Search results for: Outcomes of education
Page 2/2 15 items
The purpose of this article is to address the issue of Continuing Professional Development (CPD) evaluation in education. The paper focuses on what are often called ‘level’ models for evaluating development and training. These models draw on an evaluation tradition which posits that programme design and implementation involve a series of inter-related components and the role of evaluation is to assess one or more of these components and the inter-relationships between them.
Updated: Apr. 18, 2012
In this review, the authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism. Results indicate that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills.
Updated: Nov. 02, 2010
Producing Caring Qualified Teachers: An Exploration of the Influence of Pre-service Teacher Concerns on Learner-Centeredness
The current study investigated the relationship of pre-service teachers' learner-centeredness and their concerns related to how learner-centered education affects students. Results indicated that as learner-centeredness increased, so did concerns about student outcomes. Implications for teacher education programs in the US and abroad will be discussed.
Updated: Aug. 03, 2010
Technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the Implementation Bridge and four research-based constructs of the Concerns Based Adoption Model are introduced in this article. Each can be used to evaluate the extent of implementation and as diagnostic tools for facilitating implementation.
Updated: Jun. 29, 2010
In this paper, the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The comparative matrix of generic competences enhances the comparison of learning outcomes in higher education institutions, facilitates credit transfer and the acknowledgement of prior learning.
Updated: Jun. 29, 2010