Evaluating teaching effectiveness and teaching improvement: A language for institutional policies and academic development practices     

Lynn McAlpine  Ralph Harris 《International Journal for Academic Development》2013,18(1):7-17

Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper.  相似文献   

Editorial     

Alma Harris 《School Leadership & Management》2013,33(2):105-108

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From school leader to educational leader     

Alma Harris 《School Leadership & Management》2013,33(5):415-417

ABSTRACT

This study builds on research which contends that just as effective principals must lead across a broad purview of responsibilities in order to build successful schools, so too must middle leaders. Decentralisation of school management has resulted in an expansion of school principals’ responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This conception of middle leadership requires a shift in understanding of the nature of middle leaders’ work. There is vast potential for middle leaders to contribute to their schools beyond subject administration, yet the research base yields limited insight on such work and on how middle leaders can be supported to accomplish it. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilise school mission, policy enactment and organisational design as platforms for enhanced middle leadership.  相似文献   

邻家男孩已长大,乖乖“B宝”也变坏?     

Paul Harris  Mac 《英语辅导》2013,(6):4-9

成长从来都不是件容易的事,特别是娱乐圈。这一次是"万人迷"——贾斯汀·比伯。自从将标志性的厚刘海换成一头凌乱短发开始,"B宝"便开始像脱缰的野马般"离经背道"起来:飙车、和狗仔队吵架、派对闻事、演唱会迟到、拒绝粉丝拥抱……种种顽劣行径,让媒体不禁揣测他是不是就要步小甜甜布兰妮和林赛罗翰后尘了。  相似文献   

Microscopy and literature     

Peter J.F. Harris 《Endeavour》2019,43(3):100695

This article draws attention to literary works which have been influenced by microscopy, or in which microscopy has played a significant role. The work of writers including Jonathan Swift, Voltaire, George Eliot, H. G. Wells and D. H. Lawrence is discussed. In many cases these authors had direct experience of operating microscopes and viewing the wonders of the microscopic world. However, with the increasing separation of the two cultures, recent examples of microscopy in literature are rare.  相似文献   

When multi-functional landscape meets Critical Zone science: advancing multi-disciplinary research for sustainable human well-being     

Ying Luo  Yihe Lü  Bojie Fu  Paul Harris  Lianhai Wu  Alexis Comber 《国家科学评论(英文版)》2019,6(2):349

Environmental degradation has become one of the major obstacles to sustainable development and human well-being internationally. Scientific efforts are being made to understand the mechanism of environmental degradation and sustainability. Critical Zone (CZ) science and research on the multi-functional landscape are emerging fields in Earth science that can contribute to such scientific efforts. This paper reviews the progress, similarities and current status of these two scientific research fields, and identifies a number of opportunities for their synergistic integration through functional and multi-functional approaches, process-based monitoring, mechanistic analyses and dynamic modeling, global long-term and networked monitoring and systematic modeling supported by scaling and deep coupling. These approaches proposed in this paper have the potential to support sustainable human well-being by strengthening a functional orientation that consolidates multi-functional landscape research and CZ science. This is a key challenge for sustainable development and human well-being in the twenty-first century.  相似文献   

The Ultimate Survey: Asking One Question at a Time to Get Feedback from Library Users     

Leticia Camacho  Brian Wages  Taylor Harris 《The Reference Librarian》2020,61(1):1-14

ABSTRACT

Libraries use surveys and other instruments to gather feedback from their users. However, with competition from many other campus entities requesting input, how can survey fatigue be avoided? To gather this feedback, the Social Sciences Reference Desk utilized a short, fun and easy method. Each week for 10 weeks during the fall semester of 2017, the reference assistants wrote a survey question on a whiteboard and provided sticky notes for patrons to write their answers. The survey provided valuable information about patrons’ needs and expectations. It also fostered changes that were easily implemented to improve the delivery of library services.  相似文献   

索尼爱立信K750c挑战相机     

Mark Harris 《科技新时代》2005,(11):49-49

这款200万像素的可拍照手机能否带来令人惊喜的照片。  相似文献   

Internationalising the University     

Suzy  Harris 《Educational Philosophy and Theory》2008,40(2):346-357

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Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach     

Karen R. Harris  Tanya Santangelo  Steve Graham 《Instructional Science》2008,36(5-6):395-408

In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.  相似文献