1,108,901 research outputs found

    Perceptions of high school principals on instructional leadership and implications for practice and professional development

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    The purpose of this study was: (a) to determine how Iowa high school principals perceive their instructional leadership practice as defined by ISSL/ISLLC Standard 2 and the knowledge, dispositions, and performance descriptors; (b) to determine which Standard 2 indicators are most essential for the high school principal\u27s instructional leadership practice; (c) to determine if the practices of high school principals as instructional leaders align with the identified essential indicators of Standard 2; (d) to define and describe how Iowa high school principals define instructional leadership; (e) to determine if demographics impact the instructional leadership practices of Iowa\u27s high school principals; (f) to determine what sources of professional development are most helpful for actual instructional leadership practice; and (g) to determine what professional development needs principals have in relationship to the ISSL/ISLLC Standards. The framework for this study was Standard 2 of the ISSL/ISLLC Standards. The ISSL/ISLLC Standards are the new standards for licensure and re-licensure of Iowa school principals. This study included both qualitative and quantitative research methods. Surveys were sent to 365 Iowa high school principals and as part of the survey, principals were asked to nominate peers they considered exemplary instructional leaders. Six nominated principals were personally interviewed at their school sites. The major finding of the study was the congruence between the high school principals\u27 perceptions of their instructional leadership proficiencies and those descriptors of instructional leadership deemed most essential for instructional leadership. In addition, the interviews not only yielded similar information as the surveys, but also added richness to the description of instructional leadership practices in Iowa high schools. Findings from the study will be usable for principals, preparation institutions, professional development organizations, and the Department of Education. An understanding of ISSL/ISLLC Standard 2 and the essential knowledge, dispositions, and knowledge descriptors is imperative for the development and support of principals who can lead and manage an educational program focused on teaching and learning

    Task-Specific Experience and Task-Specific Talent: Decomposing the Productivity of High School Teachers

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    We use administrative panel data to decompose worker performance into components relating to general talent, task-specific talent, general experience, and task-specific experience. We consider the context of high school teachers, in which tasks consist of teaching particular subjects in particular tracks. Using the timing of changes in the subjects and levels to which teachers are assigned to provide identifying variation, we show that much of the productivity gains to teacher experience estimated in the literature are actually subject-specific. By contrast, very little of the variation in the permanent component of productivity among teachers is subject-specific or level-specific. Counterfactual simulations suggest that maximizing the value of task-specific experience could produce nearly costless efficiency gains on the order of .02 test score standard deviations

    What factors influence the studens' decision to become teachers in the faculty of education at Andrés Bello University?

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    Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)In the present research, a quantitative study is conducted in order to know what motivates Chilean students to enter a teaching program at Andrés Bello University. In Chile, pedagogy is a controversial topic due to the fact that for many years, the Chilean government has been trying to attract the most qualified students into teaching programs being the efforts not enough. Therefore, knowing what motivates students would help accomplishing this goal. Motivation was measured applying the FIT-Choice Scale to 143 students from four teaching programs: Elementary Education, Musical Education, Physical Education, and English Teaching. In order to analyse the data, descriptive statistics were implemented which were the mean, standard deviation, and median being crucial exponents to have a complete and reliable base to find results and draw conclusions on the topic. The results obtained in this study showed that shaping the future of children and adolescents was one of the most important factors to choose a teaching career.En la presente investigación, un estudio cuantitativo es conducido para conocer qué es lo que motiva a los estudiantes chilenos a entrar a carreras de pedagogía en la Universidad Andrés Bello. En Chile, la pedagogía es un tema controversial debido a que por muchos años el gobierno ha intentado atraer a los estudiantes mejor calificados a las carreras de educación, pero estos esfuerzos no han dado los frutos esperados. Debido a esto, el saber qué factores motivan a los estudiantes podría ayudar a cumplir ésta meta. Se midió la motivación aplicando el “FIT-Choice Scale” a 143 estudiantes de 4 carreras de pedagogía: Educación Básica, Educación Musical, Educación Física y Pedagogía en Inglés. Con el fin de analizar los datos, se implementaron estadísticas descriptivas, la media, la desviación estándar y la mediana, siendo estos exponentes cruciales para tener una base completa y confiable para así arrojar conclusiones acerca del tema. Los resultados obtenidos en este estudio evidenciaron que Formando el Futuro de Niños y Adolescentes fue uno de los factores más importantes al escoger una carrera relacionada con la pedagogía

    Welsh in higher education institutions 2009/10 : revised

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    Shifting landscapes: from coalface to quick sand? Teaching geography, earth and environmental sciences in UK higher education

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    In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight

    Welsh in Higher Education Institutions, 2010/11

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    Double Checking the Doctor’s Credentials: The New Medical Expert Qualification Statute of MCARE

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    The problem of rapidly escalating premiums paid by doctors for medical malpractice insurance has plagued Pennsylvania in the last decade. These rates have uprooted Pennsylvania doctors from their local practices and hospitals in favor of out-of-state locations with lower rates. Furthermore, some Pennsylvania doctors and hospitals specializing in high-risk procedures have refused to perform high-risk surgeries or have limited their practice to more routine procedures

    Funding method for teaching from 2004-05 : outcomes of consultation

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    The Norfolk College of Arts and Technology: report from the Inspectorate (FEFC inspection report; 27/97)

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    The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record contains such report for the period 1996-97

    PRISE: An Integrated Platform for Research and Teaching of Critical Embedded Systems

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    In this paper, we present PRISE, an integrated workbench for Research and Teaching of critical embedded systems at ISAE, the French Institute for Space and Aeronautics Engineering. PRISE is built around state-of-the-art technologies for the engineering of space and avionics systems used in Space and Avionics domain. It aims at demonstrating key aspects of critical, real-time, embedded systems used in the transport industry, but also validating new scientific contributions for the engineering of software functions. PRISE combines embedded and simulation platforms, and modeling tools. This platform is available for both research and teaching. Being built around widely used commercial and open source software; PRISE aims at being a reference platform for our teaching and research activities at ISAE
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