The Accreditors Are Coming! The Accreditors Are Coming!
Edition: 1
Copyright: 2007
Pages: 86
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Author's Foreword by June Schmieder-Ramirez vii
Author's Foreword by Jack McManus ix
Acknowledgements xi
Introduction xiii
Definitions xv
CHAPTER 1: The SPELIT Model: Analyzing Where You Are 1
Why was SPELIT Developed? 2
Why Are Theoretical Frameworks Important? 2
What Are Driving Forces? 2
The Social Analysis Framework 4
The Political Analysis Framework 5
The Economic Analysis Framework 5
The Legal Analysis Framework 6
The Intercultural Environment Analysis Framework 6
The Technological Environment Analysis Framework 7
A Practical Application of the SPELIT Model 7
Summary 8
CHAPTER 2: The PEAREA Model: The Experiential Activity Including Planning and Evaluation 9
History of Experiential Learning 10
Commonalitie,s and the Resulting Totality of Six Learning Theories 11
Commonalities of Assessment Theories 16
Doctor of Education in Organizational Leadership 17
An Evaluative Approach to Experiential Education:
The PEAREA Model 18
Pretesting/Preparation 19
Experiential Activity 19
Reflection 20
Evaluation 21
Adjustment 21
CHAPTER 3: Application of the SPELIT and PEAREA Models to Out-of-Classroom Domestic and International Study Trips and Student Teaching 23
Some Thoughts Regarding the Washington Policy Trip 24
The Washington Policy Trip 26
The Intercultural Frame 28
Economic Analysis 29
The PEAREA Model 30
Pretest/Preparation 30
Experiential Activity 31
Reflection 31
Adjustment 32
Assessment 34
The China Study Trip 34
Introduction 34
SPELIT and China 35
Use of the PEAREA Model for the International Study Trip to China 36
The Actual Trip: The Importance of the Unplanned 37
Beijing 37
Xian and the Terra Cotta Soldier Experiential Learning Activity 38
The Learning Activity 38
The Rooftop Figures 39
Summary of the Experience 40
Teacher Training and Clinical Supervision: Using SPELIT and PEAREA from a Student Teacher's Point of View 40
Introduction 40
A Common. Pattern for a Student Teacher's First Year 41
How Can the SPEUT Model Help the Beginning Teacher'! 42
How the PEAREA Model Can Help Student Teachers 42
Evaluation of Student Teacher Performance 43
Secondary Education: The Student View 45
Training of Medical Doctors 46
The Medical Apprentice System 47
Summary: The Medical Internship 47
Engineering 48
Retail Food: McDonald's Universliy 48
Law Training 48
Architect Training 48
The Architect's Studio 48
CHAPTER 4,: What Can These Models Do for You? Utilizing Worksheets to Further Understand the Models 49
Summary 49
Worksheets 50
Worksheet 1: Analyzing Myself Using the SPELIT Model 51
Worksheet 2: Analyzing an Organization Using SPELIT 53
Worksheet 3: Utilizing the Driving Forces Technique to Enable Employees to Change Strategy to Action Goals 55
Worksheet 4: Design an Instructional Model Based Upon the PEARM. Model 57
Worksheet 5: Design an Experiential Activity Based Upon the SPELlT and PEAREA Models 59
June H. Schmieder-Ramirez (Ph.D., Stanford University) Interim Associate Dean of Education, Professor of Education and Psychology, Pepperdine University, Malibu, CA. Dr. Schmieder-Ramirez has extensive experience in public education, including teaching in elementary and junior high schools and serving as school business manager, associate superintendent for business services, and superintendent of schools. In addition, she taught at California State Universities in Fullerton and San Bernardino as an adjunct professor. Her research and publishing interests are in the area of public school finance and educational leadership.