The ‘dissertation marathon’ in doctoral distance education     

M. Gregory Tweedie  Sheila Clark  Robert C. Johnson  D. William Kay 《Distance Education》2013,34(3):379-390

Participation in “communities of practice” is often depicted as a central feature of various theoretical understandings of the social nature of learning. How are such communities of practice to be enacted in distance education, which, by definition, implies spatial detachment? This article reflects on the dimensions of communities of practice experienced by four students undertaking doctoral studies by distance education, working in different countries than the one in which the institution of their studies is based, and at four different phases of their doctoral program. In each writer’s experience, community of practice involvement was identified as critical in program completion, yet the source of the learning community was in each case outside of institutional provision.  相似文献   

Long-term instructional development: A 20-year ID and implementation project     

Howard Sullivan  Kay Ice  Fred Niedermeyer 《Educational technology research and development : ETR & D》2000,48(4):87-99

This article describes the development and implementation in the schools over a 20-year period of the Energy Source Program, a comprehensive K-12 energy education curriculum. The program was developed beginning in 1980 using state-of-the-art development procedures for that time and has been used to date by more than 12 million American students to learn about energy and energy issues. End-of-unit posttest scores for the elementary and high school units averaged above 80% for their field tests. Data obtained from a large sample during the first three years of installation of the program in the schools indicated that posttest scores remained at a level during installation similar to that during the field-test phase. A study conducted in the early 1990s by an independent research organization to assess the program's long-term effects revealed that grade 6 students who had used one or more units from the program had significantly greater energy knowledge and better energy conservation habits than students who had not used any units. A set of 10 guidelines are offered for long-term instructional development and implementation projects. He supervised the development of the Energy Source Program from 1980 to 1984 while serving as a consultant to EDS. Kay Ice was Director of Program Development at EDS, and she was a primary writer and developer of the Energy Source Program. She has been president of EDS since 1999. Fred Niedermeyer was the founding president of EDS. He was project director of the Energy Source project, and he played a major role in all aspects of the project from its inception until his retirement in 1999.  相似文献   

Creativity in Art: The feasibility of assessing current conceptions in the school context     

Donna Kay Beattie 《Assessment in Education: Principles, Policy & Practice》2000,7(2):175-192

The article reviews different views of creativity, building on the work of Czikszentmihaly. It offers a definition of creativity in terms of trait/process/product. The issue of how creativity might be assessed is explored using this definition and some illustrative examples are provided. The article concludes that creativity can and should be assessed but that this must be with an appropriate methodology. Such assessment is important not only for assessing students' work but also for evaluating curriculum content, in order to promote curriculum development in the teaching of creativity.  相似文献   

The savvy student's guide to online learning     

Kay S. Dennis 《Studies in Continuing Education》2014,36(3):384-385

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A tale of two students: Building a culture of engagement in the community college     

Kay M. McClenney  Thomas Greene 《About Campus》2005,10(3):2-7

Enrolling in a community college may be as intimidating for those students who eventually succeed as it is for those who don't. Why, then, do some persevere while others leave before they meet their goals? Institutional practice can tip the balance.  相似文献   

Postwar headteachers' perspectives of 'good' teachers     

Kay Whitehead 《Journal of educational administration and history》2003,35(1):23-35

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Why Teach? Motives for Teaching Revisited     

Sob Kay Cheng 《Asia Pacific Journal of Education》1984,6(1):37-43

The 1960s saw a rapid expansion of teacher education in Singapore. This was followed by an attempt to ensure quality teacher education, beginning with the establishment of the Institute of Education in 1973. The Institute was established to take over the responsibilities of teacher preparation and educational research, functions which were performed by the Teachers' Training College, the School of Education of the University of Singapore and the Research Unit of the Ministry of Education. Since its establishment, the Institute has provided pre-service training for some 6000 teachers, both non-graduates and graduates. In addition to these, some fifteen thousand teachers have gone through in-service courses of one kind or another at the Institute over the past decade (Lun and Chan, 1983). The above facts show the concern with and effort dedicated to the improvement of teacher quality in Singapore.  相似文献   

Vocation,career and character in early twentieth‐century women teachers’ work in city schools     

Kay Whitehead 《History of education》2013,42(6):579-597

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Looking back,looking forward: Fortieth Volume of the European Journal of Teacher Education     

Kay Livingston 《欧洲师范教育杂志》2017,40(1)

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Promoting Equity Awareness in the Preparation of Physical Education Students     

Kay M. Williamson  Jacqueline A. Williams 《Teaching Education》2013,24(1):117-123

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