Hard VS Harder Science: University Characteristics that Support Interdiscipli...Derek Gatlin
These slides outline the current status of the thesis I am developing for the NC State University Master of Arts in Liberal Studies. My concentration is on Grant Writing, Administration and Evaluation.
Current narratives in HE are moving beyond a narrow focus on securing employment for students to include them developing a wider and more holistic set of 'attributes'. This brief presentation summarises this trend and explore some of the challenges and future trends that may result.
Hard VS Harder Science: University Characteristics that Support Interdiscipli...Derek Gatlin
These slides outline the current status of the thesis I am developing for the NC State University Master of Arts in Liberal Studies. My concentration is on Grant Writing, Administration and Evaluation.
Current narratives in HE are moving beyond a narrow focus on securing employment for students to include them developing a wider and more holistic set of 'attributes'. This brief presentation summarises this trend and explore some of the challenges and future trends that may result.
Presentation by Alison Mitchell (Deputy Director of Vitae) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
How to cultivate a research culture in the emergency departmentkellyam18
Getting research going in emergency departments can be hard but it is vitally important for improving healthcare. This presentation gives tips and strategies for building a research culture. Taking the first step is often the hardest part!
Developing effective practitionersusing health promotion and youth worker co...HicksKA
Findings from a small scale research project that indicate what aspects within a competency based degree facilitates the development of competent students.
New ideas in leadership and policy for senior civil servants in East AsiaLSE Enterprise
An East Asian government approached LSE Custom Programmes to design and deliver a fully customised annual programme in public sector leadership for senior governmental influencers and decision makers.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
'Teaching: the Reflective Profession.' (National Education Conference, 28 May...GTC Scotland
'Teaching: the Reflective Profession.'
General Teaching Council for Northern Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Council for Northern Ireland in relation to the professional development of teachers.
Key areas of discussion will include teaching in Northern Ireland as an evidence based profession within professional communities of practice.
Presentation by Alison Mitchell (Deputy Director of Vitae) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
How to cultivate a research culture in the emergency departmentkellyam18
Getting research going in emergency departments can be hard but it is vitally important for improving healthcare. This presentation gives tips and strategies for building a research culture. Taking the first step is often the hardest part!
Developing effective practitionersusing health promotion and youth worker co...HicksKA
Findings from a small scale research project that indicate what aspects within a competency based degree facilitates the development of competent students.
New ideas in leadership and policy for senior civil servants in East AsiaLSE Enterprise
An East Asian government approached LSE Custom Programmes to design and deliver a fully customised annual programme in public sector leadership for senior governmental influencers and decision makers.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
'Teaching: the Reflective Profession.' (National Education Conference, 28 May...GTC Scotland
'Teaching: the Reflective Profession.'
General Teaching Council for Northern Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Council for Northern Ireland in relation to the professional development of teachers.
Key areas of discussion will include teaching in Northern Ireland as an evidence based profession within professional communities of practice.
M.NASEEM M.PHIL EDUCATION SPRING 2015
RESEARCH PROPOSAL /E-PORTFOLIO DEFENSE WITH DR GULAB KHAN , DR RIAZ, SIR BOJRAJ ,& DOCTORS FROM ALHAMD ISAMABAD UNIVERSITY (1ST BATCH OF ALHAMD ISLAMIC UNIVERSITY QUETTA MPHIL EDU)
ENJOY THE REAL SPIRIT BY DOWNLOADING AND VIEWING LINKS AND ATTACHEMENTS
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
Findings From The Early Professional Learning Project 281009GTC Scotland
Findings from the Early Professional Learning project.
Presentation given at the local authority probation managers' seminar on 28 October 2009 by Jim McNally & Allan Blake, Department of Curricular Studies, University of Strathclyde
'Professionalism in Teaching' (National Education Conference, 28 May 2009)GTC Scotland
This workshop explored a range of approaches to improving professionalism at all levels in education, drawing on recent inspection information. Specific reference was made to the general strengths in Scottish education and how the need for further and faster improvement has grown in response to the changing context within which education operates in an increasingly competitive world.
Encouraging Ethnic and LInguistic Diversity in the Teaching ProfessionGTC Scotland
Presentation delivered at the Scottish Teacher Education Committee conference 2009 by Geri Smyth, University of Strathclyde. The theme of the conference was 'What can teacher education do to encourage inclusion?'
Reforming Teacher Education for Inclusive EducationGTC Scotland
Presentation delivered to the Scottish Teacher Education Committee conference 2009 by Lani Florian and Martyn Rouse, School of Education, University of Aberdeen.
Investing in Equity and Anti-Discriminiation in ITE CoursesGTC Scotland
Presentation delivered to the Scottish Teacher Education Committee Conference 2009 by Rowena Arshad, School of Education, University of Edinburgh. The conference theme was 'What can teacher education do to encourage inclusion'.
This presentation was delivered at the Scottish Teacher Education Committee Conference 2009. The theme of the conference was 'What can teachers do to encourage inclusion?'
1. ECER Conference Education and Cultural Change 25 August 2010 - Helsinki Rosa Murray Professional Officer (Professional Learning Development) General Teaching Council for Scotland