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11.
ABSTRACT Clark and Murray examine the six Critical Performance Factors for Mega planning in an example drawn from the five‐year history of the population program of a major west coast philanthropy. In this article, the authors describe the salience and scope of the population issue as it is relates to other global trends; the steps the foundation took to “scope” the program and establish measurable impacts. It rates performance against the critical factors, then looks at some specific country impacts five years later. This analysis will be incorporated into the plan revision. Summary and What Next Indications are that our funding and the work of the grantees are having good impact in the country programs. Systematic, comprehensive reviews involving outside/inside experts, quantitative and qualitative data will be completed in all five country programs by mid‐2005. Also in 2005, the Board will work with staff and outside experts to examine the results of grant making and review and discuss our long term, overall approach. Much has changed since 1998. We will review those changes and see if any longer term shifts in funding emphasis will be appropriate. This effort to refresh our strategic thinking will allow us to revise, as appropriate, the stated missions of the population work, its assumptions, and how it fits into the overall work and goals of the Foundation. 相似文献
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Who educates teacher educators? How are teacher educators educated and prepared for their roles and tasks? This article uses a review of a two-year full-time Diploma in Teacher Education (DTE) for teacher educators in Uganda to engage with these questions. The article begins with a presentation of the Ugandan teacher education context and a literature review, focusing mainly on teacher educator knowledge, preparation, roles and tasks. It then presents the review process and discusses the main findings that emerged, exploring their implications for the education of teacher educators in Uganda and internationally. The main implications concern the critical role of teacher education pedagogy, context, teacher educator knowledge, tasks and roles, reflective practice, practitioner research, and the background, capacities and education of the educator of teacher educators. 相似文献
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The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches. 相似文献
14.
Constructing more meaningful relationships: Mnemonic instruction for special populations 总被引：1，自引：0，他引：1
This article describes a model for reconstructing associative learning tasks along the dimensions of meaningfulness and concreteness, and for providing pictorial elaborations between stimulus and response information to promote learning in a variety of content domains. The research reviewed is of direct relevance to students with histories of learning failure in schools; we argue that such elaborative strategies are suitable especially for these handicapped learners. Initial investigations of mnemonic techniques involving the use of keywords and pegwords are described. Next, the broader approach of reconstructive elaborations, incorporating such strategies as the keyword method, is described. Several recent field investigations are presented, in which this approach was implemented in classrooms over extensive time periods. Finally, we discuss future applications, with particular reference to the transfer issue. 相似文献
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