Search results for: Training methods
Page 1/1 6 items
Methodology in Our Education Research Culture: Toward a Stronger Collective Quantitative Proficiency
The goal of this article is to examine how quantitative methods are used in the literature and taught in doctoral programs. Evidence points to deficiencies in quantitative training and application in several areas: (a) methodological reporting problems, (b) researcher misconceptions and inaccuracies, (c) overreliance on traditional methods, and (d) a lack of coverage of modern advances. An argument is made that a culture supportive of quantitative methods is not consistently available to many applied education researchers.
Updated: Oct. 19, 2010
In this paper, the authors present their efforts in creating a collaborative class for preservice English teachers and school counselor interns. The authors focus on the university preparation of both groups, specifically on the preparation at the authors’ university, a large research institution in the Midwestern United States. The authors provide examples of both groups’ interaction and feedback from the students.
Updated: Oct. 12, 2010
Assisting Beginning Teachers and School Communities to Grow through Extended and Collaborative Mentoring Experiences
In this essay on scholarship and teaching, the author explores surrounding mentoring programs. New ways of professional learning are suggested. These ways encompass mentoring within a whole school approach, with a particular focus on the school as a collaborative community of learners.
Updated: Feb. 21, 2010
Three significant impediments to mentoring success have been identified in the literature: insufficient time; mentors' lack of professional expertise; and personality mismatches. To address these issues, a skills training program was developed in Victoria. This program utilized the principles of adult attachment theory and time-limited therapy. The model was introduced to principals across grade levels. The results indicated significant improvement in the skills set and confidence levels of mentors (i.e. experienced school principals).
Updated: Dec. 07, 2009
This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.
Updated: Oct. 19, 2009
Researchers have examined inductive reasoning to identify different cognitive processes when participants deal with inductive problems. This article presents a prescriptive theory of inductive reasoning that identifies cognitive processing using a procedural strategy for making comparisons.
Updated: Apr. 07, 2008