Integrating online and residential master’s programs in education

Online Principal Certification and Advanced Teacher Degree programs have taken up an incresingly larger share of graduate enrollments in U.S. colleges of education. This paper discusses how a major educational leadership department expanded its residence programs to incorporate online leadership degrees. Having started in 2008, the program now has current enrollments of over 80 students including students from outside the U.S. The paper discusses overcoming obstacles such as faculty resistance, meeting state licensing and accreditation requirements, staffing online courses, funding and marketing. Leadership for the program came from the department and college where online learning was increasingly seen as a priority.Los programas online para la Titulación Avanzada de Profesor y la Certificación como Director representan un porcentaje cada vez mayor de las matriculaciones de posgrado en las Facultades de Educación de Estados Unidos. Este artículo analiza cómo uno de los principales departamentos de liderazgo educativo ha ampliado sus programas presenciales para incluir titulaciones online sobre liderazgo. Iniciado en 2008, el programa cuenta ahora con más de 80 estudiantes, incluidos alumnos de fuera de Estados Unidos. El artículo examina tanto los obstáculos superados como la reticencia del profesorado, el cumplimiento de los requisitos estatales de acreditación y concesión de licencias, la dotación de personal para los cursos online, la financiación y el marketing. Los administradores del programa procedían de la facultad y el departamento, donde el aprendizaje online se veía cada vez en mayor medida como una prioridad

American Journal of Education: retos y oportunidades en las ciencias translacionales y la zona gris de la publicación académica

American Journal of Education (AJE) es una de las once revistas más importantes en el campo de la educación y publica nuevos trabajos de investigación en un amplio espectro de disciplinas educativas. Con sede en la Pennsylvania State University, la revista trabaja con editores asociados de toda la nación y con un consejo asesor de académicos sénior. También cuenta con un foro online (AJE Forum) gestionado por el consejo editorial estudiantil. El mayor problema que afronta la revista es cómo difundir eficazmente la investigación revisada por pares para que llegue a un público amplio, incluidos gestores, responsables políticos, reformadores y educadores. Dadas las limitaciones de los recursos universitarios, la revista ha explorado nuevas vías para difundir información sobre sus artículos a través de las redes sociales, y continúa evaluando la mejor forma de analizar el impacto de los artículos publicados en contextos académicos y políticos.The American Journal of Education (AJE) is one of 11 core journals identified in the field of education and publishes new research across abroad range of educational disciplines. Located at Penn State, the journal is supported by associate editors from around the nation as well as an advisory board of senior scholars. The journal also supports an online forum (AJE Forum) that is managed by the student editorial board. The major issue facing the journal is how to effectively disseminate peer-reviewed research to a broad audience that includes administrators, policy makers, reform advocates and educators. Given the limitations of university resources, the journal has experimented with new ways to disseminate information about its articles via social media and continues to assess how best to monitor the impact of journal articles in academic and policy contexts

Cross-national Trends in Teacher Work Roles and Working Conditions

With the growing attention to curricular standardization, especially in math and science, and equitable conditions that promote learning for all students, most research has continued to focus on instructional practice alone. Accountability issues (teacher quality defined as certification) and equity (access to qualified teachers) have been at the fore in many cases. But, scant attention has been paid to teacher working conditions, norms, and roles even though they vary widely, even among highly developed nations. Professor LeTendre will explore transnational trends in teacher working norms and discuss potential factors that contribute to, or inhibit, increasing isomorphism in teachers' work. On the one hand, an increasing network of organizations and international testing regimes have worked to strengthen a trans-national consensus on teachers' work. On the other hand, counter-trends include local adaptation, lack of national norms and expectations, and a continuous stream of reforms sparked by constant comparison and competition, especially among developed nations. LeTendre will also discuss how universities that engage in teacher education need to be aware of these trends and maintain a critical perspective on how their research and training goals affect teachers' work

Integración de programas de máster "online" y presenciales en educación

Online Principal Certification and Advanced Teacher Degree programs have taken up an incresingly larger share of graduate enrollments in U.S. colleges of education. This paper discusses how a major educational leadership department expanded its residence programs to incorporate online leadership degrees. Having started in 2008, the program now has current enrollments of over 80 students including students from outside the U.S. The paper discusses overcoming obstacles such as faculty resistance, meeting state licensing and accreditation requirements, staffing online courses, funding and marketing. Leadership for the program came from the department and college where online learning was increasingly seen as a priority.Los programas online para la Titulación Avanzada de Profesor y la Certificación como Director representan un porcentaje cada vez mayor de las matriculaciones de posgrado en las Facultades de Educación de Estados Unidos. Este artículo analiza cómo uno de los principales departamentos de liderazgo educativo ha ampliado sus programas presenciales para incluir titulaciones online sobre liderazgo. Iniciado en 2008, el programa cuenta ahora con más de 80 estudiantes, incluidos alumnos de fuera de Estados Unidos. El artículo examina tanto los obstáculos superados como la reticencia del profesorado, el cumplimiento de los requisitos estatales de acreditación y concesión de licencias, la dotación de personal para los cursos online, la financiación y el marketing. Los administradores del programa procedían de la facultad y el departamento, donde el aprendizaje online se veía cada vez en mayor medida como una prioridad

Khác biệt quốc gia đồng dạng toàn cầu : Văn hoá thế giới và tương lại của giáo dục học đường

291 tr. ; 24 cm

"American Journal of Education": retos y oportunidades en las ciencias translacionales y la zona gris de la publicación académica

American Journal of Education (AJE) es una de las once revistas más importantes en el campo de la educación y publica nuevos trabajos de investigación en un amplio espectro de disciplinas educativas. Con sede en la Pennsylvania State University, la revista trabaja con editores asociados de toda la nación y con un consejo asesor de académicos sénior. También cuenta con un foro online (AJE Forum) gestionado por el consejo editorial estudiantil. El mayor problema que afronta la revista es cómo difundir eficazmente la investigación revisada por pares para que llegue a un público amplio, incluidos gestores, responsables políticos, reformadores y educadores. Dadas las limitaciones de los recursos universitarios, la revista ha explorado nuevas vías para difundir información sobre sus artículos a través de las redes sociales, y continúa evaluando la mejor forma de analizar el impacto de los artículos publicados en contextos académicos y políticos

Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan

With the growing attention to curricular standardization, especially in math and science, and equitable conditions that promote learning for all students, most research has continued to focus on instructional practice alone. Accountability issues (teacher quality defined as certification) and equity (access to qualified teachers) have been at the fore in many cases. But, scant attention has been paid to teacher working conditions, norms, and roles even though they vary widely, even among highly developed nations. Professor LeTendre will explore transnational trends in teacher working norms and discuss potential factors that contribute to, or inhibit, increasing isomorphism in teachers' work. On the one hand, an increasing network of organizations and international testing regimes have worked to strengthen a trans-national consensus on teachers' work. On the other hand, counter-trends include local adaptation, lack of national norms and expectations, and a continuous stream of reforms sparked by constant comparison and competition, especially among developed nations. LeTendre will also discuss how universities that engage in teacher education need to be aware of these trends and maintain a critical perspective on how their research and training goals affect teachers' work