Describes the newly established California State University, Fresno and University of California, Davis, joint doctoral programme in educational leadership which prepares students to conduct and interpret enquiries for which sound educational policy and practice are anchored. The unique features of this programme are: (1) an intercampus “graduate group” of faculty that offers group membership to qualified faculty from several campuses of the University of California and California State University, Fresno. Graduate groups follow the University of California tradition of faculty governance in matters of group membership, student admission and curriculum; (2) no other joint doctorates in the state of California are multi‐campus; (3) the planners of this doctoral programme recognized that admitted students would probably be full‐time employed, experienced leaders. This programme requires the employers of applicants to commit to release time as a condition of admission; and (4) all core courses are co‐written and co‐taught by UC and CSU, Fresno faculty. Notes the benefits of this programme to the institutions, faculty and students.
This paper describes a method for analyzing teacher questioning strategies. It is frequently asserted that skillful questioning is one of the most valuable techniques available to the teacher for stimulating and guiding thinking. Furthermore, it is assumed that the teacher can control, in large measure, the quality and direction of classroom dialogue by means of questioning strategies (9, zo, 11, 20).Although teachers have often been criticized for using too many short-answer questions emphasizing recall, observation of teachers in training indicates that they do attempt to utilize broad, abstract questions. However, the teacher's initial efforts may result in ir-relevant or scattered responses from the class; frustrated by their inability to move the class to higher levels of interaction, teachers may come to rely largely on the use of recall questions as a means of involving students in the discussion. One major reason for such failures in questioning strategies is that student teachers frequently commit the error of attempting to lift the level of thinking too soon (20).Another problem from an instructional standpoint is that higher-level questions may be used by the teacher in a random fashion or without a defined strategy. These questions may be answered by a few students with special background or high ability, without the teacher's awareness of the lack of movement to more abstract levels of thinking
&dquo;Teaching strategies.&dquo; The term, infused in and diffused throughout our educational literature, is heading toward a permanent home in the lexicon of professional jargon. Initiated perhaps by Hilda Taba 2 and reinforced by a somewhat technological influence on education, the notion of strategies and tactics now dominates the theories and analyses of instructional prac- tices.But what constitutes a strategy that is uniquely designed for educational purposes ? Is there a limit to the number that can be used in the classroom? Frank Williams identified twenty-one strategies designed to develop creative thinking, based upon Guilford's model of the intellect ;3 Hilda Taba designed a strategy based upon a grouping of Bloom's taxonomic model of knowledge;4 Doug Minnis,5 Norris Saunders,~ and others have designed questioning strategies, also based on Bloom's Taxonomy, to elicit certain cognitive processes. Simulation is a strategy to engage in and examine the social 1.
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