Professional Development Committee 1991-2000

The records of the Administrative Staff Council (UA-022) are available in print in the Center for Archival Collections

Counting On: Narratives of Curriculum Policy Implementation

abstract: This study is a narrative inquiry into teachers' and instructional coaches' experiences of new curriculum policy implementation at the classroom and district levels. This study took place during the initial year of implementation of the third grade Common Core State Standards in Mathematics (CCSSM). Interviews were conducted with individuals directly involved in policy implementation at the classroom level, including several teachers and the school's instructional coach. Observations of the teachers' instruction and professional practice were also conducted. As an embedded researcher, I used this data to create a series of fictionalized narratives of the initial policy implementation experience. My analysis of the narratives suggests that accountability structures shaped individual's sense-making of the original policy. This sense-making process consequently influenced individuals' actions during implementation by directing them towards certain policy actions and ultimately altered how the policy unfolded in this school and district. In particular, accountability structures directed participants' attention to the technical instructional `forms' of the reform, such as the presence of written responses on assessments and how standards were distributed between grade levels, rather than the overall principled shifts in practice intended by the policy's creators.Dissertation/ThesisDoctoral Dissertation Educational Administration and Supervision 201

Electronic Research Administration Reflections on Research Management and Administration (RMA) in UK universities and in particular on Electronic Research Administration (ERA) and its perceived effect on the quality and quantity of research

Research Management and Administration (RMA) is a developing profession. Many RMA staff work in Universities and other Research Organisations, but they can also be found in agencies that fund research; in fact anywhere where research is undertaken or managed. RMA can be defined as “the leadership, management or support of research activities” and one area of endeavour that RMAs are involved with is Electronic Research Administration (ERA): “IT system(s) designed specifically to support research management or administration”. The aim of my professional doctorate is two-fold: to show my contribution to the development of RMA as a profession in the UK; and to demonstrate my practical contribution to advancing ERA systems including undertaking research to address the question: “is it perceived by RMAs and academic staff that ERA can affect the quality and quantity of research?” Over the years (1997-2011) I have been involved in and led many initiatives that have helped to shape RMA, such that it is now recognised as a profession in the UK. I chart my role in the development of RMA in the UK through the growth of the professional Association for Research Managers and Administrators (ARMA) and other related initiatives. The second strand of this doctoral work reflects on the specific ERA developments that I have introduced at the University of Sunderland; collectively known as GRS On-line. In particular it highlights how and why the various Sunderland GRS systems were initiated, developed, enhanced and sometimes superseded. Two elements of GRS On-line are discussed in detail and reflected upon as case studies: Costing & Pricing, which underwent a number of major changes; and Publications Information, which evolved in a more organic way. The impact of both areas is considered in terms of benefits and detriments to research endeavour. A mixed methods study of the perceived effects of ERA systems across the UK on the quality and quantity of research undertaken is also conducted. This report presents the results of the Sunderland case studies which are complemented by the analysis of a series of national questionnaires looking at the perceptions of research managers and administrators, and academic staff regarding ERA systems. From the evidence presented it is shown that both RMA and ERA are perceived to have a positive impact on both the quality and quantity of research undertaken. Furthermore, the evidence base for the value of research management and administration as a profession is advanced; not only for individual RMAs, but also to the research community as a whole

Teacher Perceptions of Competencies Needed by Occupational Home Economics Instructional Personnel as Basis for Pre- and In-service Education in Oklahoma

Occupational and Adult Educatio

Creación y aplicación de objetos de aprendizaje para la enseñanza del inglés: una experiencia significativa de los estudiantes de seminario de actualización sobre desarrollo profesional del programa de Licenciatura en Lengua extranjera - inglés de la USCO

The present work corresponds to a descriptive study with a mixed approach that has as purpose to know the meaning that the students of seminar of update on professional development of the Foreign Language teaching program - English, the creation and application of learning objects for Teaching English. This research was advanced with the methodology of action research taking into account the cycles suggested by Sandin, (2003), which are: detect the research problem, classify it and diagnose it; formulate a plan or program to solve the problem; implement the plan and evaluate results.El presente trabajo corresponde a un estudio descriptivo con un enfoque mixto que tiene como propósito conocer el significado que tiene para los estudiantes de seminario de actualización sobre desarrollo profesional del programa de Licenciatura en Lengua Extranjera - inglés, la creación y aplicación de objetos de aprendizaje para la enseñanza del inglés. Dicha investigación se adelantó con la metodología de la investigación - acción teniendo en cuenta los ciclos sugeridos por Sandin, (2003), que son: detectar el problema de investigación, clasificarlo y diagnosticarlo; formular un plan o programa para resolver el problema.; implementar el plan y evaluar resultados. Para recolectar información se utilizaron dos instrumentos: el cuestionario y la entrevista, el primero para diagnosticar el problema y elaborar el plan de acción; el segundo para evaluar los resultados de la implementación del mismo. Durante el plan de acción se capacitó a los estudiantes de seminario sobre el uso de diferentes herramientas de la web 2.0 y se elaboró y aplicó un objeto de aprendizaje