Pedagogic Practice, ESD Principles and the Perspectives of Students, Teachers, and Educational Stakeholders

2018 ◽  
pp. 177-205
Author(s):  
Stephanie Leder
Keyword(s):  
Educational Stakeholders

Digital platforms aren’t mere tools —they’re complex environments

2021 ◽  
Vol 102 (6) ◽  
pp. 14-19
Author(s):  
Antero Garcia ◽  
T. Philip Nichols
Keyword(s):  
Digital Technologies ◽  
Complex Environments ◽  
Design Decisions ◽  
Digital Platforms ◽  
Educational Stakeholders ◽  
Material Resources ◽  
The Social ◽  
Different Dimensions ◽  
Social Uses

Antero Garcia and T. Philip Nichols explore how classrooms and schools must reframe their conceptions of technology from a focus on tools that serve specific purposes to a focus on platforms and their ecologies. In doing so, they argue, educational stakeholders should attend to three different dimensions of how technology is integrated in schools: the social uses of digital technologies, the design decisions that were made about these products, and the material resources that help make them operate. This approach requires educators to ask complicated questions about what technology does in schools and how to teach with and about it.

Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders

2012 ◽  
Vol 81 (1) ◽  
pp. 11 ◽  
Author(s):  
Bettie Ray Butler ◽  
Chance W. Lewis ◽  
James L. Moore III ◽  
Malcolm E. Scott
Keyword(s):  
Educational Stakeholders ◽  
Discipline Practices

scholarly journals The Prevention of Student Delinquency through Three Education Centre Communication

2020 ◽  
pp. 147-153
Author(s):  
Suranto Aw ◽  
Mami Hajaroh ◽  
Chatia Hastasari
Keyword(s):  
Communication Systems ◽  
Data Display ◽  
Educational Management ◽  
Community Environment ◽  
Educational Stakeholders ◽  
Interactive Analysis ◽  
Education Centre ◽  
Collection Data ◽  
Research Show

The aim of this research is to reveal the efforts of preventing student delinquency through communication within the three education centers (school, family, and community). Three education center communication is a process of interaction performed by the educational stakeholders as a strategic effort to increase the role of schools, families and communities in educational management. The informants of this research were students, teachers, parents, and community leaders. Data were analyzed using interactive analysis which consisted of four stages, namely: data collection, data reduction, data display, and conclusion drawing / verification. The results of the research show that the efforts include revitalizing the three education center communication systems pertaining to the role in delivering and receiving messages in the school, family, and community environment.

scholarly journals A High-Stakes Approach to Response Time Effort in Low-Stakes Assessment

2021 ◽  
Vol 7 (4) ◽  
pp. 571-586
Author(s):  
Munevver Ilgun
Keyword(s):  
Response Time ◽  
Failure Time ◽  
Response Times ◽  
Survival Models ◽  
Accelerated Failure Time ◽  
Data Sets ◽  
High Stakes ◽  
Problem Solving Skills ◽  
Educational Stakeholders ◽  
Accelerated Failure Time Models

<p style="text-align: justify;">Response times are one of the important sources that provide information about the performance of individuals during a test process. The main purpose of this study is to show that survival models can be used in educational data. Accordingly, data sets of items measuring literacy, numeracy and problem-solving skills of the countries participating in Round 3 of the Programme for the International Assessment of Adult Competencies were used. Accelerated failure time models have been analyzed for each country and domain.  As a result of the analysis of the models in which various covariates are included as independent variables, and response time for giving correct answers is included as a dependent variable, it was found the associations between the covariates and response time for giving correct answers were concluded to vary from one domain to another or from one country to another. The results obtained from the present study have provided the educational stakeholders and practitioners with valuable information.</p>

scholarly journals ESL and content teachers’ collaboration

2019 ◽  
Vol 14 (1) ◽  
pp. 1-18
Author(s):  
Amanda Giles ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Teaching Practice ◽  
School Administrators ◽  
Collaborative Partnerships ◽  
Esl Students ◽  
Esl Teachers ◽  
Educational Stakeholders ◽  
Mainstream Classrooms

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

scholarly journals Kohti uutta perusopetuksen opetussuunnitelmaa – opetussuunnitelmatyö paikallisten toimijoiden kokemana

2020 ◽  
Vol 39 (2) ◽  
pp. 103-121
Author(s):  
Laura-Emilia Siurua ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Jenni Sullanmaa ◽  
Tiina Soini
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Change Management ◽  
Knowledge Sharing ◽  
Survey Data ◽  
Implementation Strategy ◽  
Key Factors ◽  
Educational Stakeholders ◽  
Perceived Success ◽  
Teachers Professional Development

Local educational stakeholders have a central role in organizing district­level curriculum development in Finland. Earlier research has shown that the implementation strategy affects the effectiveness of the reform. In Finland, an interactive top­down­bottom­up strategy requires local implementers to organize and manage district­level curriculum work. The aim of this study is to gain a better understanding of the local curriculum process as experienced by the district­level stakeholders. Survey data (N = 550) were analyzed using mixed methods. The results showed that the top­down­bottomup implementation strategy, including change management and knowledge sharing, was related to the perceived success of the reform. In addition, perceptions about the implementation strategy were related to the various ways of organizing the local curriculum process. Teachers’ professional development and engagement in the process, facilitation of participation, management of the process and coherence making were identified as the key factors in the curriculum process by the stakeholders.

scholarly journals Integrated Multimedia City Data: Exploring Learning Engagement and Greenspace in Glasgow

2020 ◽  
Vol 46 (4) ◽  
pp. 574-598
Author(s):  
Catherine Lido ◽  
Phil Mason ◽  
Jinhyun Hong ◽  
Nadiia Gorash ◽  
Obinna C.D. Anejionu ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Household Survey ◽  
Area Deprivation ◽  
City Region ◽  
Learning Engagement ◽  
Educational Stakeholders ◽  
Educational Engagement ◽  
Travel Diaries ◽  
Infrastructure Allocation ◽  
The City

This paper showcases a holistic, data-led, analytical approach to complex research questions about the associations between learning engagement and green spaces, and uses this exemplar to reflection, and make recommendations relevant to, future implementation of CIM approaches to aspects of urban inclusion. This research offers a holistic picture of educational engagement, digital use, sustainability, cultural and civic participation, and transportation, employing data from diverse strands of the Integrated Multimedia City Data (iMCD) project in the Glasgow city region. This includes a household survey, individuals' travel diaries and GPS trails around the city, linked to other urban administrative datasets on area deprivation and greenspace. Triangulated findings from iMCD data indicate that greenspace is generally positively related to adult learning engagement (in particular, less formal learning), highlighting the value to urban planners of considering varied types of data capture for lifelong learning, with linkage to more objective measures of active mobility (e.g. walking) around the city. iMCD, in line with CIM approaches, offers an interdisciplinary bridge to address healthy ageing and educational inclusion. Insights generated in a CIM-based context can help education policymakers, city planners, and other educational stakeholders reconsider resource and infrastructure allocation, for instance, in promoting lifelong learning engagement for adults in urban settings.

scholarly journals An Examination of the #NGSSchat Storify Database

2020 ◽  
Author(s):  
Conrad Borchers ◽  
Joshua Rosenberg ◽  
Christian Fischer
Keyword(s):  
Science Teachers ◽  
Professional Learning ◽  
Curriculum Reform ◽  
The United States ◽  
Next Generation Science Standards ◽  
Learning Activities ◽  
Science Standards ◽  
Educational Stakeholders ◽  
Synchronous Chat ◽  
Selection Of

Teachers frequently use Twitter to engage in professional learning activities. A prominent example of teachers’ use of Twitter for such purposes is evident within the #NGSSchat community, which encouraged synchronous (at the same time) conversations between teachers and other educational stakeholders regarding the Next Generation Science Standards (NGSS) curriculum reform in the United States. Notably, #NGSSchat moderators archived the chats via the Storify platform, which has subsequently been used by researchers to understand science teachers’ professional learning activities on Twitter. However, what has not been established is the representativeness of this archive of #NGSSchat tweets. In other words, whether those who archived #NGSSchat content selected only a (potentially biased) selection of tweets is as yet unknown. Thus, in this study, we examined the Storify #NGSSchat database and compared it with raw data requests using the Twitter API. We found that the synchronous chats most data was adequately achieved. Contrarily (but as anticipated given what distinguishes the #NGSSchat community-synchronous conversations), the Storify #NGSSchat database did not capture most data outside these synchronous chat sessions. Importantly, we did not find an indication of systematic content- or user-driven tweet exclusion within the synchronous NGSS chat sessions on Storify, suggesting that the #NGSSchat archive via Storify (and potentially others like it) may be used by researchers for most research-related purposes.

scholarly journals Influence of Total Quality Management on Students’ Academic Achievement in Public Secondary schools in Ifakara Town Council

2021 ◽  
Vol 3 (1) ◽  
pp. 158-171
Author(s):  
Joy Kakingo ◽  
Chrispina Lekule
Keyword(s):  
Academic Achievement ◽  
Quality Management ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Management Approach ◽  
Educational Goals ◽  
Research Approach ◽  
Total Quality ◽  
Town Council ◽  
Educational Stakeholders

The issue of quality education has become one of the major concerns among government leaders, policymakers and various educational stakeholders. Yet, the application and usefulness of Total Quality Management (TQM) in public secondary schools in Tanzania has remained vague and at times problematic. This study examined the benefits of implementing TQM for the improvement of students’ academic achievement in public secondary schools. For the purpose of this study, Total Quality Management refers to a management approach in which the school's departments, resources and activities are deliberately organized to improve quality and achieve pre-determined educational goals. In conducting this study, a mixed research approach with the convergent parallel design was adopted. Data was collected through interviews and open-ended questionnaires involving 112 respondents from four public secondary schools in Ifakara Town Council, Morogoro, Tanzania. The findings indicate that TQM improves classroom instruction, contributes to employees’ continuous improvement and promotes teamwork among organization departments. Likewise, the findings indicate that TQM enhances good leadership and encourages goal setting in the organization which leads to students’ academic achievement. The paper concludes with recommendations on the interventions to be adopted as a means of promoting the effectual implementation of TQM in public secondary schools. Heads of schools as key implementers of TQM are encouraged by this study to utilize the available resources to promote quality services as well as establishing a model for TQM implementation for students’ academic achievement

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