By John D. Winkler, Henry A. Leonard, Michael Shanley
This document examines ways that distance studying will help the military extra quick alleviate lively part manpower shortages in understrength army occupations. The research reveals that distance studying can allow quicker final touch of reclassification education, quicker finishing touch improvement classes, and extra effective kinds of ability education, looking on the character of the path fabrics chosen for guideline through distance studying. The research addresses the prices and merits of those strength alterations in addition to power implementation difficulties which could bring up expenses or lessen merits.
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Extra info for Army Distance Learning: Potential for Reducing Shortages in Army Enlisted Occupations
Bearing in mind such wider implications, a number of key guiding principles may be formulated for the planning of an appropriate strategy. The following principles are derived largely from the TLRP Project investigations by MacBeath et al. (2003) and Fielding and Bragg (2003), and from the linked New Zealand study by Kane and Maw (2005). Teachers should embark on pupil consultation only if they have a genuine desire to hear what pupils have to say and a ﬁrm commitment to try to use what pupils say to improve teaching and learning in their classrooms In proposing to consult pupils about classroom teaching and learning, a teacher will probably seem to the pupils to be embarking on a significantly different relationship with them from the teacher–pupil relationships to which they have been accustomed.
Teachers will also have to think about how open the process of consultation is to be and the extent to which the agenda will be controlled by them or by their students, or by both (the agenda needs to be one in which both teachers and pupils are interested). Another issue is from which pupils teachers want to hear. Again, responses to this question will determine the approach adopted – a whole class, samples of pupils from one class or several classes, selected individuals. In short, the chapter underlines the importance of knowing what one wants to learn as a starting point for choosing a consultation strategy.
But her work in exploring pupils’ views on consultation is especially and uniquely rich, and we have gratefully drawn heavily on it in Chapter 7. Part II What does the research tell us? In Part II we aim to give a fairly comprehensive and balanced picture of the problems and possibilities of developing consultation in the classroom. First we focus on what consultation can look like in the classroom and then, in four chapters, what pupils tend to comment on when consulted about their experiences of teaching and learning.