Notice bibliographique
Résumé
This paper describes the professionally oriented Masters of Education degree program at Simon Fraser University, British Columbia (BC), Canada, a program that provides graduate education to cohorts of nontraditional adult learners using the idea of transformational learning. For the past several years, Simon Fraser University has offered a model M. Ed. Degree program to groups of students based in several BC communities far removed from the home campus. The approach is unique because it is a cohort model, open to nontraditional students who don't always fulfill the normal graduate entrance requirements. The program fosters a transformative leadership emphasis so as to enhance participants' self-perceptions as active learners and leaders of change in the organizations and institutions in which they work. All of the students in the local cohort groups are education professionals with at least 5 years experience as educators. The program itself consists of a 2-year (six semester) series of courses taught (usually on alternate weekends) in students' home areas followed by a comprehensive examination. The middle of each program is a 6-week summer residential session where students from the various cohort groups mix in a variety of courses held at the Simon Fraser home campus. The courses are those one would normally expect in an education graduate program, but the concluding graduate seminar and the form of the comprehensive examination distinguish this program from others. The graduate seminar promoted the idea that a deeper understanding of adult educator's professional development can be based around self-directed learning, critical reflection, and transformational learning. The comprehensive examination, written over 2 weeks at the end of all coursework, is a structured opportunity for students to choose one aspect of their studies and explores it in greater depth and from a variety of perspectives. The approach taken in this program is congruent with educational practices identified as most effective for adult learners by a study by the Council for Adult and Experiential Learning (1999). (Contains 49 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Extending Graduate Education to Non-traditional Learners Tom Nesbit Simon Fraser University Centre for Credit & Integrated Studies Simon Fraser University 515 West Hastings St. Vancouver, BC V6B 5K3 Canada Phone: (604) 291-4177 Fax: (604) 291-3851 Email: tnesbit@sfu.ca 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Olfice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».