Professional Development in 'Healthy' vs. 'Unhealthy' Districts: Top 10 characteristics based on research     

Ruie Jane Pritchard  Jon C. Marshall 《School Leadership & Management》2013,33(2):113-141

Professional development is a requirement of every reform effort. Most states in the USA mandate a certain number of days in the school calendar to be allocated for professional development. Other nations often fund professional development for teachers to accompany an initiative to improve student performance. Although assumptions about why and how professional development should be conducted are shared, empirical evidence is relatively slim. Recent research generally focuses on the role of professional development in school reform. This study investigates the characteristics of involvement in professional development at the level of the district-the umbrella organisation for a geographic collection of schools. As part of a larger study, this research examines the professional development activities in school districts in relationship to overall district health. How do healthy and unhealthy districts differ in their approaches to professional development? What is the relationship between district health and student achievement? While confirming some of the assumptions about what makes effective professional development, this study provides research-based evidence for what districts can do to ensure district-wide impact and to bring about and sustain change. Furthermore, it illustrates the close association of district health and student achievement.  相似文献   

Social and emotional education in primary school: integrating theory and research into practice,by C. Cefai and V. Cavioni,London, Springer, 2014, 181 pp., £90 (hardback), ISBN 978-1-4614-8751-7, £70 (ebook)     

Joan Pritchard 《Emotional and Behavioural Difficulties》2013,18(2):223-224

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Art therapies in schools     

Joan Pritchard 《Emotional and Behavioural Difficulties》2013,18(1):105-106

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Must computer courseware evaluation be totally subjective?     

Theodore Micceri  William H Pritchard  rew J Barrett 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):120-128

In today's complex computer training market, flashy presentations frequently prove the most important purchasing element while instructional design and content take a back seat to form. Courseware purchasers obviously require an objective and generic measure of computer assisted learning (CAL) courseware. Since any such measure must include a human evaluator this is a difficult objective to attain. Funded by a grant from the Westinghouse Corporation, the Center for Interactive Technologies, Applications and Research (CITAR) at the University of South Florida attempted to break complex concepts such as instruction, management and user interface into component pieces small enough for objective evaluation. A study involving ten CAL packages produced agreements among an average of seven of eight raters and reliabilities around. 70, while an investigation of traditional perceptual evaluation procedures by the same raters on the same courseware produced far lower estimates for both agreement and reliability. Seeking reasons for these differences, a detailed investigation of courseware summaries showed that evaluators tend to pay more attention to the presentation than to the instructional aspects of the courseware. This phenomenon apparently has less influence on the low inference CITAR evaluation model which produces relatively consistent evaluations of CAL courseware.  相似文献   

A Description of What Happens When an Examinee Takes a Multiple-Choice Reading Comprehension Test     

Roger Farr  Robert Pritchard  Brian Smitten 《Journal of Educational Measurement》1990,27(3):209-226

This study investigated the strategies a group of college students used to complete a portion of a standardized reading comprehension test. Twenty-six students were randomly assigned to either an introspective interview, in which the subjects explained to a researcher what they were doing and thinking as they read the test passages and answered the multiple-choice questions, or a retrospective interview, in which the students completed the test without interruption and then recounted for the researcher how they had gone about the task. Data analysis resulted in the identification of three broad categories of processing behavior: an overall approach to the test task, reading strategies, and test-taking strategies. In addition, difficulties encountered by the subjects were identified. Results indicate that the common element in each subject's approach to the test was a focus on getting to the questions as quickly as possible and then using the questions to direct a search of the passage to locate the best possible information to answer the questions. The implications of these results for better understanding the relationship between test-taking behavior and reading are discussed.  相似文献   

A comparison of X-ray and white-light exposures in photographic sensitometry     

R.B. Wilsey  H.A. Pritchard 《Journal of The Franklin Institute》1926,202(2):241-242

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Seeds for change     

Sue Pritchard 《Action Learning: Research and Practice》2011,8(1):77-78

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Library benchmarking: Old wine in new bottles?     

Sarah M. Pritchard 《The Journal of Academic Librarianship》1995,21(6)

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Is there a role for higher education in initial teacher training? A consideration of some of the main issues in the current debate     

Linda Evans  Ian Abbott  Rosalind Goodyear  Alan Pritchard 《Higher Education Quarterly》1996,50(2):138-155

This article contributes towards the current debate over the role of higher education in initial teacher training. It begins by outlining the background to the debate, and then focuses upon two of the main issues; that of contestability, which concerns whether or not schools significantly challenge, or threaten, the pivotal role in initial teacher training which higher education has traditionally held, and that of financial costs, which concerns whether or not student teachers can be trained cheaper outside of the higher education sector.
The article presents findings of the authors'research, a study comparing teacher training carried out by higher education institutions, in partnership with schools, with a newly established model of training provided by consortia of schools. The implications of these findings for the role of higher education in initial teacher training are examined, and recommendations are made for policy which would allow schools and higher education institutions to work together to provide improved teacher training.  相似文献   

Review Article     

MaIcolm Pritchard 《Cambridge Journal of Education》1986,16(3):234-237

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