The impact of a sustained oral language professional learning program on Australian early years’ teachers’ knowledge, practice and beliefs: a mixed-methods exploration

2019 ◽  
Vol 46 (2) ◽  
pp. 178-194 ◽  
Author(s):  
Hannah L. Stark ◽  
Patricia A. Eadie ◽  
Pamela C. Snow ◽  
Sharon R. Goldfeld
Keyword(s):  
Mixed Methods ◽  
Professional Learning ◽  
Oral Language ◽  
Early Years ◽  
Learning Program ◽  
Knowledge Practice ◽  
The Impact

Developing New Literacies through Blended Learning

2011 ◽  
Vol 2 (3) ◽  
pp. 32-49
Author(s):  
Deborah Kitchener ◽  
Janet Murphy ◽  
Robert Lebans
Keyword(s):  
School Districts ◽  
Professional Learning ◽  
Classroom Practice ◽  
Learning Program ◽  
Northern Ontario ◽  
Working Definition ◽  
Use Of Technology ◽  
Teacher Professional ◽  
Definition Of ◽  
The Impact

This article reports on the implementation and impact of two blended models of teacher professional learning that promote innovative classroom practice and improved literacy and numeracy in six school districts in Ontario, Canada. The Advanced Broadband Enabled Learning Program (ABEL), situated at York University in Toronto, Ontario, Canada, transforms how teachers learn and teach through a strategic blend of face-to-face interaction, technological tools and resources, online interaction and support. Learning Connections (LC), its sister project, uses the same model to improve literacy and numeracy in school districts. Research into the impact of both programs reveals increased student engagement and achievement, enhanced teacher efficacy, and improved results in literacy and numeracy. This report presents the findings from two participant surveys conducted in one large suburban board just north of Toronto, and one large rural board in Northern Ontario, and demonstrates how the working definition of literacy that teachers use in the classroom is being transformed by their use of technology in the classroom.

Developing multicultural leaders through online language immersion

2021 ◽  
Vol 15 (4) ◽  
pp. 416-428
Author(s):  
Matthew B. Courtney
Keyword(s):  
Multicultural Education ◽  
Professional Learning ◽  
Oral Language ◽  
Language Instruction ◽  
Language Immersion ◽  
Learning Activity ◽  
Structured Interviews ◽  
Content Type ◽  
Immersion Program ◽  
The Impact

Purpose This study aims to document the impact of an 80-h virtual Spanish language immersion program on four elementary school leaders in Kentucky. Design/methodology/approach This study used a mixed methods approach. Each subject participated in three semi-structured interviews with the researcher and a standardized oral language assessment. Findings Participants expressed greater confidence when interacting with students and families who do not speak English, greater empathy for students learning English, new cross-cultural understandings and deeper knowledge about the language acquisition process and language instruction. Practical implications Training in a foreign language may prove to be a valuable professional learning activity for leaders seeking to develop a stronger skillset and mindset for multicultural education. Originality/value This paper contributes to the literature by documenting a previously un-researched virtual language immersion program.

scholarly journals “Can We Build the Wind Powered Car Again?” Students’ and Teachers’ Responses to a New Integrated STEM Curriculum

2019 ◽  
Vol 5 (1) ◽  
pp. 20-39
Author(s):  
Judy Anderson ◽  
Kate Wilson ◽  
Debbie Tully ◽  
Jenni Way
Keyword(s):  
Professional Learning ◽  
Primary Schools ◽  
Quantitative Research ◽  
Learning Program ◽  
Quantitative Research Methods ◽  
Integrated Stem ◽  
Students Attitudes ◽  
Grade 3 ◽  
And Mathematics ◽  
The Impact

Recently, STEM (science, technology, engineering and mathematics) education has become a focus in the Australian context, particularly since the release of government-initiated reports into Australia’s falling performance on international tests and fewer enrolments in senior school STEM subjects and university STEM degrees. Since student engagement in STEM subjects begins to decline in primary school (Kindergarten to grade 6 in Australia [5-12 years of age]), addressing engagement and achievement in the STEM subjects requires support for teachers to design curriculum that enthuses students and develops their understanding of the role of the STEM subjects in solving real-world problems. To that end, a year-long professional learning program was developed to assist small teams of teachers from each of 13 primary schools in designing integrated STEM curriculum approaches. To determine the impact of the program on teachers’ capacity to design integrated STEM curriculum and on students’ STEM attitudes and aspirations, data were collected using both qualitative and quantitative research methods. This paper presents a case study of one of the participating primary schools. From the 44 grade 3 students who completed both pre- and post-surveys, students’ attitudes and aspirations towards the STEM subjects showed significant positive shifts. Analyses of school documents and transcripts of interviews with four teachers and a group of four students from the school enabled.

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.

The impact of algorithmic decision-making processes on young people’s well-being (Preprint)

2019 ◽  
Author(s):  
Elvira Perez Vallejos ◽  
Liz Dowthwaite ◽  
Helen Creswich ◽  
Virginia Portillo ◽  
Ansgar Koene ◽  
...  
Keyword(s):  
Young People ◽  
Significant Proportion ◽  
Well Being ◽  
Early Years ◽  
Negative Experiences ◽  
Children And Young People ◽  
Online Platforms ◽  
Internet Users ◽  
Decision Making Processes ◽  
The Impact

BACKGROUND Algorithms rule the online environments and are essential for performing data processing, filtering, personalisation and other tasks. Research has shown that children and young people make up a significant proportion of Internet users, however little attention has been given to their experiences of algorithmically-mediated online platforms, or the impact of them on their mental health and well-being. The algorithms that govern online platforms are often obfuscated by a lack of transparency in their online Terms and Conditions and user agreements. This lack of transparency speaks to the need for protecting the most vulnerable users from potential online harms. OBJECTIVE To capture young people's experiences when being online and perceived impact on their well-being. METHODS In this paper, we draw on qualitative and quantitative data from a total of 260 children and young people who took part in a ‘Youth Jury’ to bring their opinions to the forefront, elicit discussion of their experiences of using online platforms, and perceived psychosocial impact on users. RESULTS The results of the study revealed the young people’s positive as well as negative experiences of using online platforms. Benefits such as being convenient and providing entertainment and personalised search results were identified. However, the data also reveals participants’ concerns for their privacy, safety and trust when online, which can have a significant impact on their well-being. CONCLUSIONS We conclude by making recommendations that online platforms acknowledge and enact on their responsibility to protect the privacy of their young users, recognising the significant developmental milestones that this group experience during these early years, and the impact that technology may have on them. We argue that governments need to incorporate policies that require technologists and others to embed the safeguarding of users’ well-being within the core of the design of Internet products and services to improve the user experiences and psychological well-being of all, but especially those of children and young people. CLINICALTRIAL N/A

Clients' Expectations on Audit Judgments: A Note

2004 ◽  
Vol 16 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Venkataraman M. Iyer ◽  
Dasaratha V. Rama
Keyword(s):  
Audit Quality ◽  
Financial Statements ◽  
Early Years ◽  
Relative Power ◽  
Client Perceptions ◽  
Audit Firm ◽  
Auditor Tenure ◽  
Start Up ◽  
Nonaudit Services ◽  
The Impact

Audited financial statements can be viewed as the product of negotiations between a company's management and its auditor. Relative power of these two parties is a major factor that determines the outcome of the negotiation. This study examines the impact of auditor tenure, importance of a client to an audit partner, nonaudit purchases, and prior audit firm experience of client personnel on client perceptions about their ability to persuade the auditor in the context of an accounting disagreement. We obtained responses to a survey from 124 CPAs in industry who are employed as CEOs, CFOs, controllers, or treasurers. Our results indicate that respondents from companies with short auditor tenures were somewhat more likely to indicate that they could persuade the auditor to accept their (client's) position in case of a disagreement. This finding is consistent with the argument that auditors are susceptible to influence in the early years as they are still in the process of recouping start-up costs, but is not consistent with concerns expressed by legislators and others that long auditor tenures will adversely affect audit quality. Respondents who believed their business was more important for the audit partner were also more likely to believe that they could persuade the auditor. However, the purchase of nonaudit services and prior audit experience were not related to client's perceptions about their ability to persuade the auditor.

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