A descriptive analysis of the perceived effectiveness of Virginia Tech's Faculty Development Institute

Claretha H. Banks

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A descriptive analysis of the perceived effectiveness of Virginia Tech's Faculty Development Institute

机译：对弗吉尼亚理工大学教师发展研究所的感知效率的描述性分析

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The Faculty Development Institute (FDI), a large scale, formal faculty training programme, was implemented to help faculty acquire skills necessary to incorporate computer technology into their instruction. This study uses a mixed methodology to identify and compare the goals, expectations, and perceived outcomes stakeholders held for FDI. The stakeholders had similar expectations for the outcomes during and/or immediately following the initial FDI workshop, but differed in their expectations of the long-term outcomes.

机译：教师发展学院（FDI）是一项大规模的正式教师培训计划，旨在帮助教师获得将计算机技术纳入其教学所必需的技能。这项研究使用混合方法来识别和比较利益相关者为外国直接投资而持有的目标，期望和可预见的结果。在最初的外国直接投资研讨会期间和/或之后，利益相关者对成果的期望相似，但对长期成果的期望却有所不同。

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《International journal of learning and intellectual capital》 |2006年第2期|p.195-205|共11页
作者
Claretha H. Banks;
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作者单位

University of Arkansas 100 Graduate Education Building RHRC, Fayetteville, AR 72701, USA;

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原文格式 PDF
正文语种 eng
中图分类 f;
关键词
training and development; faculty development; expectancy theory;

机译：培训与发展;教师发展;期望理论;

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A descriptive analysis of the perceived effectiveness of Virginia Tech's Faculty Development Institute

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