Larry Ambrose

Bio: Larry Ambrose is an academic researcher. The author has contributed to research in topics: Diversity (politics) & Feed forward. The author has an hindex of 4, co-authored 6 publications receiving 4023 citations.

Choosing a mentor.

Abstract: Understanding your mentoring needs Before approaching a potential mentor, you need to identify what you hope to gain from a mentoring relationship and what type of a mentor is best for helping you meet your objectives. Start by identifying your shortterm career goals. Where do you see yourself in the next year or two? What knowledge, skills, and abilities do you need to get there? What key experiences could a mentor provide that would benefit you most? Answers to these questions will help you identify the type of mentor that is right for you. For example, depending on your goals, you may want to seek a highrajildng executive whose career path you would like to learn from. Or you may want a mentor closer to your level of experience, but who you feel could help you in very specific areas of growth and knowledge. Choosing a mentor who is right for you Besides being able to meet your developmental needs, the best mentors are people who are excited about leartiing and who are continuing their own development. Also, good mentors will achieve a sense of personal satisfaction from seeing others succeed and have a desire to be active participants in others' learning and growth. You'll vrant to seek out someone who possesses such traits and who also sets high standards for his or her work and can set an example for you. If no potential mentors readily come to mind, ask your colleagues or managers If they know of anyone they think would make a good mentor for you. Your organization may have a mentoring program that can pair you with a mentor based on your goals and the mentors knowledge and skills. You can also find potential mentors outside your organization hy attending meetings and events hosted by your professional association.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

Abstract: The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.

Developing a theory of formative assessment

Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.

The Role of Debriefing in Simulation-Based Learning

Abstract: The aim of this paper is to critically review what is felt to be important about the role of debriefing in the field of simulation-based learning, how it has come about and developed over time, and the different styles or approaches that are used and how effective the process is. A recent systematic

Teacher professional learning and development: Best evidence synthesis iteration

Abstract: El programa Iterative BES esta a la vanguardia de una ola de actividad que esta dramaticamente alterando el panorama de las reformas, vinculando la investigacion con las politicas y la practica. Este interes en las politicas y practicas fundamentadas en evidencias estan impulsadas por una conciencia cada vez mayor de la necesidad de una mejor comprension de los complejos problemas a los que nos enfrentamos y la necesidad de utilizar plenamente los conocimiento para desarrollar mejores soluciones. Muchas jurisdicciones y organizaciones estan emprendiendo revisiones sistematicas de la investigacion educativa con el objetivo de difundir el conocimiento ganado a los responsables de la formulacion de politicas y los profesionales. Ninguno esta tan bien establecido o sistematico como el Programa Iterativo BES del Ministerio de Educacion de Nueva Zelanda.