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E-grāmata: Guide to Staff & Educational Development

Edited by (University of Manchester, UK), Edited by
  • Formāts: 272 pages
  • Sērija : SEDA Series
  • Izdošanas datums: 16-Dec-2003
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781135724870
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Guide to Staff & Educational DevelopmentPalielināt
  • Formāts: 272 pages
  • Sērija : SEDA Series
  • Izdošanas datums: 16-Dec-2003
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781135724870
Citas grāmatas par šo tēmu:

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Systematic support for improving education and learning in further and higher education, has moved to centre stage in recent years. This is reflected in the increasing membership of professional bodies. Most new staff are encouraged to engage in staff development programmes, but receive little training to do so. This book has been written to meet this need: it is a practical handbook that introduces the key issues in staff and educational development, ideal for any education professional in the early years of their career at further or higher education level.

Recenzijas

'As a true guide (to be placed on my shelf for further reference), the book covers issues from basic to complex. At the end it motivates the staff developers to take charge of their own development. The book is full of examples and case studies, and is a must read for all educational developers.' - Sanjaya Mishra, British Journal of Educational Technology

'This is a great book ... Educational development is an enormous subject which has multiple meanings and a variety of diverse approaches encompassed within it. This book will be really valuable both to people just starting out in this domain and also those who have been immersed in it for decades.' - Sally Brown, Educational Developments: SEDA

'This volume is comprehensive in its coverage, well-structured, well-written (with a commendable degree of stylistic commonality between contributions), and achieves a good balance between theory, context, and practice. It is a 'must read' for all those who are contemplating or building a career in staff and educational development, and the self-developmental chapters in particular have much to offer the experienced practitioner.' - Stan Taylor, ESCalate November 2005

Introduction
1. What is staff and educational development?
2. Carrying out a needs analysis: from intuition to rigour
3. Planning and running events
4. Consultancy in educational development
5. Monitoring and evaluating staff and educational development
6. Disseminating educational developments
7. Educational development through information and communications technology
8. Working on educational development projects
9. Development in the disciplines
10. Working creatively with national agendas
11. Being an agent of change
12. Learning from experience
13. Developing professional expertise in staff and educational development
14. Personal and professional development: strategies for coping and for growth
Peter Kahn is Teaching Development Officer in the Teaching and Learning Support Unit at the University of Manchester. The role involves having a particular concern for promoting professional development related to teaching and the support of learning. In this capacity he also acts as Project Manager for a regional programme of staff development that aims to build capacity for learning based around processes of inquiry. This current position follows his earlier experience in mathematics. Following a PhD in the mathematical modelling of brain function at Imperial College London, he was awarded the Society for Research into Higher Education Younger Academic Research Award for 199596 while based at the Institute of Education, London. David Baume is a higher education consultant. His current and recent consultancy work includes higher education student progress files; course design; assessment strategies for a nursing programme; project evaluation; university teaching awards; programme evaluation; university leadership development; helping staff to write about their learning and teaching innovations; staff development for part-time teachers; staff development for inquiry-based learning; and supporting tutor development and accreditation. His current research and publications are about the assessment of portfolios produced on a course in teaching in higher education, and about personal development planning and progress files.
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