Sebanyak 137 item atau buku ditemukan

Teacher's Professional Development

Assessment, Training, and Learning

A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.

Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the ...

Total Quality Management

The key to business improvement

Quality is a customer issue. It arises because customers require products and services, which not only meet their performance requirements but are satisfac tory in terms of safety, length of working life and pride of ownership. In a manufacturing organization, therefore, the achievement of quality standards is not restricted to the production departments. It extends to all parts of the business from conceptual design to marketing, from order processing and distribution. A quality product is not just a solidly made item dating from the days when 'Made in Britain' distinguished goods from all the inferior products coming out of the emerging industries of the Far East. It is a product which ranks high against all the criteria which sophisticated consumers now use to evaluate the things they buy. If you agree with the argument that a company is much more likely to produce high quality if all departments are motivated to achieve high quality results then you already have a good understanding of the basic principles of Total Quality Management (TQM). But TQM is not a 'quick fix' or a magic cure. It is a management technique designed to involve all parts of the business in the pursuit of, and commitment to, the highest quality result. By involving everyone from the Chief Executive to the most junior employee in the company's objectives, in a way which means something in their particular job, the company is well on the way to achieving the best results its workforce can achieve.

If you agree with the argument that a company is much more likely to produce high quality if all departments are motivated to achieve high quality results then you already have a good understanding of the basic principles of Total Quality ...

Total Quality Management

Proceedings of the first world congress

In this book leading experts including George Box, Noriaki Kano, Yoshio Kondo, John Oakland and James Harrington, analyse and document various aspects of Total Quality Management. Contributions range from discussions of the principles, strategy, culture, leadership, eduction and benchmarking to world class experience and achieving excellence both in the manufacturing and service industries. With over 100 contributions this book is an invaluable resource for the total quality managment journey. It will be of special interest to educationalists, academics, senior managers and directors, and quality practitioners from both the public and private sectors.

In this book leading experts including George Box, Noriaki Kano, Yoshio Kondo, John Oakland and James Harrington, analyse and document various aspects of Total Quality Management.

Workplace Learning in Teacher Education

International Practice and Policy

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory.

Handbook of Teacher Education

Globalization, Standards and Professionalism in Times of Change

This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators. It focuses on issues confronting teacher educators today and in the coming decade, including the impact of globalization on the profession of teaching, and the need for teacher education to adapt to changing accountability requirements, and establish a set of minimum standards that qualify a person to teach.

This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators.

Reform of Teacher Education in the Asia-Pacific in the New Millennium

Trends and Challenges

In facing the challenges of rapid globalization, IT intensification, international competition and local demands for developments, educators, scholars and leaders in the Asia-Pacific region and other parts of the world are concerned with reforms of teacher education for the future of education in the new millennium. This edited volume aims to provide a global sharing of the major trends and characteristics of the ongoing teacher education reforms in this region and the major challenges and issues raised in policy formulation and reform implementation. With a total of 14 chapters prepared by 18 scholars from nine educational systems – Australia, Canada, China, Hong Kong, India, Japan, Korea, Malaysia, and United States – in the Asia-Pacific region, the book highlights the trends and challenges in the reform of teacher education in the region generally and in eight educational systems in particular. Most chapters directly or indirectly address the latest issues of teacher education and development at operational, site, and macro levels from a national or regional perspective. This volume is of interest to teachers, teacher educators, researchers, policymakers, and other stakeholders in all developed and developing countries.

This volume is of interest to teachers, teacher educators, researchers, policymakers, and other stakeholders in all developed and developing countries.

Teacher Professional Development for Improving Quality of Teaching

This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.

This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development.

Learning to Mentor-as-Praxis

Foundations for a Curriculum in Teacher Education

Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say ‘science and ?ction. ’ The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles – their formation, growth, and sudden exit from the visible world with a nearly soundless ‘pop!’ Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form – to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.

At the same time, the book emphasizes the evolution of professional development—pre-service, in-service, and higher education—by focusing on these areas: Sociocultural and contextual aspects of mentoring Literature review: acts and ...

New Teacher Education for the Future

International Perspectives

Serves to provide readers with an international understanding of how researchers and practitioners in different countries address some essential issues and initiatives in teacher education and development; what they have found from their known and applied research and what the implications are of which are crucial to coping with challenges from the ongoing developments in teacher education.

Serves to provide readers with an international understanding of how researchers and practitioners in different countries address some essential issues and initiatives in teacher education and development; what they have found from their ...

Design of Management Systems in U.S.S.R. Industry

A Systems Approach

This book is the result of extensive studies by the authors in the fields of research in. and analysis and design of. the system of management of production organizations under a socialist econ omy. The management of the national economy in the USSR is developed on a planned basis. This work is part of the general state-sponsored strategy of economic development which is dis cussed and laid down by the Congresses of the CPSU (Communist Party of the Soviet Union) and is then translated into concrete decisions of the government and other bodies of economic and regional management. The general policies on management improvement are closely scrutinized by these bodies. the leaders of the Party and the State. and the Soviet press. In the recent years this work has acquired special importance. The party and economic management of all levels. scientists. and experts are faced with the task of introducing. in a short period of time. radical changes in the plan ning and operating. creating thereby a holistic management sys tem based on scientific recommendations and effective practical experience.

This book is the result of extensive studies by the authors in the fields of research in. and analysis and design of. the system of management of production organizations under a socialist econ omy.