By Robert Maribe Branch, Barbara B. Minor
Released in cooperation with the ERIC Clearinghouse on details and know-how and the AECT, this quantity of EMTY presents crucial and well timed details that is helping academic technologists, librarians, and media experts perform their career in a dynamic and altering box. revered professionals have contributed essays that tackle technological traits in schooling and coaching. There are unique listings of usa and Canadian institutions and graduate faculties in addition to a mediagraphy of print and nonprint assets. The booklet additionally informs readers in regards to the actions and accomplishments of these agencies and institutions devoted to the development of academic communications and expertise.
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Additional resources for Educational Media and Technology Yearbook 2000
Beverly Hills, CA: Sage. < previous page page_25 next page > < previous page page_26 next page > Page 26 Development Programs for College Faculty: Preparing for the Twenty-First Century John D. Emerson Department of Mathematics and Computer Science, Middlebury College Frederick Mosteller Professor Emeritus, Department of Statistics, Harvard University Abstract The faculties of our schools and colleges currently offer the principal medium for delivering instruction to students. The nation's colleges and universities invest substantial resources and years in faculty development programs.
A complete listing of these institutions with a description of their programs is contained elsewhere in this yearbook. S. universities. Each of these students completes a dissertation as part of the doctoral program and initial preparation as a researcher in the field. The topics for these dissertations vary widely with no standard dissertation type, topic, context, or methodology within the field. As will be shown in this article, there is no single model that is used for dissertations in the field.
Dissertation research is a reflection of the field. Methodology The methodology used in this study was a content analysis. The use of content analysis enabled the researcher to identify major constructs within the dissertation research and to classify them. Content analysis, as described by Weber (1990), is a methodology for classifying text into content categories and a set of techniques for text analysis. Content analysis has been used in a number of studies to show trends within a field or body of literature.