A Collaborative Distance Graduate Degree Program: A Case Study for Building the Professional Community within Schools.
Fuente:
ERIC Institute of Education Sciences
Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
1997
|
| Sujets: | |
| Accès en ligne: | |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| _version_ | 1867181864258633728 |
|---|---|
| author | Foster, Lenoar |
| author_facet | Foster, Lenoar Foster, Lenoar |
| collection | Education Resources Information Center |
| contents | A Collaborative Distance Graduate Degree Program: A Case Study for Building the Professional Community within Schools. Foster, Lenoar Administrator Education Computer Mediated Communication Curriculum Design Distance Education Elementary School Teachers Elementary Secondary Education Graduate Study Higher Education Inservice Teacher Education Nontraditional Education Professional Isolation Rural Areas Secondary School Teachers Special Education Telecourses This paper presents a model of collaborative graduate distance education that has been facilitated by the Center for Continuing Education and Summer Programs at the University of Montana and designed to provide graduate training for professionally isolated classroom teachers and administrators. Thirty practicing elementary, middle, and secondary school teachers, who live and work in rural Montana, comprised the first cohort. Three interactive delivery systems, providing such student services as distance registration, access to library holdings, video use, electronic-mail accounts, delivery of course files and documents, and facsimile access, were made available. Course work was designed around six instructional themes--evolution of the curriculum and instruction process; instructional design and technology planning; program evaluation; special education and law; learning and support systems; and cross-cultural issues and diversity. These themes were intended to provide a basis for the development of "professional conversation" among educators. The program was tested by requiring students to write an administrative ideals paper and to engage in an educational site interview. Additionally, 22 students completed a questionnaire that assessed personal participation in professional and community activities. All indicated that the program had expanded their understanding of the professional and personal qualities needed by school administrators and the importance of the teacher role. (Contains 20 references.) (CH) |
| format | Recurso educativo Open Access |
| id | eric_ED406358 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1997 |
| record_format | eric |
| spellingShingle | A Collaborative Distance Graduate Degree Program: A Case Study for Building the Professional Community within Schools. Foster, Lenoar Administrator Education Computer Mediated Communication Curriculum Design Distance Education Elementary School Teachers Elementary Secondary Education Graduate Study Higher Education Inservice Teacher Education Nontraditional Education Professional Isolation Rural Areas Secondary School Teachers Special Education Telecourses A Collaborative Distance Graduate Degree Program: A Case Study for Building the Professional Community within Schools. Foster, Lenoar Administrator Education Computer Mediated Communication Curriculum Design Distance Education Elementary School Teachers Elementary Secondary Education Graduate Study Higher Education Inservice Teacher Education Nontraditional Education Professional Isolation Rural Areas Secondary School Teachers Special Education Telecourses This paper presents a model of collaborative graduate distance education that has been facilitated by the Center for Continuing Education and Summer Programs at the University of Montana and designed to provide graduate training for professionally isolated classroom teachers and administrators. Thirty practicing elementary, middle, and secondary school teachers, who live and work in rural Montana, comprised the first cohort. Three interactive delivery systems, providing such student services as distance registration, access to library holdings, video use, electronic-mail accounts, delivery of course files and documents, and facsimile access, were made available. Course work was designed around six instructional themes--evolution of the curriculum and instruction process; instructional design and technology planning; program evaluation; special education and law; learning and support systems; and cross-cultural issues and diversity. These themes were intended to provide a basis for the development of "professional conversation" among educators. The program was tested by requiring students to write an administrative ideals paper and to engage in an educational site interview. Additionally, 22 students completed a questionnaire that assessed personal participation in professional and community activities. All indicated that the program had expanded their understanding of the professional and personal qualities needed by school administrators and the importance of the teacher role. (Contains 20 references.) (CH) |
| title | A Collaborative Distance Graduate Degree Program: A Case Study for Building the Professional Community within Schools. |
| topic | Administrator Education Computer Mediated Communication Curriculum Design Distance Education Elementary School Teachers Elementary Secondary Education Graduate Study Higher Education Inservice Teacher Education Nontraditional Education Professional Isolation Rural Areas Secondary School Teachers Special Education Telecourses |
| url | https://eric.ed.gov/?id=ED406358 |