BOOK REVIEWS / COMPTES RENDUS DE LIVRES
|
|
- Wesley Richardson
- 7 years ago
- Views:
Transcription
1 LA REVUE The Canadian CANADIENNE Journal of D'ÉVALUATION Program EvaluationDE Vol. PROGRAMME 19 No. 1 Pages ISSN Copyright 2004 Canadian Evaluation Society 179 BOOK REVIEWS / COMPTES RENDUS DE LIVRES Thomas R. Guskey. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press. 328 pages. Reviewed by Jill Chouinard The need for educational organizations to evaluate professional development activities is mounting. Cuts in education go ever deeper and threaten already meagre professional development budgets, and the imperative for reform and improved student learning outcomes echoes through the halls of all public schools. Guskey s book, Evaluating Professional Development, provides a timely and much needed contribution to the field of professional development evaluation. However, while it does provide a comprehensive and detailed account of professional development and evaluation practices within the broader perspective of school reform efforts, Guskey s adaptation of Kirkpatrick s four-level training evaluation model does not successfully capture the ethos of organizational change, the conditions necessary to enhance organizational learning. Despite this shortcoming, there is much in Guskey s book that is noteworthy. Evaluating Professional Development is well organized, with early chapters providing comprehensive descriptions of professional development, evaluation, and the link between professional development activities and student outcomes. Chapters 4 through 8 provide detailed accounts of Guskey s five-level model of evaluation (co-developed with Dennis Sparks). The remaining chapter describes who should conduct evaluations and provides recommendations for presenting evaluation results. Each chapter ends with relevant Questions for Reflection as well as sample evaluation forms and checklists. What sets Guskey s book apart from the plethora of available literature on professional development evaluation is the inclusion of context as a key variable in determining the effectiveness and success of professional development activities. Professional development is not depicted as a discrete event, but as a systematic, intentional, and ongoing process designed to bring about organizational change. Corresponding author: Jill Chouinard, 72 Harmer Avenue, Ottawa, ON K1Y 0T8; < jillanne@look.ca>
2 180 THE CANADIAN JOURNAL OF PROGRAM EVALUATION While the literature on school reform makes a similar claim about the relationship between professional development and school improvement, Guskey describes a complex relationship between organizational variables and professional development outcomes. This model thus becomes the critical foundation upon which professional evaluation is built. Guskey s five-level model of evaluation, based on Kirkpatrick s fourlevel model of training evaluation (reaction, learning, behaviour, and results), compensates for a significant shortcoming in Kirkpatrick s framework by including an additional level designed to measure organizational support and change. This level highlights the importance Guskey places on organizational context as a contributing factor influencing individual learning and learning outcomes. According to Guskey, organizational variables are key to the success of any professional development activity. They also can hinder or prevent success, even when the individual aspects of professional development are done right (p. 83). Thus, evaluating organizational context has the potential to greatly enhance the validity and usefulness of professional development evaluations and, most importantly, improve the implementation of professional development activities. Kirkpatrick s training evaluation model was designed to evaluate the effectiveness of a discrete training program unrelated to broader organizational change efforts. Kirkpatrick did not include climate as a contributing variable to be considered in measuring training effectiveness, though he did refer to climate conduciveness as a precondition of change (Kirkpatrick, 1996). Guskey provides a more systemic model of professional development and evaluation that includes organizational context in the evaluation process. But he fails to articulate a more inclusive or participatory evaluation process that might have helped integrate evaluation practices with ongoing learning in organizations. What is missing from this book is a more vigorous description of who could be involved in carrying out the evaluation. Guskey s approach to stakeholder participation is limited to professional development activities (design and implementation), and not the evaluation itself. By limiting stakeholder involvement, Guskey forgoes many organizational and individual benefits that enhanced participation in evaluation could produce. Involving teachers and other key decision makers in the evaluation of professional development activities has the potential to enhance individual and collective learning, both of which are essential features of successful implementation efforts.
3 LA REVUE CANADIENNE D'ÉVALUATION DE PROGRAMME 181 Despite the passage of time, Kirkpatrick s legacy continues to influence the professional development evaluation literature. While there have been a number of variations on Kirkpatrick s four levels, most fail to elaborate a role for key stakeholders in the evaluation process. Why stakeholder-based evaluation continues to remain outside of training evaluation practice, despite the extensive documentation of the role of collaboration in educational reform, is worthy of further inquiry. The current climate of educational change, however, may well force evaluation and professional development practitioners to revisit how they evaluate professional development activities and may in fact force them to look outside of the training evaluation literature for solutions. Despite these shortcomings, Evaluating Professional Development should be required reading for anyone who works in the field of professional development, and for anyone interested in implementing and evaluating professional development activities. Guskey s inclusion of context as a key variable in evaluating professional development is essential for the successful implementation and evaluation of professional development within organizations. REFERENCES Kirkpatrick, D.L. (1996). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler.
4 182 The Canadian THE CANADIAN Journal of Program JOURNAL Evaluation OF PROGRAM Vol. 19 No. 1EVALUATION Pages ISSN Copyright 2004 Canadian Evaluation Society The Joint Committee on Standards for Educational Evaluation; Arlen R. Gullickson, Chair. (2003). The Student Evaluation Standards: How to Improve Evaluations of Students. Thousand Oaks, CA: Corwin Press. 264 pages. Reviewed by Suzanne Moreau The Student Evaluation Standards, established by 16 professional education associations, identifies evaluation principles that should result in improved student evaluations. The publication claims that sound student evaluation practices should possess four attributes or standards : propriety (considers legal and ethical issues, and the well-being of the students being evaluated); utility (considers usefulness, specifically that evaluations are informative, timely, and influential); feasibility (considers that evaluations can be implemented and are practical, diplomatic, and adequately supported); and accuracy (considers that evaluations will produce sound student performance information that leads to valid interpretations, justifiable conclusions, and appropriate follow-up). In British Columbia, a new school planning process was introduced in 2002/2003 to replace the former school accreditation program, with the primary goal of improving student achievement through more direct and meaningful parental involvement. As a pioneering parent member in a School Planning Council (SPC), and a program evaluation advisor by profession, I hope to connect the improvement of student evaluation practices with improvement in student achievement. Several issues affect student achievement at our school. Primarily, communication is the key to successful assessment for all involved, improving teachers ability to make defensible evaluations, parents capacity to make informed decisions, and, ultimately, students ability to achieve to their fullest potential. More specifically, the issues are: timely and comprehensible communication of a student s achievement with follow-up by teachers, the student, and parents; and consistent student evaluation practice among teachers in relation to provincial standards and broad expectations, so that students progress can be measured and acted upon with confidence. If our Corresponding author: Suzanne Moreau, Senior Evaluation Advisor, Ministry of Attorney General and Ministry of Public Safety and Solicitor General, Policy, Planning and Legislation Branch, Corporate Planning Division, Box 9263, Stn. Prov. Govt. 10th Floor, 1001 Douglas Street, Victoria, BC V8W 9J7; <Suzanne.Moreau@gems4.gov.bc.ca>
5 LA REVUE CANADIENNE D'ÉVALUATION DE PROGRAMME 183 SPC plan addresses student assessment practices, use of the Standards could have a positive and direct impact on student achievement at our school. There was a positive response when the school principal excerpted sections for our Council s planning process an indication of his acceptance of the Standards in our endeavour. While all four standards are important to consider in the planning process, of particular import for the SPC are the utility standards, which set out explicit values that are directly related to the school planning process and address problems inherent in ineffective communication and inconsistent practice. The school planning process sets goals that are linked to district goals and an accountability contract with the Ministry of Education. The practice of setting annual goals linked to a mission statement typically involves setting performance targets in an inclusive and collaborative manner, specifically involving administrators, teachers, parents, students, and members of the community. The following three utility standards are especially relevant to the planning process. Under U5 Explicit Values it is recommended that values are clarified and justified from all who have a role in shaping student evaluation practice, including parents and students. In addition, the frame of reference for interpretation of student evaluation data must be described and justified, specifically performance in relation to preset standards, peers, aptitude, and amount of improvement or amount learned. Second, under U6 Effective Reporting it is recommended that student evaluation reports should be clear, timely, accurate, and relevant so that they are useful to students and their parents. Specifically, prepare a school policy to guide the reporting system that ensures adherence to a consistent assessment and reporting scheme and avoids jargon, that is, it explains what letter grades mean and how they should be interpreted and used. Third, under U7 Follow up it is recommended that student evaluations include a follow-up procedure to improve understanding. Specifically, inform students about what will be assessed, and how the evaluation information will be used to identify strengths and weaknesses and used to design appropriate follow-up actions for students, parents and teachers. In summary, The Student Evaluation Standards has the potential to add value to the new school planning process in British Columbia. I hope we realize this potential at our school and that we may ultimately form a promising practice with broader application of these Standards at the district and provincial levels.
6 184 The Canadian THE CANADIAN Journal of Program JOURNAL Evaluation OF PROGRAM Vol. 19 No. 1EVALUATION Pages ISSN Copyright 2004 Canadian Evaluation Society David Gremblowski. (2001). The Practice of Health Program Evaluation. Thousand Oaks, CA: Sage Publications. 323 pages. Reviewed by Anna Byszewski As health care expenditures rise worldwide, health program evaluation is becoming more of a necessity. Gremblowski writes in an American context, in the dual environment of both private and public health care where the need to demonstrate cost effectiveness is central. Nevertheless, he makes a vital addition to the literature on the topic, demystifying a complex area while providing detailed descriptions of methodologies and instructions for avoiding potential threats to validity. His first intended audience is health program evaluation students; the second is program administrators and decision-makers. The text is framed as an easy to follow three-act play. Each chapter provides practical examples, with a summary section of key points, study questions, and detailed references. Gremblowski stresses that his is not a cookbook approach, and the road may be circular. Act I lays out the process of asking questions in the political realm. Scene 1 involves examining overt reasons, such as whether to continue or discontinue the program, and how to improve the program. The covert reasons include delaying decisions around the program or legitimizing it. This helps to develop a general question, which is often Did the program achieve its objectives? followed by Why is this the case? In Scene 2, the evaluator helps to translate a question into specific evaluation questions, with a good section on how to decide on questions and design. There is a discussion about the choices of prospective (ideal) versus retrospective designs. Act II focuses on answering the question via specific methods. This section introduces two major types of evaluations done in health programs: impact evaluations in which outcome/causality is central, and process evaluations (program implementation). Chapter 4 focuses on the former, and provides a menu of designs: experimental (RCT), quasi-experimental, and pre-experimental. Threats to the internal and external validity are described for each design, as well Corresponding author: Dr. Anna Byszewski, Associate Professor of Medicine, Faculty of Medicine, University of Ottawa; Medical Director, The Geriatric Day Hospital, Civic Campus, 1053 Carling Avenue, Ottawa ON K1Y4E9; <abyszewski@ottawahospital.on.ca>
7 LA REVUE CANADIENNE D'ÉVALUATION DE PROGRAMME 185 as measures to avoid these pitfalls. The author goes to great lengths to facilitate and deepen the reader s understanding of this area. Chapter 5 deals with cost-effectiveness analysis, an area that has probably received more attention in the American health program evaluation system than in Canada. The author insists that cost evaluation analysis is not a decision-making technique, though I would argue that such results might inevitably lead to judgement of program worth. Gremblowski suggests that program implementation evaluation can be more challenging than impact evaluation. Different implementation designs may be required, customized or created from scratch, using both quantitative and qualitative methodology. A useful and innovative framework is provided, a 2 X 2 table using the concepts of purpose (descriptive or comparative) and timing (cross-sectional or longitudinal). Excellent tables provide numerous examples of the types of questions that can be utilized. Chapters 7 through 9 deal with population sampling, measurement, and data collection and data analysis. These are excellent and exhaustive, similar to other evaluation texts, but presented from a health care perspective. Gremblowski concludes with Act III, in which the evaluator s major role is to return to the political realm and engage in results dissemination and use of answers in decision-making. It deals with practical points of a dissemination plan and developing recommendations in the form of a comprehensive report, executive summary, or short report. There are helpful hints in the form of actual examples of slides and overheads for presentation reports. In Gremblowski s view, the evaluator is the key expert who orchestrates the evaluation plan. Although negotiation with stakeholders is alluded to, this aspect might have been explored further. In today s health care scene, interdisciplinary teams make up most programs, and their involvement is crucial to the production of meaningful and useful findings. Future editions of this book could be expanded to include sections on this topic and to guide the reader in selecting who should be involved. Overall this text provides a comprehensive and practical text for health care evaluators, and is a significant addition to the library of evaluation. It is clearly written and well researched, and should be strongly recommended for curriculum in the field of health program evaluation.
A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario
A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario
More informationHealth Professions Review Board
Health Professions Review Board Suite 900, 747 Fort Street Victoria British Columbia Telephone: 250 953-4956 Toll Free: 1-888-953-4986 (within BC) Facsimile: 250 953-3195 Mailing Address: PO 9429 STN PROV
More informationStages of Instructional Design V. Professional Development
Stages of Instructional Design V. Professional Development Derived from Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth, TX: Harcourt Brace
More informationAssessment Policy. 1 Introduction. 2 Background
Assessment Policy 1 Introduction This document has been written by the National Foundation for Educational Research (NFER) to provide policy makers, researchers, teacher educators and practitioners with
More informationEXEMPT STATUS CRITERIA AND GUIDELINES
CRITERIA AND GUIDELINES Acknowledgements: This version of the Exempt Status Criteria and Guidelines was established and published by the Minister of Advanced Education in. This version of the criteria
More informationLearning and Teaching
B E S T PRACTICES NEA RESEARCH BRIEF Learning and Teaching July 2006 This brief outlines nine leading research-based concepts that have served as a foundation for education reform. It compares existing
More informationDepartment of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009
Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,
More informationMCH LEADERSHIP SKILLS SELF-ASSESSMENT
MCH LEADERSHIP SKILLS SELF-ASSESSMENT This self-assessment corresponds to the Maternal and Child Health Leadership Competencies Version 3.0, by the MCH Leadership Competencies Workgroup (Eds), June 2009.
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationCommission on Peer Review and Accreditation
Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA
More informationThe Baldrige Model. Prof. Yacov Kedem Dr. Edna Benshalom Mofet Institute, Israel
Quality Management in Institutes of Higher Education The Baldrige Model Prof. Yacov Kedem Dr. Edna Benshalom Mofet Institute, Israel The 4 th International Conference Education, Research and Development
More informationState of Financial Education In Canada
State of Financial Education In Canada Report: November, 2015 Prepared for TD Bank Group by the Canadian Foundation for Economic Education (CFEE) Executive Summary TD Bank Group has an extensive history
More informationUtah Educational Leadership Standards, Performance Expectations and Indicators
Utah Educational Leadership Standards, Performance Expectations and Indicators Standard 1: Visionary Leadership An educational leader promotes the success of every student by facilitating the development,
More informationSection 100 Introduction
Section 100 Introduction Electrical Engineering Centre April 2013 TABLE OF CONTENTS 100 INTRODUCTION 101 PURPOSE OF THIS MANUAL... 1 102 USING THIS MANUAL... 2 103 MANUAL REVISION AND ADDITIONS... 3 104
More informationNational Framework for Values Education in Australian Schools
National Framework for Values Education in Australian Schools National Framework for Values Education in Australian Schools Commonwealth of Australia 2005 ISBN: 0 642 77496 X ISBN: 0 642 77497 8 (online
More informationEvaluating teaching. 6.1 What is teacher evaluation and why is it important?
6 Evaluating Just as assessment that supports is critical for student, teacher evaluation that focuses on providing accurate evidence of practice and supports improvement is central for teachers. Having
More informationParticipatory Monitoring
Participatory Monitoring Presentation by Paulette Bynoe, PhD CBD/IADB Civil Society Organizational Dialogue BUDDYS INTERNATIONAL HOTEL PROVIDENCE, EAST BANK DEMARARA GUYANA NOVEMBER 18-20, 2008 1 Outline
More informationStandards for Educational Leaders (Principals, Superintendents, Curriculum Directors, and Supervisors)
Standards for Educational Leaders (rincipals, Superintendents, Curriculum Directors, and Supervisors) Introduction These Standards and Indicators were adapted from the Educational Leadership Constituencies
More informationEducating for Practice Using collaborative leadership to improve health education and practice
Educating for Practice Using collaborative leadership to improve health education and practice Institute of Medicine Global Forum on Innovation in Health Professional Education November 29 th, 2012 Sarita
More informationAssessment That Drives Instruction
Improving Instruction Through Assessment Assessment That Drives Instruction Pokey Stanford Stacy Reeves TEACHING Exceptional Children, Vol. 37, No. 4, pp. 18-22. Copyright 2005 CEC. Two challenging aspects
More informationFinding the Right People for Your Program Evaluation Team: Evaluator and Planning Team Job Descriptions
: Evaluator and Planning Team Job Descriptions I. Overview II. Sample Evaluator Job Description III. Evaluator Competencies IV. Recruiting members of your strategic evaluation planning team V. Recruiting
More informationSTRATEGIC PLANNING FOR REGIONAL DEVELOPMENT ON THE BASIS OF THE CONCEPT OF "POINT OF GROWTH"
STRATEGIC PLANNING FOR REGIONAL DEVELOPMENT ON THE BASIS OF THE CONCEPT OF "POINT OF GROWTH" Viktor BONDARUK Odessa Regional Institute of Public Administration of National Academy of Public Administration,
More informationCrown Agency Risk Management and Internal Controls
Crown Agency Risk Management and Internal Controls A Good Practices Checklist Crown Agencies Secretariat Board Resourcing and Development Office Introduction Crown Agency Risk Management and Internal
More informationINTERNATIONAL FRAMEWORK FOR ASSURANCE ENGAGEMENTS CONTENTS
INTERNATIONAL FOR ASSURANCE ENGAGEMENTS (Effective for assurance reports issued on or after January 1, 2005) CONTENTS Paragraph Introduction... 1 6 Definition and Objective of an Assurance Engagement...
More informationDeveloping Research & Communication Skills
Developing Research & Communication Skills Guidelines for Information Literacy in the Curriculum Executive Summary This handbook provides colleges and universities with suggestions for how they might develop
More informationThe Child at the Centre. Overview
The Child at the Centre Overview Giving our children the best start in life Twin aims of early education and childcare: Free part-time quality pre-school education place for all three and four year olds;
More informationTeachers as Learners: Elements of Effective Professional Development
Teachers as Learners: Elements of Effective Professional Development Kathy A. Dunne In this age of standards, a primary focus in education has become establishing benchmarks for knowledge and skills for
More informationAlberta Health. Primary Health Care Evaluation Framework. Primary Health Care Branch. November 2013
Primary Health Care Evaluation Framewo Alberta Health Primary Health Care Evaluation Framework Primary Health Care Branch November 2013 Primary Health Care Evaluation Framework, Primary Health Care Branch,
More informationTHE VALUE OF FINANCIAL PLANNING
THE VALUE OF FINANCIAL PLANNING PRESIDENT S MESSAGE Having a comprehensive financial plan with the guidance of a CFP professional can provide a road map towards greater financial and emotional well-being.
More informationCanadian International Development Agency 200 Promenade du Portage Gatineau, Quebec K1A 0G4 Tel: (819) 997-5006 Toll free: 1-800-230-6349 Fax: (819)
Canadian International Development Agency 200 Promenade du Portage Gatineau, Quebec K1A 0G4 Tel: (819) 997-5006 Toll free: 1-800-230-6349 Fax: (819) 953-6088 (For the hearing and speech impaired only (TDD/TTY):
More informationPOSITION PAPER ON SCOPES OF PRACTICE PUBLISHED BY THE ONTARIO COLLEGE OF SOCIAL WORKERS AND SOCIAL SERVICE WORKERS
POSITION PAPER ON SCOPES OF PRACTICE PUBLISHED BY THE ONTARIO COLLEGE OF SOCIAL WORKERS AND SOCIAL SERVICE WORKERS OCTOBER 2008 Published by the OCSWSSW October 2008 2 Ontario College of Social Workers
More informationRISK BASED INTERNAL AUDIT
RISK BASED INTERNAL AUDIT COURSE OBJECTIVE The objective of this course is to clarify the principles of Internal Audit along with the Audit process and arm internal auditors with a good knowledge of risk
More informationStandards for Advanced Programs in Educational Leadership
Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION Published January,
More informationHumanistic PE-Current Practice of Physical Education in Colleges and Universities. Wei Dai
3rd International Conference on Science and Social Research (ICSSR 2014) Humanistic PE-Current Practice of Physical Education in Colleges and Universities Wei Dai Physical Education College, Sichuan University
More informationLeadership and Management Competencies
Leadership and Management Competencies 0 The Saskatchewan Public Service Vision: The Best Public Service in Canada Our Commitment to Excellence Dedicated to service excellence, we demonstrate innovation,
More informationPerformance Evaluation Senior Leadership
Performance Evaluation Senior Leadership Employee Name: Position: Program/Dept.: Supervisor Name: Review Date: For each of the valuation standards, bullet points have been provided to assist you with the
More informationKEY CONCEPTS AND IDEAS
LEAD SELF The domain of the LEADS in a Caring Environment leadership capability framework, consists of four capabilities: a leader (1) Is Self-Aware, (2) Manages Self, (3) Develops Self, and (4) Demonstrates
More informationPh. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University
Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University The purpose of the doctoral program in Educational Leadership is to
More informationA Comprehensive Model for Assessing Service-Learning and Community- University Partnerships
6 A comprehensive assessment model can measure the effects of service-learning on everyone involved. A Comprehensive Model for Assessing Service-Learning and Community- University Partnerships Barbara
More informationGraduate Program Goals Statements School of Social Work College of Education and Human Development
Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in
More informationStandards for Student Interpersonal Skills
Standards for Student Interpersonal Skills Grades PreK 12 Pennsylvania Department of Education TABLE OF CONTENTS Introduction. THE ACADEMIC STANDARDS Self-Awareness and Self-Management.. A. Managing Emotions
More informationSelf Assessment Tool for Principals and Vice-Principals
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
More informationTeachers as Adult Learners: A New Perspective
2 As professional developers, it is imperative that we view the teacher of adults as an adult learner and the professional development activity as adult learning. This chapter presents the Adult Learning
More informationMay 4, 2010 Reference number: IFA 2010-0001
May 4, 2010 Reference number: IFA 2010-0001 XXX Dear XXX: Re: XXX Thank you for your letter dated XXX, requesting a technical interpretation with respect to the provisions of the International Financial
More informationDOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
More informationICT in pre-service teacher education in Portugal: trends and needs emerging from a survey
Interactive Educational Multimedia, Number 11 (October 2005), pp. 153-167 http://www.ub.es/multimedia/iem ICT in pre-service teacher education in Portugal: trends and needs emerging from a survey João
More informationPROFESSIONAL SKILLS DEVELOPMENT FOR GRADUATE STUDENTS
PROFESSIONAL SKILLS DEVELOPMENT FOR GRADUATE STUDENTS EXECUTIVE SUMMARY Professional skills development for graduate students has been a topic of discussion among university graduate communities and members
More informationInstructional Technology Capstone Project Standards and Guidelines
Instructional Technology Capstone Project Standards and Guidelines The Committee recognizes the fact that each EdD program is likely to articulate some requirements that are unique. What follows are a
More informationfor Vocational Education and Training (KRIVET) but the findings are not included in this paper.
A Comparison of Quality Management approaches for the Training and Vocational Sector in Seven Countries Liz Bowen-Clewley, Competency International Ltd, New Zealand (liz@cil.co.nz) Karen Cooper, Competency
More informationDEEPER LEARNING COMPETENCIES April 2013
DEEPER LEARNING COMPETENCIES April 2013 Deeper learning is an umbrella term for the skills and knowledge that students must possess to succeed in 21 st century jobs and civic life. At its heart is a set
More informationSchool of Public Health and Health Services. Doctor of Public Health Health Behavior Department of Prevention and Community Health.
School of Public Health and Health Services Doctor of Public Health Health Behavior Department of Prevention and Community Health 2014 Note: All curriculum revisions will be updated immediately on the
More informationIB learner profile booklet. Diploma Programme, Middle Years Programme and Primary Years Programme
Diploma Programme, Middle Years Programme and Primary Years Programme International Baccalaureate Organization Buenos Aires Cardiff Geneva New York Singapore Published March 2006 International Baccalaureate
More informationNCNSP Design Principle 1: Ready for College
College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All
More informationCode of Ethics for Licensed Practical Nurses in Canada
Code of Ethics for Licensed Practical Nurses in Canada Foreword The Canadian Council for Practical Nurse Regulators (CCPNR) is a federation of provincial and territorial members who are identified in legislation,
More informationINTERNATIONAL STANDARD ON ASSURANCE ENGAGEMENTS 3000 ASSURANCE ENGAGEMENTS OTHER THAN AUDITS OR REVIEWS OF HISTORICAL FINANCIAL INFORMATION CONTENTS
INTERNATIONAL STANDARD ON ASSURANCE ENGAGEMENTS 3000 ASSURANCE ENGAGEMENTS OTHER THAN AUDITS OR REVIEWS OF HISTORICAL FINANCIAL INFORMATION (Effective for assurance reports dated on or after January 1,
More informationINSTITUTIONAL SELF-STUDY
INSTITUTIONAL SELF-STUDY FOR THEOLOGICAL DEGREE-GRANTING INSTITUTIONS APPLYING FOR MINISTRY REVIEW FOR ELIGIBILITY TO APPLY FOR EQA DESIGNATION 04 February 2015 INTRODUCTION Amendments to Citizenship and
More informationStandard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.
Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements
More informationDental Hygiene Education Position Statement. There are 7 Key Components to the BCDHA Dental Hygiene Education Position Paper:
BRITISH COLUMBIA DENTAL HYGIENISTS ASSOCIATION PAGE 1 Policy Type: Position Statement Policy Title: Dental Hygiene Education Prepared/Revised: 2007, 2011, 2014 Next Review: October 2015 Dental Hygiene
More informationNEW PROGRAM PROPOSAL. and Policy Studies ]
NEW PROGRAM PROPOSAL College: [ Eisner College of Education ] New Program Proposal Page 1/13 Department: [ Educational Leadership and Policy Studies ] 1. Title of Proposed Program: (e.g. B.S. in, Option
More informationIowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples
Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples Introduction Social studies is the integrated study of the social
More informationRoles and. Responsibilities. of Teachers and. Teacher Assistants/ Education Assistants. A BCTF/CUPE Joint Paper
Roles and Responsibilities of Teachers and Teacher Assistants/ Education Assistants A BCTF/CUPE Joint Paper Table of Contents President s Message........................... 1 A Brief History.............................
More informationDOCTORAL DEGREE IN EDUCATION. Ed.D. Leadership in Schooling
DOCTORAL DEGREE IN EDUCATION Ed.D. Leadership in Schooling Option: STEM Education ADMITTING FOR SUMMER 2016 ONWARDS Ed.D. Leadership in Schooling 42 credits 3-4 years Leadership in Schooling Faculty Michaela
More informationthe discipline has real value to offer managers
Marketing in a Nutshell: Key Concepts for Non- Specialists Mike Meldrum and Malcolm McDonald Butterworth-Heinemann 2007 ISBN: 0750681330, 294 pages Theme of the Book Mike Meldrum and Malcolm McDonald set
More informationFaculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students
1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2014 2 Table of Contents Overview of the Revised MN Streams in Relation to Project 3 The Importance of Projects
More informationAdditional Qualification Course Guideline Special Education, Specialist
Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du
More informationGRADUATE COURSE OUTLINE
CUMMING SCHOOL OF MEDICINE GRADUATE COURSE OUTLINE MDCH 681 Health Research Methods WINTER 2015 Course Coordinator Course Instructors Teaching Assistants Dr. Marilynne Hebert Dr. Marilynne Hebert* Telephone:
More informationHuman Resources Management Program Standard
Human Resources Management Program Standard The approved program standard for Human Resources Management program of instruction leading to an Ontario College Graduate Certificate delivered by Ontario Colleges
More informationAdvanced Nursing Practice: Opportunities and Challenges in British Columbia
Advanced Nursing Practice: Opportunities and Challenges in British Columbia March 2003 Rita Schreiber, RN, DNS Heather Davidson, PhD Marjorie MacDonald, RN, PhD Jane Crickmore, RN, MPA Lesley Moss, RN,
More informationSchool of Social Work
Social Work 282 School of Social Work St. Patrick s Building 469 Telephone: 788-5601 Fax: 788-7496 The School Director of the School: Gillian Walker Supervisor of Graduate Studies: Allan Moscovitch The
More informationSuccess Factors in Knowledge Management An IISD Knowledge Communications Practice Note
Success Factors in Knowledge Management An IISD Knowledge Communications Practice Note Heather Creech, Director, Knowledge Communications 2005 2005 International Institute for Sustainable Development Published
More informationSUCCESSION PLANNING GUIDEBOOK
SUCCESSION PLANNING GUIDEBOOK TABLE OF CONTENTS How to use this Guidebook 1 What is succession planning? 2 What succession planning is not 3 Why is succession planning important? 4 Succession planning
More informationTheme: Globalization and Diversification of Quality Assurance of Higher Education
Theme: Globalization and Diversification of Quality Assurance of Higher Education Sub-theme: Programme Accreditation Accreditation of Public Universities and Private Institutions in Sri Lanka : Impact
More informationInstitutional Support for e-learning Implementation in Higher Education Practice: A Case Report of University of Rijeka, Croatia
Institutional Support for e-learning Implementation in Higher Education Practice: A Case Report of University of Rijeka, Croatia Marta Žuvi -Butorac, Zoran Nebi University of Rijeka Faculty of Engineering,
More informationCompetencies for the nurse practitioner scope of practice
Competencies for the nurse practitioner scope of practice Approved by Council September 2008 Nurse practitioner scope of practice Nurse practitioners are expert nurses who work within a specific area of
More informationPreparation for Teaching in Catholic Schools
PREPARATION FOR TEACHING IN CATHOLIC SCHOOLS Preparation for Teaching in Catholic Schools (Initial Teacher Education Course) 2012 1. Introduction 1 The Institute for Catholic Education periodically updates
More informationSTANDARDS PROGRAM For Canada s Charities & Nonprofits
STANDARDS PROGRAM For Canada s Charities & Nonprofits Revised October 2014 Lions Foundation of Canada Dog Guides SickKids Foundation World Vision Enhancing governance and effectiveness Founding and presenting
More informationwww.chsrf.ca / www.fcrss.ca
www.chsrf.ca / www.fcrss.ca IS RESEARCH WORKING FOR YOU? A SELF-ASSESSMENT TOOL AND DISCUSSION GUIDE FOR HEALTH SERVICES MANAGEMENT AND POLICY ORGANIZATIONS making research work pour que la recherche porte
More information2 Business, Performance, and Gap Analysis
2 Business, Performance, and Gap Analysis The performance consulting process generally includes identifying business needs, performance needs, and work environment and capability needs. All strategic performance
More informationSchool of Public Health and Health Services Department of Global Health
School of Public and Services Department of Global Master of Public and Graduate Certificate Global 013-014 Note: All curriculum revisions will be updated immediately on the website http://www.gwu.edu/sphhs/
More informationApplying for Canadian student loans for college and university
Applying for Canadian student loans for college and university A guide for refugee students in British Columbia J U L Y 2 0 0 4 In 2003 Canadian law changed to allow refugee students all protected persons
More informationSELECTION CRITERIA. Annual conferences are staged in the years between the ICA quadrennial congresses.
ICA welcomes applications from member countries or other entities with the resources to host its annual conferences or quadrennial congresses. These notes provide further details and guidance on how to
More informationSubject to the obligation to report, explain, or justify something; responsible; answerable. 2
ACCOUNTABILITY THE PATHWAY TO RESTORING PUBLIC TRUST AND CONFIDENCE FOR HOSPITALS AND OTHER HEALTH CARE ORGANIZATIONS Approved by AHA Board of Trustees November 11-12, 1999 I. ACCOUNTABILITY WHAT IS IT?
More informationEAPRIL Best Research and Practice Award
EAPRIL Best Research and Practice Award GENERAL PROJECT INFORMATION 1. Title of project Schools as Sustainable Learning Organizations: Research Based Practice Process of Becoming a Sustainable Learning
More informationLesotho new Integrated Curriculum for primary schools in Lesotho
Lesotho new Integrated Curriculum for primary schools in Lesotho The Ministry of Education and Training (MoET) has introduced a new integrated primary school curriculum, designed to respond to the changing
More informationThe Teacher-Scholar at Skagit Valley College Tom Keegan and Kenneth Lawson Summer, 2013 DRAFT
The Teacher-Scholar at Skagit Valley College Tom Keegan and Kenneth Lawson Summer, 2013 DRAFT Introduction Skagit Valley College is a comprehensive community college serving Skagit, San Juan, and Island
More informationHKIHRM HR PROFESSIONAL STANDARDS MODEL
HKIHRM HR PROFESSIONAL STANDARDS MODEL Creating Values For You and For Organisations Setting Standards Recognising s ABOUT HKIHRM The Hong Kong Institute of Human Resource Management (HKIHRM) is the leading
More informationThe Professional Portfolio for Aspiring Principals
The Professional Portfolio for Aspiring Principals Students in administrator training programs often value clarity in their coursework and want the facts and procedures of educational leadership presented
More informationPage 1 CORPORATE PROFILE
Page 1 CORPORATE PROFILE Who we are? Blau Advisors has become a model in consulting services rendering, due to its long-term commitment with clients. Project goal achievement and succeeding in client s
More informationFramework and Guidelines for Principal Preparation Programs
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
More informationTexas Higher Education Coordinating Board Characteristics of Texas Doctoral Programs 2015
Texas Higher Education Coordinating Board Characteristics of Texas Doctoral Programs 2015 The 18 Characteristics of Texas Public Doctoral Programs were developed by the Graduate Education Advisory Committee
More information4.1 Identify what is working well and what needs adjustment. 4.1.1 Outline broad strategies that will help to effect these adjustments.
(Overview) Step 1 Prepare 1.1 Identify specific issues or choices that the planning process should address. 1.2 Develop an organizational profile. 1.3 Identify any information that must be collected to
More informationProposing a Layer Model for e-learning Design. Katsuaki Suzuki 1, John M. Keller 2
Proposing a Layer Model for e-learning Design Katsuaki Suzuki 1, John M. Keller 2 Kumamoto University (Japan), Florida State University (U.S.A.) Key words: Layer model, e-learning, Instructional Design,
More informationAdministration of Academic Advising
NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS 66502-2912 Phone: (785) 532-5717 Fax: (785) 532-7732 e-mail: nacada@ksu.edu 2012 National Academic Advising Association
More informationClassroom Climate. from the complex transaction of many immediate environmental factors (e.g., physical, material,
Adelman, H. S. & Taylor, L. (in press). Classroom climate. In S. W. Lee, P. A. Lowe, & E Robinson (Eds.), Encyclopedia of School Psychology. Thousand Oaks, CA: Sage. Classroom Climate Classroom climate
More informationSalzburg ii recommendations. EuroPEan universities achievements SincE 2005 in implementing the Salzburg PrinciPlES
Salzburg ii recommendations EuroPEan universities achievements SincE 2005 in implementing the Salzburg PrinciPlES Copyright 2010 by the European University Association All rights reserved. This information
More informationTEACHER LEADER. ACTION RESEARCH by Thomas J. Diana, Jr. Becoming a. through
Becoming a TEACHER LEADER through ACTION RESEARCH by Thomas J. Diana, Jr. Find out how conducting your own classroom-based research project can help you become an effective teacher-leader. Accountability.
More informationAssurances of Learning: The Master of Accountancy (MACC)
Assurances of Learning: The Master of Accountancy (MACC) Introduction The mission of the Department of Accounting and Business Law is to achieve excellence in accounting education by providing high quality
More informationLITERACY. Paying Attention to. Six Foundational Principles for Improvement in Literacy, K 12
K 12 Paying Attention to LITERACY Six Foundational Principles for Improvement in Literacy, K 12 Focus on literacy. Build an understanding of effective literacy instruction. Design a responsive literacy
More informationModel for Comprehensive and Integrated School Psychological Services
Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support
More informationPUBLIC ACCOUNTANTS COUNCIL HANDBOOK
PUBLIC ACCOUNTANTS COUNCIL HANDBOOK Adopted by the Public Accountants Council for the Province of Ontario: April 17, 2006 PART I: PROFESSIONAL COMPETENCY REQUIREMENTS FOR PUBLIC ACCOUNTING PART II: PRACTICAL
More information