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7 results on '"Cramer, Susan R."'

1. In Response to the Call for Change: The University of Wisconsin Oshkosh Educational Leadership Program Model.

Author

Lampe, Scherie E. and Cramer, Susan R.

Abstract

This paper describes revisions made by faculty in the educational leadership program at the University of Wisconsin Oshkosh. The program focuses on empowerment, reflective practices, integration of theory and practice, leadership development, the identification of desired outcomes, and the inclusion of Total Quality Management principles. The program integrated the following core curriculum components: self-knowledge development, an expanded professional knowledge base, experiential learning activities combining theory and practice, and continuous improvement. The integration of the core curriculum components was guided by three models: the technical-scientific deductive design characterized by the works of both Tyler and Hunkins; the technical-scientific design characterized by the work of Taba; and the naturalistic design outlined by Glatthorn. The faculty developed a nine-step curriculum development/infusion model based on the most desirable aspects of each model: (1) assess alternatives, evaluate current approach, and diagnose needs; (2) develop program goals and philosophy; (3) conduct curriculum conceptualization and legitimization; (4) select content and concepts, stake out territory, and plan for evaluation; (5) develop course (instructor); (6) implement; (7) communicate expectations to students; (8) evaluate; and (9) maintain. Five figures are included. The appendix lists the program's critical core competencies. (LMI)

Published
1994

2. The Clinical Supervision Cycle: A Component of Staff Development Programs.

Author

Cramer, Susan R. and Koskela, Ruth A.

Abstract

Findings are reported from a statewide survey of middle and junior high schools in Wisconsin. The study had two major purposes: (1) to determine the extent to which the clinical supervision cycle was a component of staff development programs; and (2) to identify characteristics of existing clinical supervision practices within staff development programs. As defined for this study, the clinical supervision cycle has three components: preconference, observation, and postconference. Of the 136 principals who responded to the survey, 84 percent indicated that they had formal staff development programs at their schools and that 39 percent of these programs included the clinical supervision cycle. Although the original concept of clinical supervision, as outlined in the literature, does not view clinical supervision as evaluation, a significant number of respondents indicated that, at their schools, clinical supervision was used for assessment and evaluation. The data also indicated that, at many schools, the clinical supervision cycle was used to assist teacher growth and development. (Contains 18 references.) (IAH)

Published
1992

3. Update Your Classroom with Learning Objects and Twenty-First-Century Skills

Author

Cramer, Susan R.

Abstract

Learning objects are instructional materials found on the Internet that can be used to illustrate, support, supplement, or assess student learning. Small in size, they can provide instruction that is just enough, just in time, just for you. Is it time to move your classroom into the twenty-first century? In this article, the author explores what learning objects are, where one might find them, and attributes of a twenty-first century curriculum. Today's students expect to use technology when learning; learning objects are a natural way to integrate technology into your classroom.

Published
2007
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4. Assumptions Central to the Quality Movement in Education.

Author

Cramer, Susan R.

Abstract

Discusses nine assumptions upon which the quality movement (Total Quality Management and Continuous Quality Improvement) is based, as it applies to education. Highlights current educational initiatives that support each assumption. (SR)

Published
1996

5. Ready, Aim, Click: Taking a Snapshot of Learning in the Whole Language Classroom.

Author

Cramer, Susan R.

Abstract

Defines vital whole-language components and then suggests how the clinical supervision preconference, data collection, and postconference cycle can be used to identify and analyze teacher concerns or questions. Discusses three data collection techniques appropriate for the whole-language classroom. (RS)

Published
1994

6. Navigating the Assessment Maze with Portfolios.

Author

Cramer, Susan R.

Abstract

Outlines the problems faced in the assessment of student achievement. Argues for the use of portfolios in student assessment. Describes the conditions necessary for portfolio assessment. Explores how portfolios can reflect a wide variety of student learning. (HB)

Published
1993

7. The clinical supervision cycle: A component of staff development programs in Wisconsin.

Author

Cramer, Susan R. and Koskela, Ruth A.

Subjects
*TEACHER training
Abstract

Examines the extent to which clinical supervision cycle was a component of staff development programs in Wisconsin middle and junior high schools. Definition of clinical supervision; Characteristics of existing clinical supervision practices; Recommendation of the use of clinical supervision practices for teacher growth rather than for evaluation.

Published
1994

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