• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >College administrators' reflective action during implementation of a mandated reading course redesign.
【24h】

College administrators' reflective action during implementation of a mandated reading course redesign.

机译：在重新设计必读课程的过程中，大学管理员的反思行动。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

If a student is deficient in reading, then the chances of that student obtaining a postsecondary degree of any type are significantly lowered. The purpose of this case study was to understand how community college administrators engage in reflective action in response to a mandated developmental education reading course redesign. The theoretical perspective utilized for this case study was reflection-in-action to understand how reflection can be used and when reflective practices should occur. The research questions assessed how, when, and to what extent community college administrators engage in reflective action in response to a mandated developmental reading course redesign. Interviews were conducted with five community college administrators, three faculty/staff members, and six students for a total of 14 participants. Document collection and secondary sources were also utilized. The case study focused on the multiple perspectives brought by a developmental education department and its students as administrators reflected upon and implemented a mandated developmental education reading course redesign. Feeling that the redesign mandate was imposed upon them, community college administrators found that opening lines of communication mitigated some of the challenges of complicated change and an overwhelming redesign. The outcomes of this study illustrated the need for community college administrators to focus on developmental education reform implementation. Another major finding of this study was that with change comes unintended consequences that can be considered both good and bad. Mandated change can be better facilitated by reflecting as the work occurs and information is revealed and responding to concerns immediately.
机译：如果学生缺乏阅读能力，那么该学生获得任何类型的专上学位的机会就会大大降低。本案例研究的目的是了解社区大学管理人员如何应对反思性的行为，以响应授权的发展性教育阅读课程的重新设计。此案例研究使用的理论观点是行动中的反思，以了解如何使用反思以及何时应该进行反思实践。研究问题评估了社区大学管理员如何，何时以及在何种程度上采取反思性行动，以应对强制性的发展阅读课程的重新设计。采访了五位社区大学管理人员，三名教职员工和六名学生，总共14名参与者。还利用了文件收集和辅助来源。该案例研究着重于发展教育部门及其学生作为管理者带来的多种观点，他们反思并实施了强制性的发展教育阅读课程的重新设计。社区学院的管理人员感到对他们施加了重新设计的任务，因此发现开放的沟通渠道可以缓解复杂的变更和压倒性的重新设计带来的一些挑战。这项研究的结果表明，社区大学管理人员需要专注于发展教育改革的实施。这项研究的另一个主要发现是，变化会带来意想不到的后果，无论结果是好是坏。通过在工作进行和反映信息时立即进行反思，可以更好地促进强制性变更。

著录项

  • 作者

    Curtis, Cheryl Harris.;

  • 作者单位

    Grambling State University.;

  • 授予单位 Grambling State University.;
  • 学科 Education.;Developmental psychology.;Adult education.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号