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51.
This article offers a modified conceptual framework to help classify and describe the array of challenges faced by higher
education institutions when performing institutional research (IR) functions in cross-continental settings. This study is
based on the experiences of IR offices at two universities: one with an undergraduate program of 1,000 students in Madrid,
Spain; and the other with campuses in Austria, England, Switzerland, and the Netherlands, serving 1,000 students.
An earlier version of this article was presented at the 14th Annual EAIR Forum, European Higher Education Society, Vrije Universiteit
Brussel, Belgium, September 6–9, 1992. 相似文献
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Neal Shambaugh Susan Magliaro 《Educational technology research and development : ETR & D》2001,49(2):69-92
Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional
design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying
their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the
teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through
a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design
and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of
the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998. 相似文献
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White‐collar crime is both an integral part of undergraduate criminology courses and textbooks and the subject of enduring analytic controversy. Much of the latter can be traced to two conflicting but unrecognized conceptual paradigms employed by investigators and teachers when they examine white‐collar crime: Populist and Patrician. These perspectives differ in definitional approach to the concept, explicit recognition of the criminality of offenses committed by respectable citizens, how much attention is paid to the victims and costs of white‐collar crime, the analytic centrality of criminalization, and the variables and dynamics that purportedly explain variation in offending. Preference for one or the other analytic paradigm to some extent is predictable on the basis of a scholar’s educational background, type of institutional placement and disciplinary training. Explicit acknowledgment and pedagogical use of conflicting paradigms hold the potential to enhance students’ ability to think critically about white‐collar crime. It also makes clear that the disagreements that plague this area of inquiry are deeply rooted and thus are unlikely to be resolved soon. 相似文献
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