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| Author | : Association for Institutional Research. European Forum |
| Publisher | : Routledge |
| Total Pages | : 160 |
| Release | : 1988 |
| Genre | : Business & Economics |
| ISBN | : |
First published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : H. R. Kells |
| Publisher | : |
| Total Pages | : 248 |
| Release | : 1992 |
| Genre | : Education |
| ISBN | : |
Increasing importance is being attached to the concept of quality assurance and control. This new book describes the development and evolution of several major forms of regulatory systems for higher education on both sides of the Atlantic, with particular emphasis on the increasingly complex and self-regulatory intentions and characteristics. It focuses primarily on the nature and development of evaluation systems as they are experienced in the wider concept of regulation - their attributes, strengths, limits and how they can be improved. It analyses the patterns that are emerging, the apparent national determinants and the critical relationships between purposes and means in the systems. The book is intended both as a reference source and as a guide for policy-makers in institutions, collaborative organizations and in governments seeking to consider the possibilities of self-regulation in higher education. It aims to help achieve the potential benefits of such systems, including the preservation of universities and their autonomy amid the considerable and understandable pressures to make them more effective and efficient.
| Author | : H. R. Kells |
| Publisher | : Greenwood |
| Total Pages | : 214 |
| Release | : 1995 |
| Genre | : Business & Economics |
| ISBN | : |
Explains how to derive maximum benefit from the self - analysis process to improve programs. Process applicable to effective management of institutions and also the higher education processes.
| Author | : Watson, David |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 210 |
| Release | : 2005-02-01 |
| Genre | : Education |
| ISBN | : 0335215025 |
This book is about the use of evidence in the leadership and management of universities and colleges. The role of institutional self-study in establishing strategy and measuring progress is examined across the full range of institutional activities, with many worked examples. Practical guidance is also set in the context of theory about organisational learning within complex enterprises at the start of the 21st century, as well as an account of the state of the art within higher education in the UK, with some international comparisons. Because of the nature of the business – knowledge production and use –universities should be better at organisational learning than they are. This book shows how disciplined self-study can assist decision-making, general effectiveness and reputational positioning for universities and colleges. The book explores why self-study matters, the key processes and techniques, as well as what can be delivered. In addition to the internal drivers to enhance self-study capacity and practice, institutions are increasingly required to produce explicit and transparent accounts of their activities and performance to external bodies, to support marketing, to respond to multiple stakeholders and to meet external reporting and regulatory requirements. At the heart of the book is the case for the development of the university or college as a mature, self-reflective community, making full use of its analytical and other resources.
| Author | : Barry J. Zimmerman |
| Publisher | : Routledge |
| Total Pages | : 316 |
| Release | : 2013-05-13 |
| Genre | : Education |
| ISBN | : 1135659141 |
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
| Author | : Mncube, Dumsani Wilfred |
| Publisher | : IGI Global |
| Total Pages | : 251 |
| Release | : 2023-05-01 |
| Genre | : Education |
| ISBN | : 1668467739 |
Self-directed learning (SDL) is considered a core concept in problem-based learning (PBL) and student-centered learning. More importantly, the current face-to-face model of curriculum implementation faces many challenges that seem to question its dominance over other models. The violent nature of the COVID-19 pandemic has again vindicated SDL practitioners and research enthusiasts to continue seeking solutions that will enhance skills to cope in a rapidly changing technological, globalized world. However, the higher education sector is challenged when promoting SDL due to a slow pace of digital integration since the education system is not fully transformed. This has necessitated an urgent need for global discourse on how universities globally are implementing SDL strategies to enhance the quality of curriculum delivery. Advancing Self-Directed Learning in Higher Education provides insight into various strategic approaches that could be adopted for the successful implementation of SDL in higher education. It is written for professionals who want to improve their understanding of how to improve student teaching and learning and the quality of curriculum implementation in higher education. In this realm, this book provides ideas to its readers about the approaches pertaining to strategy and innovative measures, practical implementations, and tools in the field of curriculum and SDL. Covering topics such as educational technology, intentional education practice theory, and student experience, this premier reference source is an essential resource for teachers, policymakers, lecturers, research scholars, students of higher education, administrators, librarians, academicians, and researchers.
| Author | : Dale H. Schunk |
| Publisher | : Taylor & Francis |
| Total Pages | : 323 |
| Release | : 2023-01-06 |
| Genre | : Education |
| ISBN | : 1134777213 |
In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement. The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.
| Author | : Héfer Bembenutty |
| Publisher | : John Wiley & Sons |
| Total Pages | : 137 |
| Release | : 2011-07-15 |
| Genre | : Education |
| ISBN | : 1118159144 |
Self-regulation involves students' beliefs about their own potential for actions, thoughts, feelings and behaviors that will then allow them to work toward their own academic goals. Clearly, the need for self-regulation in higher education is crucial, This volume describes the theories, tools, and techniques that can be used to assist in the promotion of self-regulation in students including areas such as goal orientations, self-efficacy beliefs, social comparisons, self-monitoring, and self-evaluation. Edited by Héfer Bembenutty, assistant professor of educaitonal psychology at Queens College of the City University of New York, this is the 126th volume of the Jossey-Bass quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
| Author | : Dale H. Schunk |
| Publisher | : Guilford Press |
| Total Pages | : 260 |
| Release | : 1998-03-20 |
| Genre | : Education |
| ISBN | : 9781572303065 |
This text provides a framework for teaching students how to be students, and offers practical guidance on how academic learning, at its best can be brought about.
| Author | : Paul R. Pintrich |
| Publisher | : Routledge |
| Total Pages | : 422 |
| Release | : 2012-12-06 |
| Genre | : Education |
| ISBN | : 113647966X |
Designed to present some of the current research on student motivation, cognition, and learning, this book serves as a festschrift for Wilbert J. McKeachie who has been a leading figure in college teaching and learning. The contributions to this volume were written by former students, colleagues and friends. A common focus on a general or social cognitive view of learning is shared throughout the volume, but there are significant differences in the perspectives the researchers bring to bear on the issues. They provide an excellent cross-section of current thinking and research on general cognitive topics such as students' knowledge structures, cognitive and self-regulated learning strategies, as well as reasoning, problem solving, and critical thinking. Social cognitive and motivational topics are also well represented, including self-worth theory and expectancy-value models. More importantly, an explicit attempt is made to link cognitive and motivational constructs theoretically and empirically. This area of research is one of the most important and promising areas of future research in educational psychology. Finally, most of the chapters address instructional implications, but several explicitly discuss instructional issues related to the improvement of college students' motivation and cognition.
