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2008 - APSA 2008 Annual Meeting Pages: 23 pages || Words: 10436 words || 
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1. Hassenteufel, Patrick., Smyrl, Marc., Genieys, William. and Moreno-Fuentes, Javier. "Reforming European Health Care States: Programmatic Actors and Policy Change" Paper presented at the annual meeting of the APSA 2008 Annual Meeting, Hynes Convention Center, Boston, Massachusetts, Aug 28, 2008 Online <PDF>. 2019-04-23 <http://citation.allacademic.com/meta/p279462_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper presents the conclusions of a primary research project on the reform of national health systems in France, Germany, Spain and the U.K. In all of these countries, the decades from the late 1980s to the present have witnessed significant change. Although this has included the spread of internal competition and growing autonomy for certain non-state and para-state actors, it does not follow that the mechanism at work is a “neo-liberal convergence.” Rather, what we observe is that the translation into diverse national settings of quasi-market mechanisms is accompanied in every case by a reassertion of regulatory authority and, in France and Germany, by the strengthening of statist, as opposed to corporatist, management of national insurance systems. The use of quasi-market tools, thus, brings state-strengthening reform. The proximate and necessary cause of this dual transformation is to be found in each of our cases in the work of small closely-integrated groups of policy professionals whom we label “programmatic actors.” While their identity differs across cases, the functional role and motivation of these actors is strikingly similar. Motivated by a desire to wield authority through the promotion of programmatic ideas, rather than by material or careerist interests, these elite groups act both as importers and translators of ideas and as architects of policy. The resulting elite-driven model of policy change integrates ideational and institutionalist elements to explain programmatically coherent change despite institutional resistance and partisan instability.

2012 - ATE Annual Meeting Pages: unavailable || Words: 1150 words || 
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2. Torrez, Cheryl. and Krebs, Marjori. "“I Now Hear My Students as Individual Voices”: A Programmatic Focus on Reflective Practice" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Riverwalk Hotel, San Antonio, Texas, Feb 11, 2012 Online <PDF>. 2019-04-23 <http://citation.allacademic.com/meta/p524342_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Findings from a study of a MA in Education with a focus on Reflective Practice will be presented. An overview of the program and implications for teacher educators is included.

2012 - Nineteenth Annual Conference of the Council for European Studies Pages: unavailable || Words: 18003 words || 
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3. Zohlnhöfer, Reimut. and Bandau, Frank. "Policy or Office and Votes? The Determinants of Programmatic Change in West European Political Parties" Paper presented at the annual meeting of the Nineteenth Annual Conference of the Council for European Studies, Omni Parker House Hotel, Boston, MA, Mar 22, 2012 Online <APPLICATION/PDF>. 2019-04-23 <http://citation.allacademic.com/meta/p547297_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: Even though it is undisputed in the literature that parties’ policy positions move, it is much less clear what actually moves parties. In our paper we seek to advance the debate on programmatic change in political parties theoretically as well as empirically. We start out by theoretically discussing the preferences of political parties, i.e. we discuss the relevance or policy seeking vs. vote and office seeking with regard to the programmatic position of parties. This allows us to develop hypotheses regarding the timing and direction of programmatic change. We then move on to test these hypotheses empirically. We present results from comparative case studies of the two most important parties in four West European countries (Germany, the Netherlands, Sweden, and United Kingdom) which are characterized by dramatically different party systems. We show that in most cases considerations regarding vote or office seeking rather than lack of policy success drive programmatic change. This is because the incentives resulting from a (long-lasting) exclusion from government are usually much more unambiguous than a lack of policy success since a lack of success at elections or in the coalition game are directly related to a party’s programmatic position while the reasons for disappointing policy performances can usually be sought elsewhere (apart from a governing parties’ policy positions).

2012 - ATE Annual Meeting Pages: unavailable || Words: 776 words || 
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4. Beck, Judy., Toole, Cece., Kaufmann, Laura. and Burr, Stacy. "A Journey to Programmatic Technology Integration" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Riverwalk Hotel, San Antonio, Texas, Feb 11, 2012 Online <PDF>. 2019-04-23 <http://citation.allacademic.com/meta/p524055_index.html>
Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: Share our journey from a single technology course structure towards a technology integrated curriculum. Participants will discuss issues, share data, and review examples of assignments designed to infuse technology.

2010 - ISME World Conference and Commission Seminars Words: 198 words || 
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5. Jones, Patrick. "Fostering Online Learning at the Programmatic Level" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, <Not Available>. 2019-04-23 <http://citation.allacademic.com/meta/p397739_index.html>
Publication Type: Abstract
Abstract: Online learning provides a variety of opportunities and challenges. While there has been a great deal of attention paid to development and instructional design and delivery of individual courses/modules, the development of entire programs has been mostly overlooked. Issues often taken for granted in on-campus programs such as information dissemination, community building, and the interaction among instructional staff and students, and between those two groups, are crucial to students’ overall experiences. They are often key interactions in graduate school that online programs must foster if they are to provide the kind of rich academic community that typifies a quality graduate education. This is a great challenge given the online environment consists of people being geographically dispersed and a great deal of their activity occurring asynchronously. A great deal of effort and creativity must be expended to create online opportunities for information sharing, community building, and rich interaction experiences.

I will address ways to foster online learning at the programmatic level based on three years of work as a program leader of two online graduate programs. These approaches include clear and regular information dissemination, creating space for continuous interaction outside of courses/modules, real-time interaction, and in-person seminar meetings.

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