The Impact of Experiential Learning on Student Teachers     

Jeanne M. McGlinn 《Clearing house (Menasha, Wis.)》2013,86(3):143-147

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Teachers’ Learning Journeys: The Quality Learning Circle as a Model of Professional Development     

Susan Lovett  Alison Gilmore 《School Effectiveness & School Improvement》2013,24(2):189-211

Worldwide, teachers struggle to keep pace with demands for learning. Educational reforms mandated at a national level require teachers to reconsider their teaching, curriculum and assessment philosophies and practices. This reliance on national policy initiatives increases teachers’ dependence on others knowing what their learning needs might be. Such dependence creates problems for sustained learning because teachers are not encouraged to help themselves. This article introduces an alternative approach to professional development, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet both local needs alongside national agendas.  相似文献   

HELIOS Education Gold Award Winner     

Frances James 《欧洲特需教育杂志》2013,28(2):222-230

ABSTRACT

This paper describes a collaborative project between the staff of twelve mainstream schools and Suffolk Local Education Authority staff which has aimed to develop differentiated teaching strategies. The project has developed teaching and assessment techniques for pupils with literacy difficulties and approaches to delivering aspects of the whole curriculum to pupils with special educational needs. The project recognizes the central importance of mainstream teachers if integration for pupils with special educational needs is to be a truly meaningful educational experience.  相似文献   

Salary Planning     

《图书馆管理杂志》2013,53(3-4):87-97

No abstract available for this article.  相似文献   

We make the road by walking together: New teachers and the collaborative and context-specific appropriation of shared social justice-oriented practices and concepts     

《Teaching and Teacher Education》2013

This study examined the work of a collaborative group of six new United States-based social studies teachers from the same social justice-oriented teacher education program (SJOTEP). Shared practices and concepts introduced previously in the SJOTEP were developed and appropriated to their classrooms and schools in consideration of the local context, through the collaborative problem-solving process of the group. It is argued that SJOTEPs and TEPs committed to issues of diversity, democracy, inclusion, and/or equity should be collaboration-based, teach a coherent and consistent social justice-focused curriculum, and provide post-graduation collaborative support and research it.  相似文献   

Creating,implementing and integrating a first‐year statistics requirement     

Douglas B. Redington  R. Alan Russell 《Teaching Statistics》2012,34(2):50-55

We present the process our institution used to create a statistics requirement for almost all incoming first‐year students. From conception and planning, to hiring and acceptance by the university community, we offer lessons learned should you consider making such a shift in your own curriculum.  相似文献   

Reflective peer coaching: Crafting collaborative self-assessment in teaching     

Dale J. Vidmar 《Research Strategies》2005,20(3):135-148

Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching.  相似文献   

A collaborative network for first responders: Lessons from the CapWIN case     

Jane Fedorowicz  Janis L. Gogan  Christine B. Williams   《Government Information Quarterly》2007,24(4):785

It is increasingly important for government agencies to collaborate across jurisdictional and functional boundaries. Interorganizational systems supporting interagency collaboration must accommodate a wide range of factors from the external environment and participating organizations as part of their design and operation. This paper presents the findings from a case study of CapWIN, a collaborative network created to enable first responders to share information across jurisdictional and functional boundaries as they work together during emergencies and other critical events. The study examines how aspects of the external environment and the agency context impeded or facilitated the CapWIN collaborative network and the interorganizational system (IOS) that supports it. We identify factors affecting information sharing and collaborative processes, and describe how these factors interact to enable and constrain an IOS. The paper concludes with suggestions for further research on the interplay of environmental, organizational, and technical aspects of interagency collaboration networks as they evolve over time.  相似文献   

Problems in interagency collaboration: Lessons from a project that failed   总被引：1，自引：0，他引：1  

John A. Byles D.S.W. 《Child abuse & neglect》1985,9(4):549-554

Several institutions (e.g., child welfare, police, court, health, education, social service) are necessarily involved in the management of child abuse in all communities. The need for better cooperation among them has been acknowledged; inquests into child deaths resulting from abuse have often attributed some blame to faulty communication and/or poor cooperation between the institutions. The Community Child Abuse Team (CCAT) Project was designed by these same institutions in Hamilton, Ontario, to maximize interagency collaboration. The hypothesis, that this "interagency collaboration" model would provide more efficient and effective services to abused children and their families, was never tested. During its 30 months of operation the CCAT program never materialized as planned and funding was terminated. This paper describes selected problems and issues that arose during the struggle to implement the project. The central problematic issue was control. Those responsible for the project lacked the power to insist that the design be adhered to during the initial stage.  相似文献   

知识协作背景下电子商务服务供应链关系治理——一个分而治之的组合激励机制     

刘征驰  石庆书  张晓换 《软科学》2015,(1):110-114

立足服务集成商视角,将知识协作纳入关系治理模型,尝试采用业绩与产权的组合机制来激励服务提供商的专业服务和知识协作活动。研究发现:两种机制在一定范围内存在替代关系,产权激励越大双边战略合作伙伴关系越紧密,均衡比例取决于博弈结果。最后,将结论应用于电子商务代运营服务案例分析。  相似文献