Schools   总被引：1，自引：0，他引：1  

Hayden  M. C.  Thompson  J. J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):549-568

As a contribution to research in the field of international education, this study investigated the views of a number of teachers based in 'international schools' around the world with respect to the importance of a range of different factors in contributing to the experience of international education for students. In considering responses with a view to identifying the key features of such an education from the teacher perspective, responses were categorised in terms of their relationship to a number of dimensions including exposure to other students within school, the influence of teachers, the formal curriculum, links with the local community and informal aspects of school. Results showed a clear perception of the importance of the influence of teachers and of exposure to other students within school, with informal activities being considered least important. Comparison with a previous study investigating the perceptions of undergraduates with respect to their own school-based international education suggests differences in perceived importance between the two groups. Results suggest the direction for future research in this area, including consideration of the perceptions of students still at school with respect to the same set of issues.  相似文献