scholarly journals Reviewing the research on instructional development programs for academics. Trying to tell a different story: A meta-analysis

2020 ◽  
Vol 30 ◽  
pp. 100331 ◽  
Author(s):  
Marian D. Ilie ◽  
Laurențiu P. Maricuțoiu ◽  
Daniel E. Iancu ◽  
Izabella G. Smarandache ◽  
Velibor Mladenovici ◽  
...  
Keyword(s):  
Instructional Development ◽  
Meta Analysis ◽  
Development Programs

scholarly journals Instructional Development Programs for International TAs: A Systems Analysis Approach

1991 ◽  
Vol 10 (1) ◽  
pp. 151-168
Author(s):  
Rosslyn Smith ◽  
Patricia Byrd ◽  
Janet Constantinides ◽  
Ralph Pat Barrett
Keyword(s):  
Instructional Development ◽  
Systems Analysis ◽  
Analysis Approach ◽  
Development Programs

scholarly journals El Programa Beca-salario instrumentado en México. Claroscuros de una política social

2019 ◽  
Vol 27 ◽  
pp. 159
Author(s):  
Teresa Yurén ◽  
Evelyn Moctezuma ◽  
Mayné Elizabeth García ◽  
Elisa Lugo
Keyword(s):  
Social Policy ◽  
Social Development ◽  
Meta Analysis ◽  
Development Programs ◽  
Documentary Analysis ◽  
Technical Structure ◽  
The Social ◽  
Scholarship Program ◽  
Policies And Programs ◽  
Educational Field

In this work we report the results of the documentary analysis of a scholarship program and of the social policy in which it falls, with a double objective: to uncover epistemological and ethical-social deficiencies in its design and operation, and to derive some recommendations for the formulation of policies and programs in the educational field. Methodologically, our first step was to review 13 evaluations of social development programs carried out between 2015 and 2018. The review led us to do a meta-analysis of the evaluations, based on the weaknesses and strengths pointed out by the evaluators. To systematize and make comparisons, we used the Atlas Ti tool (version 7). What stands out in the analysis of the discourse carried out is that the social development policy was not entirely coherent with the purpose established in the corresponding regulations and sought to meet objectives and goals, beyond what was established in the laws. This made the design more complex, made the diagnoses insufficient, made the operation more difficult and moved the programs away from the central objective: overcoming poverty. Furthermore, it is concluded that political will and innovative ideas are not enough for an effective social policy. Good diagnoses are required, based not only on an analysis of the reality that is problematic, but also on a review of available scientific works and articles, and on the results of previous experiences. On this basis, the design of social policy should formulate clear objectives, have a consistent logical and technical structure, and propose viable and precise strategies for action. The same would have to happen with programs derived from social policy.

scholarly journals MOST EFFECTIVE INTERNATIONALLY EMERGING IMPLEMENTATION MODELS IN TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS OVER THE LAST DECADE

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Abdulla Al Darayseh ◽  
Sultan Al Sadi ◽  
Yahia Alramamneh
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Meta Analysis ◽  
Vital Role ◽  
Development Programs ◽  
Teacher Professional ◽  
The Government ◽  
Good Policy ◽  
Implementation Models

<p>This study aims to identify effective internationally emerging implementation models in teacher professional development. Several trends in teacher Professional Development are influencing the nature and quality of teacher professional development. The meta-analysis method was used in this study by identifying, collecting, and analysis potential studies to reach the findings. The results show that professional development has the potential to transform the education scene when supported by all industry players. Policy plays a vital role in the success of programs like PD programs. Policies surrounding the government of this model should be carefully structured to guide the PD programs appropriately as well as formulators should be industry players who understand the drivers that affect the education sector and in particular the educators. Good policy choices will mean that the PD stands a chance to be effective. The PD program should be provided with all the necessary resources for it to be effective and to enable smooth running. Educators should be facilitated with the necessary materials they require for the program. Lack of resources means that the PD program will not achieve its intended goals. Resources might be learning resources for the educator, allowances among many others. Extensive collaborations should be done by the sectors that could play a strong role in affecting the education, stakeholders, investors and other parties related in order to reach an agreement on the best model of PD. Additionally, there is a need to determine how best to run the PD programs to be beneficial to the education system.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

Does Moral Education Improve Moral Judgment? A Meta-Analysis of Intervention Studies Using the Defining Issues Test

1985 ◽  
Vol 55 (3) ◽  
pp. 319-352 ◽  
Author(s):  
Andre Schlaefli ◽  
James R. Rest ◽  
Stephen J. Thoma
Keyword(s):  
High School Students ◽  
Moral Judgment ◽  
Moral Education ◽  
Meta Analysis ◽  
Moral Dilemmas ◽  
Defining Issues Test ◽  
Psychological Development ◽  
Effect Sizes ◽  
Development Programs ◽  
School Students

A review was conducted of 55 studies of education interventions designed to stimulate development in moral judgment. All studies used the Defining Issues Test. Various subject groups were involved (junior and senior high school students, college and graduate students, adults), various types of programs were employed (group discussion of moral dilemmas, psychological development programs, social studies and humanities courses), and the duration of the programs varied (a few hours to a year-long program). The principal findings from meta-analysis indicate that the dilemma discussion and psychological development programs produce modest overall effect sizes, that treatments of about 3 to 12 weeks are optimal, and that programs with adults (24 years and older) produce larger effect sizes than with younger subjects; however, significant effect sizes are obtained with all groups.

Sign in / Sign up

Export Citation Format

Share Document