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671.
This article presents an introduction to understanding and addressing conflict in academic departments. Current philosophies toward conflict in organizations include a principled approach encouraging the positive benefits that conflict may bring to institutions. To utilize this approach it is important to understand the nature of conflict, identify effective response options, and develop skills in principled conflict resolution. This paper identifies the structures within organizations which inherently cause conflict. In addition, various strategies for dealing with conflict are outlined based on the Thomas/Killman response modes. Finally, Fisher and Ury's foundation for principled conflict resolution is applied to departments in higher education.Walter H. Gmelch received an MBA from the University of California, Berkeley and a Ph.D. in the Educational Executive Program from the University of California, Santa Barbara. He is currently professor and chair of the Educational Administration Department at Washington State University and directs the University Council for Educational Administration Center for the Study of Department Chair. His area of interest is in leadership development, managerial stress and academic department chairs. James B. Carroll received his Ph.D. in educational administration from Washington State University. He is currently the associate director of the Center for the Study of the Department Chair, Washington State University. His area of interest is in investigating role orientations and careers of department chairs. 相似文献
672.
Michael M. Omizo Walter E. Cubberly 《International Journal of Disability, Development & Education》1983,30(3):201-209
The purpose of this study was to determine the effects of Reality Therapy‐based classroom meetings on the self‐concept and perception of locus of control orientation of learning disabled children. Sixty (60) learning disabled (LD) children from four classrooms were randomly assigned to experimental and control conditions. Experimental group teachers were trained by a certified Reality Therapist in the concepts of Reality Therapy and how to conduct the classroom meetings. Meetings were held twice weekly for 11 consecutive weeks, each session lasting approximately 30‐45 minutes. Multivariate analysis of variance (MANOVA) yielded no significant differences on the pre‐test self‐concept and locus of control measures. MANOVA on post‐test measures revealed significant differences between the experimental and control groups. Post Hoc univariate F and discriminant analysis indicated several measures of self‐concept to be valid discriminators. The locus of control measure, on the other hand, did not prove to be a valid discriminator. The intervention studied appears to be beneficial in improving some areas of self‐concept among the LD population. 相似文献
673.
Are different media equally effective for a given learning task when each presents the same event of instruction? Are given instructional materials equally effective for different types of learning outcomes? This pilot study used three types of stimulus materials—text, film, and live demonstration—to teach cardiopulmonary resuscitation to graduate students. Learning outcomes measured were verbal learning and a motor skill task. 相似文献
674.
Jennifer Anne Wilhelm Walter S. Smith Kendra L. Walters Sonya E. Sherrod Judith Mulholland 《International Journal of Science and Mathematics Education》2008,6(1):131-162
Pre-service teachers from Texas and Indiana in the United States and from Queensland, Australia, observed the Moon for a semester
and compared and contrasted their findings in asynchronous Internet discussion groups. The 188 pre-service teachers were required
to conduct inquiry investigations for their methods coursework which included an initial Moon observation assignment, an Internet
Moon discussion, and a final project. The Moon context was chosen for its motivating capability, its inherent interdisciplinary
makeup, its inclusion in the National Science Education Standards, and its ability to be viewed worldwide. This study was
of a mixed method research design and involved pre-service teachers’ journals, summative reflections, Internet discussions,
final projects, and the Lunar Phases Concept Inventory (LPCI). Analysis of the qualitative data was conducted through the
exploration of patterns and themes that illustrated pre-service teachers’ conceptual development, and the LPCI was administered
as a pre/post assessment. We found that our project led to increased knowledge concerning the mathematics and science involved
with understanding the Moon and its phases. We also found that it was beneficial to have Internet discussions with pre-service
teachers from around the world, but it was not without its problems (e.g., coordinating schedules and lack of participation
by some participants). We discovered that pre-service teachers’ exposure to the new uses of technology for teaching and learning
did not necessarily translate to their planning to adopt similar techniques in their own classrooms. 相似文献
675.
676.
Is in-depth political learning possible in college-preparatory courses known for curricular breadth at an accelerated pace plus a high-stakes exam? A multidisciplinary research team conducted design-based implementation research (DBIR) for seven years across three school systems for the purpose of achieving deeper learning in an ‘advanced’ high school government and politics course. This article reports findings from the final year of research and development. The design centres on cyclical learning, projects (simulated political processes) and strategic use of texts as resources for learning the curriculum. Quantitative analysis shows comparable achievement to students in traditional classrooms on the high-stakes summative assessment despite the dramatic departure from test-prep instruction. Qualitative analyses focus on two of the design elements: learning from simulations and learning from text. The first allowed students to ‘experience’ political beliefs, institutions, and conflict, although simulated; the second required students to learn subject matter not only from simulations and teacher lectures but from texts, too. The discussion shows how these two in combination with cyclical learning required skilful attention to content selection. We conclude that when deeper learning is the goal, content selection cannot be elided or presumed, particularly with respect to the articulation of depth and breadth in curriculum and instruction. 相似文献
677.
678.
Andrea C. Young Robert A. Reiser Walter Dick 《Educational technology research and development : ETR & D》1998,46(2):65-78
The purpose of this study was to examine the extent to which a group of superior elementary and secondary school teachers
employed systematic instructional planning practices. The research method employed was a multicase design in which nine teachers
(five secondary and four elementary) from a single school district were studied. Qualitative data in the form of written surveys
and face-to-face interviews were collected and analyzed. Results revealed that most of the teachers' planning activities centered
around six types of decisions. When the teachers' planning activities were compared with a systematic approach to instructional
planning, the two approaches were found to be different in several important ways: the teachers did not place much emphasis
on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives.
Implications for teaching preservice teachers about systematic planning are discussed.
The authors would like to thank the nine teachers who participated in this study, and Julia O'Brien, who helped to conduct
it. 相似文献
679.
Katerina Bogomolova Ineke J.M. van der Ham Mary E.W. Dankbaar Walter W. van den Broek Steven E.R. Hovius Jos A. van der Hage Beerend P. Hierck 《Anatomical sciences education》2020,13(5):558-567
Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude–treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs. 相似文献
680.