Educational Development: Discourse, Identity and Practice

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McGraw-Hill Education (UK), 1 ¾.Â. 2004 - 218 ˹éÒ
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This first book-length analysis of developers as a community of practice illustrates in their own words the issues they face, their differing orientations to development (given their differing organisational cultures), and how they see their institutional role. What emerges is the contested notion of development itself, and a tribe of developers who, though fragmented, offer a rich variation in their discourse, identity and practice.

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Further Education Staff College Information Bank Working Paper IBN 1768,
Bristol: Coombe Lodge. ... Webb, G. (1996a) Theories of staff development:
Development and understanding, The InternationaljournalforAcademic
Development, Vol.

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Introduction
1
Chapter 01 Orientations to Educational Development
12
Chapter 02 Stances on Change
129
The Educational Developer and Academic Cultures
161
Postscript
191
Educational development and modernism
192
Community diversity and fracture
193
Vocation and professional status
196
References
200
Index
209
SHRE
217
Back Cover
219
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Educational Development
Land, Ray
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Educational Development
Ray Land
ÁØÁÁͧÍÂèÒ§ÂèÍ - 2004

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academic actually adhocracy Alvesson approach argues assessment can’t cational development cognitive Cognitive Psychology colleagues collegial Committee community of practice competence concept conflict context course curriculum defined definition difficult disciplinary discipline discipline-specific discourse educational development units effective emphasis Entrepreneurial environment field find finding first going hermeneutic higher education I’ve identified important individual influence influential innovation institution interested Interviewer involved issue kind managerial managerialist mean ment metaphor notion operate organization organizational culture orientations to educational perspective political postmodern problems professional programme rational reflective Research Assessment Exercise Respondent 12 Respondent 27 role SEDA seen senior management sense sensemaking significant social specific staff development stances strategic structure sufficient talk teachers teaching and learning theory there’s they’re things tion understanding values we’re Webb what’s you’re you’ve

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Professor Ray Land is Professor of Higher Education Development and Director of the Centre for Higher Education Development at Coventry University. He previously taught at the University of Edinburgh. In addition to educational development, his curent research interests include theshold concepts and troublesome knowledge, and theoretical aspects of education in cyberspace.

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QR code for Educational Development
ª×èÍ˹ѧÊ×ÍEducational Development: Discourse, Identity and Practice
SRHE and Open University Press imprint
Society for Research into Higher Education Series
¼Ùéáµè§Land, Ray
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¼Ùé¨Ñ´¾ÔÁ¾ìMcGraw-Hill Education (UK), 2004
ISBN0335213286, 9780335213283
¤ÇÒÁÂÒÇ218 ˹éÒ
  
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