821 resultados para Education, Bilingual and Multicultural|Education, Leadership|Education, Curriculum and Instruction


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This study explores the origins and development of honors education at a Historically Black College and University (HBCU), Morgan State University, within the context of the Maryland higher education system. During the last decades, public and private institutions have invested in honors experiences for their high-ability students. These programs have become recruitment magnets while also raising institutional academic profiles, justifying additional campus resources. The history of higher education reveals simultaneous narratives such as the tension of post-desegregated Black colleges facing uncertain futures; and the progress of the rise and popularity of collegiate honors programs. Both accounts contribute to tracing seemingly parallel histories in higher education that speaks to the development of honors education at HBCUs. While the extant literature on honors development at Historically White Institutions (HWIs) of higher education has gradually emerged, our understanding of activity at HBCUs is spotty at best. One connection of these two phenomena is the development of honors programs at HBCUs. Using Morgan State University, I examine the role and purpose of honors education at a public HBCU through archival materials and oral histories. Major unexpected findings that constructed this historical narrative beyond its original scope were the impact of the 1935/6 Murray v Pearson, the first higher education desegregation case. Other emerging themes were Morgan’s decades-long efforts to resist state control of its governance, Maryland’s misuse of Morrill Act funds, and the border state’s resistance to desegregation. Also, the broader histories of Black education, racism, and Black citizenship from Dred Scott and Plessy, the 1863 Emancipation Proclamation to Brown, inform this study. As themes are threaded together, Critical Race Theory provides the framework for understanding the emerging themes. In the immediate wake of the post-desegregation era, HBCUs had to address future challenges such as purpose and mission. Competing with HWIs for high-achieving Black students was one of the unanticipated consequences of the Brown decision. Often marginalized from higher education research literature, this study will broaden the research repository of honors education by documenting HBCU contributions despite a challenging landscape.

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The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009). The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation archives of DOR Foundation. The data described six teachers’ classroom experiences subsequent to professional development centered on Goma character education curriculum that was used during a summer youth program located in South Georgia. Goma, an acronym that stands for Goal, Objective, Method, and Attitude, is a character education paradigm derived from The Inclusive Community Building Ellison Model, the theoretical framework used for this study. The Model identifies conflict resolution as one of its five foci (Hunt, Howard, & Rice, 1998). Hunt (2006) conceived Goma as part of a 7-Step unitary process, also named the 7-Step pathway, to demonstrate how conflict resolution is accomplished within a variety of contexts. Analysis of the data involved: (a) a priori coding of teacher talks transcripts using the components of the Goma 7-Step pathway as coding categories, (b) emergent coding of teacher talks transcripts for the types of experiences teachers evidenced, and (c) emergent coding of teachers’ self-reports for categories of teachers’ instructional activities. Results of the study showed positive influence of Goma curriculum on participating teachers and their instructional practices. Teachers were shown to have had cognitive, instructional, emotional, and social experiences that were most evident when they reported changes in their attitudes toward their students, themselves, and their instructional practices. The present study provided implications for classroom teachers wherein all aspects of teachers’ instructional practices can be guided by principles of positive character; and can be used to help compose the kinds of “texts” that may likely contribute to a classroom character culture.

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Prior to 2000, there were less than 1.6 million students enrolled in at least one online course. By fall 2010, student enrollment in online distance education showed a phenomenal 283% increase to 6.1 million. Two years later, this number had grown to 7.1 million. In light of this significant growth and skepticism about quality, there have been calls for greater oversight of this format of educational delivery. Accrediting bodies tasked with this oversight have developed guidelines and standards for online education. ^ There is a lack of empirical studies that examine the relationship between accrediting standards and student success. The purpose of this study was to examine the relationship between the presence of Southern Association of Colleges and Schools Commission on College (SACSCOC) standards for online education in online courses, (a) student support services and (b) curriculum and instruction, and student success. An original 24-item survey with an overall reliability coefficient of .94 was administered to students (N=464) at Florida International University, enrolled in 24 university-wide undergraduate online courses during fall 2014, who rated the presence of these standards in their online courses. The general linear model was utilized to analyze the data. The results of the study indicated that the two standards, student support services and curriculum and instruction were both significantly and positively correlated with student success but with small R2 and strengths of association less than .35 and .20 respectively. Mixed results were produced from Chi-square tests for differences in student success between higher and lower rated online courses when controlling for various covariates such as discipline, gender, race/ethnicity, GPA, age, and number of online courses previously taken. A multiple linear regression analysis revealed that the curriculum and instruction standard was the only variable that accounted for a significant amount of unique variance in student success. Another regression test revealed that no significant interaction effect exists between the two SACSCOC standards and GPA in predicting student success. ^ The results of this study are useful for administrators, faculty, and researchers who are interested in accreditation standards for online education and how these standards relate to student success.^

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Introduction: Against a backdrop of ever-changing diagnostic and treatment modalities, stakeholder perceptions (medical students, clinicians, anatomy educators) are crucial for the design of an anatomy curriculum which fulfils the criteria required for safe medical practice. This study compared perceptions of students, practising clinicians, and anatomy educators with respect to the relevance of anatomy education to medicine. Methods: A quantitative survey was administered to undergraduate entry (n = 352) and graduate entry students (n = 219) at two Irish medical schools, recently graduated Irish clinicians (n = 146), and anatomy educators based in Irish and British medical schools (n = 30). Areas addressed included the association of anatomy with medical education and clinical practice, mode of instruction, and curriculum duration. Results: Graduate-entry students were less likely to associate anatomy with the development of professionalism, teamwork skills, or improved awareness of ethics in medicine. Clinicians highlighted the challenge of tailoring anatomy education to increase student readiness to function effectively in a clinical role. Anatomy educators indicated dissatisfaction with the time available for anatomy within medical curricula, and were equivocal about whether curriculum content should be responsive to societal feedback. Conclusions: The group differences identified in the current study highlight areas and requirements which medical education curriculum developers should be sensitive to when designing anatomy courses.

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The very nature of computer science with its constant changes forces those who wish to follow to adapt and react quickly. Large companies invest in being up to date in order to generate revenue and stay active on the market. Universities, on the other hand, need to imply same practices of staying up to date with industry needs in order to produce industry ready engineers. By interviewing former students, now engineers in the industry, and current university staff this thesis aims to learn if there is space for enhancing the education through different lecturing approaches and/or curriculum adaptation and development. In order to address these concerns a qualitative research has been conducted, focusing on data collection obtained through semi-structured live world interviews. The method used follows the seven stages of research interviewing introduced by Kvale and focuses on collecting and preparing relevant data for analysis. The collected data is transcribed, refined, and further on analyzed in the “Findings and analysis” chapter. The focus of analyzing was answering the three research questions; learning how higher education impacts a Computer Science and Informatics Engineers’ job, how to better undergo the transition from studies to working in the industry and how to develop a curriculum that helps support the previous two. Unaltered quoted extracts are presented and individually analyzed. To paint a better picture a theme-wise analysis is presented summing valuable themes that were repeated throughout the interviewing phase. The findings obtained imply that there are several factors directly influencing the quality of education. From the student side, it mostly concerns expectation and dedication involving studies, and from the university side it is commitment to the curriculum development process. Due to the time and resource limitations this research provides findings conducted on a narrowed scope, although it can serve as a great foundation for further development; possibly as a PhD research.

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Probability and Statistics were included in the Basic General Education curricula by the Ministry of Public Education (Costa Rica), since 1995. To analyze the teaching reality in these fields, a research was conducted in two educational regions of the country: Heredia and Pérez Zeledón. The survey included university training and updating processes of teachers teaching Statistics and Probability in the schools. The research demonstrated the limited university training in these fields, the dissatisfaction of teachers about it, and the poor support of training institutions to their professional exercise.

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Aquest estudi forma part del projecte eLene-TLC1 Virtual Campus (2007-2008) recolzat pel programa eLearning de la Comissió Europea. L'objectiu d'aquest projecte és que els professors i els estudiants facin el millor ús possible de les TIC en l'educació superior, preparant als professors per als estudiants de la generació xarxa, permetent als estudiants a la transferència de coneixements i pràctiques de la vida quotidiana per al seu aprenentatge i estimular tant la integració plena de pràctiques innovadores d'ensenyament i d'aprenentatge possibilitades per un entorn tecnològic en constant evolució. Per tal de cobrir part d'aquest objectiu general, es va concebre un estudi per examinar les competències en TIC professors d'Educació Superior en entorns d'aprenentatge en línia.

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Adult Education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and English language instruction to advanced levels of learning.

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Breast cancer is a public health issue in numerous countries. Multidisciplinary collaboration is required for patient care, research, and also education of future physicians. This paper uses Kern's framework for curriculum design to demonstrate how a breast diseases module for undergraduate medical students created in 1993 evolved over 15 years. The main outcomes of program refinements were better integrated course content, the development of electronic course documents, and implementation of computer-aided small group learning. A main future challenge is to further develop efficient instructional strategies in line with well-defined learning needs for undergraduate students.

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The physical education curriculum stresses the importance of improving students’ key motor skills. This idea agrees with the contributions of research into motor development concerning the important role these skills play in child development. In order to facilitate this improvement is essential to know the different basic aspects of how these key motor skills evolve as well as the essential factors related to the characteristics and conditions of educational practice

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The literature on the vice principalship characterizes the position as one filled with clerical record keeping and student discipline and paints a picture of role conflict and general discontent. Research suggests that vice principals desire to take on a more significant role, specifically a role in curriculum leadership. Using open-ended interviews, a focus group interview, document analysis, and my research journal, I have explored the work ofa group of vice principals who have taken on the role of curriculum leader in independent Christian elementary schools in Ontario. When asked to explain their understanding of curriculum, the participants referred to written programs of study. However, their leadership activities reveal a broader understanding of curriculum as something that is in fact dynamic in nature. This leadership is enabled and shaped by their middle position on staff that combines the authority of an administrator and the credibility of a teacher. Although this dual identity creates tension, it also provides opportunities for genuine curriculum leadership. As middle leaders, the participants in this study often pull together or connect elements of the curriculum (teachers, principals, and programs) that have become separated. Such connective leadership is characterized by transformational (Van Brummelen, 2002) tendencies. This research suggests that the further along the continuum one goes from the understanding of curriculum as planned (Eisner, 1994) to acknowledging a lived curriculum (Aoki, 1993), the more transformational one's leadership style becomes.

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Les enjeux liés aux politiques éducatives ont considérablement changé au cours des dernières décennies. Ces changements sont liés, entre autres, à l’accroissement de l’imputabilité et de la reddition de compte qui est devenue une caractéristique importante des réformes curriculaires et pédagogiques. Les politiques à enjeux élevés exercent une pression énorme sur les districts et les écoles états-unienne afin qu’ils augmentent le rendement des élèves en utilisant des systèmes de conséquences (Hall & Ryan, 2011; Loeb & Strunk, 2007). Ces politiques envoient de puissants messages sur l'importance de certaines matières scolaires au détriment d'autres - circonscrivant les exigences en termes de compétences et de connaissances. La langue maternelle d’enseignement et les mathématiques sont devenues des mesures centrales sur lesquelles reposent l’évaluation et le degré de performance des districts et des écoles. Conséquemment, les administrateurs de districts et les directions d’écoles ont souvent recours à des réformes curriculaires et pédagogiques comme moyen d'augmenter le rendement des élèves dans les matières scolaires visées par ces politiques. Les politiques contraignent les acteurs scolaires de concentrer les ressources sur les programmes curriculaires et les évaluations, le développement professionnel, et la prise de décision pilotée par les données (Anagnostopoulos & Ruthledge, 2007; Honig & Hatch, 2004; Spillane, Diamond, et al., 2002; Weitz White & Rosenbaum, 2008). Cette thèse examine la manière dont les politiques à enjeux élevés opèrent quotidiennement dans les interactions et les pratiques au sein des écoles. Nous analysons plus particulièrement les différents messages provenant de la politique transmis aux acteurs scolaires sur les manières d'apporter des changements substantiels dans le curriculum et l'enseignement. Nous élargissons l’analyse en prenant en compte le rôle des administrateurs de district ainsi que des partenaires universitaires qui façonnent également la manière dont certains aspects des messages provenant des politiques sont transmis, négociés et/ou débattus et d’autres sont ignorés (Coburn & Woulfin, 2012). En utilisant l’analyse de discours, nous examinons le rôle du langage comme constituant et médiateur des interactions sociales entre les acteurs scolaires et d’autres parties prenantes. De telles analyses impliquent une investigation approfondie d’un nombre d’étude de cas limité. Les données utilisées dans cette thèse ont été colligées dans une école primaire états-unienne du mid-West. Cette étude de cas fait partie d’une étude longitudinale de quatre ans qui comprenait huit écoles dans les milieux urbains entre 1999 et 2003 (Distributed Leadership Studies, http://www.distributedleadership.org). La base de données analysée inclut des observations de réunions formelles et des entrevues auprès des administrateurs du district, des partenaires universitaires, de la direction d’école et des enseignants. En plus de l’introduction et de la problématique (chapitre 1) et de discussion et conclusion (chapitre 5), cette thèse comprend un ensemble de trois articles interdépendants. Dans le premier article (chapitre 2), nous effectuons une recension des écrits portant sur le domaine de l’implantation de politiques (policy implementation) et la complexité des relations locales, nationales et internationales dans les systèmes éducatifs. Pour démystifier cette complexité, nous portons une attention particulière à la construction de sens des acteurs scolaires comme étant une dimension clé du processus de mise en œuvre des réformes. Dans le deuxième article (chapitre 3), nous cherchons à comprendre les processus sociaux qui façonnent les réponses stratégiques des acteurs scolaires à l’égard des politiques du district et de l’état et en lien avec la mise en œuvre d’un curriculum prescrit en mathématiques. Plus particulièrement, nous explorons les différentes situations dans lesquelles les acteurs scolaires argumentent au sujet des changements curriculaires et pédagogiques proposés par les administrateurs de district et des partenaires universitaires afin d’augmenter les résultats scolaires en mathématiques dans une école à faible performance. Dans le troisième article (chapitre 4), nous cherchons à démystifier les complexités liées à l’amélioration de l’enseignement dans un environnement de politiques à enjeux élevés. Pour ce faire, nous utilisons l'interaction entre les notions d'agentivité et la structure afin d'analyser la manière dont les conceptions d’imputabilité et les idées qui découlent de l'environnement politique et les activités quotidiennes jouent dans les interactions entre les acteurs scolaires concernant sur l’enseignement de la langue maternelle. Nous explorons trois objectifs spécifiques : 1) la manière dont les politiques à enjeux élevés façonnent les éléments de l’enseignement qui sont reproduits et ceux qui sont transformés au fil du temps ; 2) la manière dont la compréhension des leaders de l’imputabilité façonne les aspects des messages politiques que les acteurs scolaires remarquent à travers les interactions et les conversations et 3) la manière les acteurs scolaires portent une attention particulière à certaines messages au détriment d’autres. Dans le dernier chapitre de cette thèse, nous discutons les forces et les limites de l’analyse secondaire de données qualitatives, les implications des résultats pour le domaine d’études de l’implantation de politiques et les pistes futures de recherches.

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The article shows the classroom like an workplace to move moral development, from the relationship between students and professors in the university atmosphere. It proposes elements to take to the practice the ethics education a transverse curriculum line. It assumes the ethics, from a plural perspective, founded on the knowledge and the human action. It joins the integral formation with the conceptions of education, curriculum, pedagogical models and methodologies of education. It proposes actions to demonstrate the commitment of the professor with the integral formation. Finally, concludes that the professor is agent of moral development and that in the classroom is constructed: identity, autonomy and responsibility, from open and plural relation between professors and students and between these and the knowledge.