A Collaborative Distance Graduate Degree Program: A Case Study for Building the Professional Community within Schools.

Autor/in	Foster, Lenoar
Titel	A Collaborative Distance Graduate Degree Program: A Case Study for Building the Professional Community within Schools.
Quelle	(1997), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Computerkonferenz; Lehrplangestaltung; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Non-traditional education; Alternative Erziehung; Rural area; Ländlicher Raum; Special needs education; Sonderpädagogik; Sonderschulwesen; Fernsehkurs
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC