Topic
Professional development
About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.
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Journal Article•
TL;DR: Fink as discussed by the authors defines significant learning experiences as those that result in something truly significant in the learner's life and proposes a taxonomy of relevant concepts and tools for creating meaningful learning experiences.
Abstract: Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco, CA: John Wiley & Sons. 352 pp. $40.00 (paperback).ByL. D. Fink (2013)Dee Fink has been advocating learner- and learning-centered approaches to teaching since the 1970s. This revised and updated version of his classic book continues that tradition with its focus on what educators must do to foster learning that will enhance individual lives and foster informed and thoughtful citizens. Fink's central idea is that education will not improve until educators step down from the lecture podium to walk with and among their learners, to collaborate in designing learning experiences. He argues that the most effective way for individuals to do this is by developing instructional design skills grounded in active and experiential learning theories and methods. On one level, Fink targets individual educators from all disciplines who desire to make a significant change to their teaching practice, and on another level, he relates to groups interested in the Scholarship of Teaching and Learning (SoTL), professional development and instructional design. Fink's scholarship and insight make this an excellent resource on both levels.Fink organized his book into seven chapters. The first two focus on the need for change in postsecondary education. He then defines "significant learning experiences" and introduces his taxonomy as a means to provide grounded theories and concepts for action. Chapters 3 and 4 puts his taxonomy to use with practical language that details integrated course design concepts and tools. Chapter 5 provides a case study as well as other examples from educators who improved their practice by using Fink's taxonomy and course design model. Chapter 6 explores what front-line educators need to make significant learning experiences the new norm. Fink ends this book with a conversation about what education could become if the idea of "significant learning experiences" became the goal.Fink defines significant learning experiences as those that result in something truly significant in the learner's life. For this to happen, learning experiences must go beyond fostering understanding and the ability to remodel discipline- related information, they must connect the course content with the learner's life in such a way that the learner will draw upon past experiences to connect the content with new ideas and new future learning. Teaching is broken into four components: subject matter knowledge, design of instruction, student interactions and managing course event. Fink makes the case that designing instruction is the weakest link for post-secondary educators; this is where the majority have no conceptual tools - it has not been part of their background or training. …
320 citations
TL;DR: In this paper, the authors provide an overview of principal and superintendent preparation in the past and offer suggestions for the future development of such leaders, concluding that many essential skills and much important knowledge cannot be delivered by a traditional university-based program and that preparation programs must be reorganized to reflect what we have learned from large-scale school improvement efforts.
Abstract: This article provides an overview of principal and superintendent preparation in the past and offers suggestions for the future development of such leaders. Implications for prin- cipal and superintendent preparation are that many essential skills and much important knowledge cannot be delivered by a traditional university-based program. Although the authors continue to support the preparation of principals and superintendents in university-based programs for these harsh and demanding times, they recommend that the programs (a) attend to belief, attitude, and philosophy; (b) deal with problems in practice; and (c) foster institutional arrangements to allow for coordination of efforts with schools. Preparation must be redesigned to reflect the findings of research on the advancement of professional practice. Preparation programs must be reorganized to reflect what we have learned from large-scale school improvement efforts. There must be closer association between higher education, the professional organizations, and dis- tricts themselves to provide preparation outside conventional classroom settings. This article reports on the current thinking about the position of principals and superintendents in America's schools. The article also provides conclu- sions on how we might restructure both the preparation and continued profes- sional development of these educational leaders. At the heart of this work are some fundamental notions about what superintendents and principals are obliged to do when children come to school under conditions of compulsory
320 citations
Book•
01 Mar 2000
TL;DR: Lee and Pat as discussed by the authors discuss the importance of student learning partners in science instruction and promote autonomy for lifelong science learning by promoting autonomy for Lifelong Science Learning and helping students learn from each other.
Abstract: Contents: Preface. Introduction. Part I: Student Learning Partners. How Do Students Respond to Science Instruction? Four Case Studies. Part II: Classroom Learning Partners. Making Science Accessible to All Students. Making Thinking Visible. Helping Students Learn From Each Other. Promoting Autonomy for Lifelong Science Learning. Part III: Student Learning Partners Revisited. Science Learning Partners and Science Inquiry in High School. Building on Middle School Science in High School. Part IV: New Design Partnerships. Planning for Technology in Education. Partnerships for Professional Development. Outcomes and Opportunities. Appendices.Student Interviews--Lee and Pat. Table of Contents From CD-ROM.
320 citations
01 Jan 2003
TL;DR: In this paper, the authors present an overview of recent research and innovation in mathematics education, focusing on the political dimensions of mathematics education and the influence of technology on the mathematics curriculum.
Abstract: Section 1: Political dimensions of mathematics education. Section Editor: C. Keitel. 1. Mathematics, mathematics education and economic conditions D. Woodrow. 2. Is mathematics for all? P. Gates, C. Vistro-Yu. 3. Mathematical literacy E. Jablonka. 4. Lifelong mathematics education G. FitzSimons, D. Coben, J. O'Donoghue. 5. International comparative research in mathematics education D. Clarke. 6. Mathematics education in international and global contexts W. Atweh, P. Clarkson, B. Nebres. Section 2: Responses in mathematics education to technological developments. Section Editor: F.K.S. Leung. 7. Technology and mathematics education: a multidimensional overview of recent research and innovation J.-B. Lagrange, M. Artigue, C. Laborde, L. Trouche. 8. Influence of technology on the mathematics curriculum Ngai-Ying Wong. 9. What can digital technologies take from and bring to research in mathematics education C. Hoyles, R. Noss. 10. Technology as a tool for teaching undergraduate mathematics M. Thomas, D. Holton. 11. Mathematics teacher education and technology J. Mousley, D. Lambdin, Y. Koc. Section 3: Issues in Research in Mathematics Education. Section Editor: J. Kilpatrick. 12. Getting the description right and making it count J. Adler, S. Lerman. 13. The impact of educational research on mathematics education D. Wiliam. 14. Preparing mathematics education researchers for disciplined inquiry J. Boaler, D. Ball, R. Even. 15. Mathematics teachers as researchers C. Breen. 16. Researching mathematics education in situations of social and political conflict R. Vithal, P. Valero. 17. Obstacles to the dissemination of mathematics education research A. Begg. Section 4: Professional Practice in Mathematics Education. Section Editor: K. Clements. 18. Challenging and changing mathematics teaching classroom practices D. Tirosh, A. Graeber. 19. Towards a didactic model for assessment design in mathematics education M. van den Heuvel-Panhuizen, J. Becker. 20. Values in mathematics teaching - The hidden persuaders? A. Bishop, Wee Tiong Seah, Chien Chin. 21. Regulating the entry of teachers of mathematics into the profession: Challenges, new models, and glimpses into the future M. Stephens. 22. Examining the mathematics in mathematics teacher education T. Cooney, H. Wiegel. 23. Educating new mathematics teachers: Integrating theory and practice, and the roles of practising teachers B. Jaworski, U. Gellert. 24. Professional development in mathematics education: Trends and tasks O. Zaslavsky, O. Chapman, R. Leikin.
319 citations
Book•
01 Jan 1992
TL;DR: In this article, the role of the principal and school improvement staff development, innovations and institutional development beyond the implementation of microcomputers in schools is discussed. But the authors focus on the implementation and the implementation perspective.
Abstract: Successful school improvement and the implementation perspective the implementation of microcomputers in schools the school district and curriculum implementation the role of the principal and school improvement staff development, innovations and institutional development beyond implementation.
319 citations