The Core Practice Framework: A Guide to Sustained School Improvement

2012 ◽  
Keyword(s):  
School Improvement ◽  
The Core ◽  
Practice Framework ◽  
Core Practice

Desire for Self-healing

2017 ◽  
Vol 12 (1-2) ◽  
pp. 317-335
Author(s):  
Ngar-sze Lau
Keyword(s):  
Theravada Buddhism ◽  
Self Healing ◽  
Core Knowledge ◽  
The Third ◽  
The Core ◽  
Physical Suffering ◽  
Mind And Body ◽  
Core Practice ◽  
The Relationship ◽  
Contemporary Chinese

Abstract This practice report describes how Chinese meditators understand the “four foundations of mindfulness” (satipaṭṭhāna, sinianzhu 四念住) as a remedy for both mental and physical suffering. In the tradition of Theravāda Buddhism, satipaṭṭhāna is particularly recognized as the core knowledge for understanding the relationship between mind and body, and the core practice leading to liberation from suffering. Based on interviews with Chinese meditation practitioners, this study develops three main themes concerning how they have alleviated afflictions through the practice of satipaṭṭhāna. The first theme highlights how practitioners learn to overcome meditation difficulties with “right attitude.” The second theme is about practicing awareness with “six sense doors” open in order to facilitate the balance of the “five faculties.” The third theme explores how practitioners cultivate daily life practice through an understanding of the nature of mind and body as impermanent and as not-self. This paper details how these themes and embodied practices of satipaṭṭhāna constitute ways of self-healing for urban educated Buddhists in the contemporary Chinese context.

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

2020 ◽  
Vol 122 (11) ◽  
pp. 1-40
Author(s):  
Britnie Delinger Kane
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teacher ◽  
Teacher Educators ◽  
Design Research ◽  
Teaching Practice ◽  
Student Thinking ◽  
The Core ◽  
Collaborative Analysis ◽  
Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

Emerging Principles of Practice Research

2020 ◽  
pp. 166-196
Author(s):  
Austin Michael ◽  
Sarah Carnochan
Keyword(s):  
Human Services ◽  
Practice Research ◽  
Service Users ◽  
The Third ◽  
The Core ◽  
Partnership Model ◽  
Negative Findings ◽  
Principles Of Practice ◽  
Core Practice

Chapter 8 summarizes the core practice research principles identified in Practice Research in the Human Services: A University-Agency Partnership Model. The first set of principles relates to learning from the experiences of others, and includes understanding the context of practice research, the role of persistent communications, and the process of disseminating results. The second set of principles focuses on knowing how to implement practice research by utilizing specialized skills, balancing the dynamics of practice and research, and engaging in collaborative teamwork. The third set of principles relates to managing complexities by coping with the tensions and ongoing change associated with practice research, responding to negative findings, and engaging service users. The last set of principles focuses on the process of sharing practice research with the practitioners who are most able to integrate it into their practice. The chapter concludes with a discussion of rigor, relevance, and theory in practice research.

An Academic Exploration into the Core Principles and Building Blocks of COBIT 5

2012 ◽  
Vol 3 (2) ◽  
pp. 51-63 ◽  
Author(s):  
Steven De Haes ◽  
Wim Van Grembergen
Keyword(s):  
Good Practice ◽  
Building Blocks ◽  
Future Research ◽  
General Management ◽  
The Core ◽  
Research Programs ◽  
Management Literature ◽  
Research Questions ◽  
Practice Framework ◽  
Enterprise Governance

Recently a new version of COBIT, the good-practice framework for enterprise governance of IT, was released. Although is it not always clearly articulated in its documentation, this new COBIT 5 framework incorporates many concepts and theories out of the IT and general management literature. This paper wants to position COBIT as a framework for enterprise governance of IT, and explores how the core principles and building blocks of the framework are derived from insights from theory and literature. This discussion could help or inspire other scholars to derive potential research questions and hypothesis around this practice-oriented framework, as a basis for future research programs.

Mindfulness in Education

2019 ◽  
pp. 188-208
Author(s):  
Candy Gunther Brown
Keyword(s):  
Public School ◽  
School Culture ◽  
Religious Language ◽  
Public School Teachers ◽  
Way Of Life ◽  
School Teachers ◽  
Opting Out ◽  
The Core ◽  
School Programs ◽  
Core Practice

Chapter 9 assesses MindUP, Mindful Schools, and Calmer Choice as representative examples of mindfulness-based programs (MBPs) with a mission of weaving “secular mindfulness” into the fabric of public-school curricula and school culture. Public-school MBPs foreground neuroscience, while avoiding religious-sounding terms such as “Buddhism” or “meditation.” Many MBPs were developed by Buddhists or Buddhist sympathizers and/or reflect Buddhist-derived assumptions, values, and world views. Controversies, notably a legal challenge to Calmer Choice in 2016, center on complaints of religious coercion. Certain Christians, Buddhists, and meditators note barriers to “opting out” of school programs and/or complain that mandatory mindfulness violates conscience. Because MBP leaders envision mindfulness as more than a curriculum—a way of life—training and certification often require public-school teachers to commit to personal practice, participation in retreats (often led by Buddhists at Buddhist centers), and supervision by guiding teachers (many of them Buddhist meditators). Guidelines for “ensuring secularity” advise subtracting religious language, gestures, and objects, without questioning assumptions undergirding the “core practice.” The chapter argues that secular framing paradoxically increases the potential of public-school MBPs to instill beliefs, values, and practices widely associated with religion.

Implications for Managers

2017 ◽  
Author(s):  
Geoff Moore
Keyword(s):  
Virtue Ethics ◽  
Alasdair Macintyre ◽  
The Core ◽  
Almost All ◽  
Core Practice ◽  
Relevant Domain

This chapter begins by drawing a distinction between managers and management. Following that, it explores what Alasdair MacIntyre himself has said about managers—which turns out to be quite a lot, almost all of it negative. It then looks at various critiques of his position, concluding that MacIntyre is both reasonably accurate and overly pessimistic in his assessment. Somewhat paradoxically, the chapter then uses the framework which MacIntyre provides to characterize managers and management within a virtue ethics approach. It argues that management can be considered to be a domain-relative practice which is engaged both in the core practice of the organization (which provides the relevant domain), and in the making and sustaining of the institution. It then characterizes virtuous managers and considers which virtues a virtuous manager would require.

scholarly journals Linking Past and Present: John Dewey and Assessment for Learning

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Sharen Kucey ◽  
Jim Parsons
Keyword(s):  
School Improvement ◽  
John Dewey ◽  
Educational Philosophy ◽  
Assessment For Learning ◽  
The Core

Abstract: The purpose of this paper is to explore the principles of Assessment for Learning (AFL) in light of John Dewey’s writing about the purpose and possibility of education. In this paper, we compare Dewey’s ideas to the goals of assessment for learning (AFL) – a practice emerging globally and, more locally, moved forward by the Alberta Initiative for School Improvement (AISI) program. We believe the principles behind Dewey’s educational philosophy are congruent with fundamental principles of AFL. In this paper, we attempt to explicate key intersections between Dewey’s teachings and AFL. We review AFL strategies and the foundational philosophy of AFL in an attempt to reveal its connection points to Dewey’s educational philosophy. Specifically, we will outline seven AFL strategies and compare these to insights put forth in Dewey’s work. Although there is far from adequate space to consider all the matches of Dewey’s philosophy and the core principles of Assessment for Learning, we hope our quest for initial commonality might provide curriculum insight for those now working these new pedagogical activities.

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