scholarly journals State of the art – teacher effectiveness and professional learning

2014 ◽  
Vol 25 (2) ◽  
pp. 231-256 ◽  
Author(s):  
Daniel Muijs ◽  
Leonidas Kyriakides ◽  
Greetje van der Werf ◽  
Bert Creemers ◽  
Helen Timperley ◽  
...  
Keyword(s):  
Teacher Effectiveness ◽  
Professional Learning ◽  
State Of The Art ◽  
Art Teacher

Symposium: Teacher Effectiveness: The Role of Context

2013 ◽  
Vol 83 (2) ◽  
pp. 346-348
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Professional Learning ◽  
Teacher Certification ◽  
Crucial Role ◽  
Harvard Educational Review ◽  
Evaluation Policies

In 2012, the Harvard Educational Review (HER) asked some important questions about teacher effectiveness in its symposium titled “By What Measure?” These questions included: Who defines effectiveness and how can it be measured? And what effect does the language around teacher effectiveness have on policies and systems such as teacher certification, evaluation, and professional learning? Now as then, the journal seeks to remain at the forefront of this important debate. As teacher evaluation policies are hotly debated, adopted, and implemented around the country, HER builds on its earlier work to highlight the crucial role of context in the teacher effectiveness conversation.

Teacher change through cognitive conflicts: the case of an art lesson study

2020 ◽  
Vol 9 (4) ◽  
pp. 383-395
Author(s):  
James Calleja ◽  
Laura Formosa
Keyword(s):  
Professional Learning ◽  
Teacher Change ◽  
Lesson Study ◽  
Lesson Plan ◽  
Collaborative Work ◽  
Cognitive Conflict ◽  
Effective Teacher ◽  
Art Teacher ◽  
Content Type ◽  
Study Process

PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

scholarly journals Video som endringsverktøy i pedagogisk utviklingsarbeid

2021 ◽  
pp. 145-164
Author(s):  
Wenche Rønning
Keyword(s):  
Professional Learning ◽  
Group Dynamics ◽  
Group Work ◽  
Lesson Study ◽  
State Of The Art ◽  
Geographical Area ◽  
Learning Resources ◽  
Central Elements

In this chapter the focus is on the use of video to support teachers’ professional learning. After presenting theory and central concepts regarding how teachers learn, a case is used to explore the use of video in a lesson study inspired approach. The context is a process where teachers and researchers cooperate to revise an existing content module in mathematics used in a so-called Newton room, a learning arena with state-of-the-art learning resources shared by many schools in a geographical area. Teachers and researchers watch video excerpts from group work in the Newton room, which results in quite in-depth reflection about several central elements such as use of language and concepts, group dynamics, cooperation skills, design of tasks and learning resources, supervision, etc. The process results in considerable revision of the module as well as ample opportunities for teachers’ authentic professional learning.

Practical Picture Processing

1974 ◽  
Vol 32 ◽  
pp. 338-339
Author(s):  
T. A. Welton
Keyword(s):  
Radiation Damage ◽  
Coherence Length ◽  
Spatial Information ◽  
State Of The Art ◽  
Coherent Radiation ◽  
The State ◽  
Energy Spread ◽  
Electron Micrograph ◽  
Picture Processing ◽  
Molecular Skeleton

Various authors have emphasized the spatial information resident in an electron micrograph taken with adequately coherent radiation. In view of the completion of at least one such instrument, this opportunity is taken to summarize the state of the art of processing such micrographs. We use the usual symbols for the aberration coefficients, and supplement these with £ and 6 for the transverse coherence length and the fractional energy spread respectively. He also assume a weak, biologically interesting sample, with principal interest lying in the molecular skeleton remaining after obvious hydrogen loss and other radiation damage has occurred.

A Macintosh Interface for the Cameca Camebax-Micro Electron Microprobe

1990 ◽  
Vol 48 (1) ◽  
pp. 438-439
Author(s):  
Carl E. Henderson
Keyword(s):  
Electron Microprobe ◽  
Processing Speed ◽  
Word Processing ◽  
State Of The Art ◽  
Computer Control ◽  
Third Party ◽  
Disk Storage ◽  
The Past ◽  
User Facility ◽  
Instrument Control

Over the past few years it has become apparent in our multi-user facility that the computer system and software supplied in 1985 with our CAMECA CAMEBAX-MICRO electron microprobe analyzer has the greatest potential for improvement and updating of any component of the instrument. While the standard CAMECA software running on a DEC PDP-11/23+ computer under the RSX-11M operating system can perform almost any task required of the instrument, the commands are not always intuitive and can be difficult to remember for the casual user (of which our laboratory has many). Given the widespread and growing use of other microcomputers (such as PC’s and Macintoshes) by users of the microprobe, the PDP has become the “oddball” and has also fallen behind the state-of-the-art in terms of processing speed and disk storage capabilities. Upgrade paths within products available from DEC are considered to be too expensive for the benefits received. After using a Macintosh for other tasks in the laboratory, such as instrument use and billing records, word processing, and graphics display, its unique and “friendly” user interface suggested an easier-to-use system for computer control of the electron microprobe automation. Specifically a Macintosh IIx was chosen for its capacity for third-party add-on cards used in instrument control.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

2010 ◽  
Vol 20 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Glenn Tellis ◽  
Lori Cimino ◽  
Jennifer Alberti
Keyword(s):  
Real Time ◽  
Digital Technology ◽  
Clinical Training ◽  
State Of The Art ◽  
Clinical Skills ◽  
Slow Motion ◽  
Video Capture ◽  
Microsoft Excel ◽  
Clinical Supervisors ◽  
Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

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