scholarly journals Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings

2020 ◽  
Vol 37 (5) ◽  
pp. 309-321
Author(s):  
Niklas Humble ◽  
Peter Mozelius ◽  
Lisa Sällvin
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Course Design ◽  
Practical Implication ◽  
Social Implication ◽  
Digital Competence ◽  
Content Type ◽  
Programming Tools ◽  
Challenges And Opportunities ◽  
K 12

PurposeThe purpose of this study is to analyse and discuss K-12 mathematics and technology teachers' perceptions on integrating programming in their teaching and learning activities, and perceptions on different programming tools.Design/methodology/approachThe approach of a case study was used, with data collected from three instances of a professional development programming course for K-12 teachers in mathematics and technology.FindingsThe findings show that there are perceived challenges and opportunities with learning and integrating programming, and with different programming tools. Many teachers perceive programming as fun, but lack the time to learn and implement it, and view different programming tools as both complementary to each other and with individual opportunities and challenges.Practical implicationsThe practical implication of the research is that it can provide guidance for teachers and other stakeholders that are in the process of integrating programming in K-12 education. Further, the research provides useful information on teachers' experiences on working with different programming tools.Social implicationsThe social implication of the research is that the overall aim of the nation-wide integration process might not succeed if the challenges identified in this study are not addressed, which could have negative effects on the development of students' digital competence.Originality/valueThe value of the research is that it identifies important challenges and opportunities for the integration of programming. That is, that many teachers perceive the different programming tools available as complimentary to each other, but are hesitating about what is expected of the integration. Findings could also be valuable for future course design of the teacher professional development.

Judicial corruption: the case of Nigeria

2018 ◽  
Vol 25 (4) ◽  
pp. 926-939
Author(s):  
Vasudev Das
Keyword(s):  
Practical Implication ◽  
Self Control ◽  
Reasonable Doubt ◽  
Social Implication ◽  
Content Type ◽  
Judicial Corruption ◽  
Causative Factors ◽  
Study Results ◽  
Low Self Control

Purpose The purpose of this paper is to diagnostically explore the phenomenon of judicial corruption in Nigeria, its causative factors and generate strategies such as sonic therapeutic intervention, among others, that would facilitate an amelioration of the situation. The judiciary which is supposed to be last hope of justice for the Nigerian citizenry has been proven beyond reasonable doubt to have been infected with the virus of corruption, and therefore, an urgent call for action to rectify the situation is imperative. Design/methodology/approach The study uses a qualitative approach rooted in case study tradition. Findings The findings showed that power and testosterone, cheating proclivity, family pressure, qualitative passion and ignorance, low self-control, inordinate kleptocratic desire, unrestrained mind and sensory modalities, phenomenological mindset and identity crisis as endogenous contributive factors of judicial corruption in Nigeria. Research limitations/implications The limitation of the study stemmed from the fact that inasmuch as a perception of corruption and corruption are cultural phenomena, the study results cannot be generalizable. Practical implications The practical implication of the research is rooted in the fact that the Nigerian judiciary can gain from the study results and recommendation(s) if implemented without fear or favor for the overall renewal of the judiciary and the nation at large. Social implications The study is geared toward ameliorating the Nigerian corrupt judiciary or repositioning the judiciary on its pivotal dignity, and hence, its social implication cannot be overemphasized inasmuch as a positive social change would prevail if the study results and recommendation(s) are aligned with and implemented. Originality/value Inquiry on judicial corruption through the lens of qualitative research with Nigeria as a case study is highly understudied, and hence, this research fills the gap in the financial crime literature.

Tourism entrepreneurs' expectation from the provincial government in touristic city – Pokhara, Nepal

2020 ◽  
Vol 3 (3) ◽  
pp. 329-351
Author(s):  
Niranjan Devkota ◽  
Udaya Raj Paudel ◽  
Udbodh Bhandari
Keyword(s):  
Practical Implication ◽  
Sampling Technique ◽  
Well Being ◽  
Provincial Government ◽  
Social Implication ◽  
Cross Sectional ◽  
Content Type ◽  
Natural Beauty ◽  
Local Residents ◽  
Good Flow

PurposeThis paper explores entrepreneurs' expectation from the new provincial government to protect sociocultural values for promoting touristic city – Pokhara, Nepal.Design/methodology/approachThe purposive sampling technique was applied to source the information from the respondents resided at Pokhara. Structured questionnaire techniques and cross-sectional descriptive method were used to collect data from 393 tourism entrepreneurs to explore their understanding and existing situations.FindingsAbout 85.5% of the respondents argue that the new government system has affected their business and 58.27% feel procedural complexities due to new political administrative system. Natural beauty, growing pollution, unmanaged urbanizations, good flow of the tourists and sustainability of the touristic city resulted as main aspects of Strength, Weakness, Opportunity and Threats. The entrepreneurs expect that newly formed provincial government should provide business security, formulate appropriate tax policy and provision for business insurance scheme for smooth operation, growth and sustainability of their tourism entrepreneurship.Research limitationsThe research was taken in Pokhara, only the entrepreneurs mostly resided at Lakeside were taken and wider research across the whole city would give a more balanced perspective.Practical implicationRecommendations are made with the aim of uplifting entrepreneurship milieu in the touristic city Pokhara in order to promote tourism business of Pokhara.Social implicationThis research can help local authority to take local residents' and entrepreneurs' experience into consideration for creating better plan and policies for the well-being of Pokhara.Originality/valueThis is the first paper to provide data from the perspective of entrepreneurs' expectation from newly formed Gandaki provincial government in Pokhara, Nepal.

scholarly journals Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

2009 ◽  
Vol 4 (2) ◽  
pp. 97 ◽  
Author(s):  
Joyce Yukawa ◽  
Violet H. Harada
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Course Design ◽  
Discussion Board ◽  
Long Term Results ◽  
School Site ◽  
Development Team ◽  
K 12 ◽  
The Impact

Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative. Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1) the design of inquiry-focused learning, (2) the roles of the teacher and librarian in collaborative development of instruction, and (3) the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools. Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.

scholarly journals Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

2020 ◽  
Vol 10 (9) ◽  
pp. 234
Author(s):  
Shawn Rowe ◽  
Mariapaola Riggio ◽  
Raffaele De Amicis ◽  
Susan R. Rowe
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Built Environment ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Sensor Data ◽  
After School ◽  
Teacher Professional ◽  
K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

Educating academic staff to reorient curricula in ESD

2018 ◽  
Vol 19 (1) ◽  
pp. 179-196 ◽  
Author(s):  
Michele Biasutti ◽  
Vassilios Makrakis ◽  
Eleonora Concina ◽  
Sara Frate
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Teaching Methods ◽  
Course Design ◽  
Academic Staff ◽  
Cognitive Strategies ◽  
Curriculum Planning ◽  
Content Type ◽  
Starting Point ◽  
Design Skills

Purpose The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university courses. Design/methodology/approach A qualitative approach was used to examine perceived professional development. Focus groups have been conducted with the academic staff who participated in the project. Findings The results provided evidence that revising their curricula offered the participants an opportunity to discuss different principles, teaching methods, didactic processes and practices in Education for Sustainable Development (ESD). Several strategies emerged during curricula revision such as a positive attitude towards meta-cognitive strategies and a goal-oriented approach to curriculum planning. Moreover, the project induced the academic staff to reconsider their teaching methods. Research limitations/implications The main limitation is the restricted generalisability of the findings, because of the small number of participants. Further research is needed to confirm the theoretical model that emerged. Implications of the results for professional development and the induction of change in academic staff are also discussed. Originality/value There is little information about training experiences for enhancing professional development in academic staff using ESD principles, and this study provides a starting point. According to the results, the project had an impact on the participants’ attitudes, teaching principles and methods, course design skills and assessment approaches.

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts

2021 ◽  
Vol 38 (2) ◽  
pp. 258-270
Author(s):  
Amy J. Catalano ◽  
Bruce Torff ◽  
Kevin S. Anderson
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
School Districts ◽  
Teacher Perceptions ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Online Teaching ◽  
The United States ◽  
Content Type ◽  
K 12

PurposeThe novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.Design/methodology/approachThe authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.FindingsRespondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.Originality/valueNo published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

Pre-service teacher perceptions of teaching health education online

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vaughan Cruickshank ◽  
Casey Mainsbridge
Keyword(s):  
Professional Development ◽  
Health Education ◽  
Teacher Perceptions ◽  
Online Teaching ◽  
School Health ◽  
Online Delivery ◽  
Content Type ◽  
The Future ◽  
School Health Education ◽  
Personal Reflections

PurposeThe forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to prepare online content and very little professional development to teach online. Their experiences prompted discussion about the abilities of pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they were teaching in the future.Design/methodology/approachPST majoring in Health and Physical Education were required to adapt a 4-weeks high school health education unit for online delivery. This study analysed data from PST personal reflections and focus groups to gain a better understanding of their perceptions about teaching health education online and their confidence to adapt tasks and activities from face-to-face delivery or develop unique online tasks.FindingsPST reported varied confidence and competence to plan for and engage in online health education teaching. PST were concerned about student learning and engagement online, and unsure how to best differentiate activities to ensure all student could meet the intended outcomes.Originality/valueLittle is known about the confidence and competence of PST to deliver fully online school health education. It is important to know more about this phenomenon to inform teacher education and teacher professional development to ensure teachers are better prepared for online delivery in the future.

Legislative kleptocracy in Nigeria: systems approach

2018 ◽  
Vol 21 (2) ◽  
pp. 134-148
Author(s):  
Vasudev Das
Keyword(s):  
Social Change ◽  
Systems Approach ◽  
Practical Implication ◽  
Cost Effective ◽  
Self Control ◽  
Social Implication ◽  
Systematic Analysis ◽  
Content Type ◽  
Positive Social Change ◽  
Low Self Control

Purpose The purpose of this study is to explore legislative kleptocracy, specifically, budget padding, in Nigeria’s budding democracy, using systems thinking approach for a positive social change. Nigeria’s legislature is not free from the problem of kleptocracy inasmuch as some legislators have been charged with kleptocratic activities. The multifariousness of kleptocracy rooted in its differential coefficient in the Nigeria’s legislature does not underplay its sophistication. Design/methodology/approach In this qualitative analysis, the author generated data through a systematic analysis of documents. Findings The findings show that unexplored organismic factors or forces within the living being such as the inability of legislators to control their mind, low self-control, cheating propensity, identity crisis, etc., play vital roles in contributing to legislative kleptocracy. Research limitations/implications The main limitation of the study is that it is not generalizable. Practical implications The practical implication of the study is that implementation of the study recommendations is pragmatic, cost-effective and time-effective, and it would ensure legislative transformation and mitigate kleptocracy. Social implications The social implication of the study is if the Nigerian legislature implements the recommendation(s) of the study, there will be a legislative positive social change because financial crimes would have been mitigated. Originality/value This study filled the lacuna in the financial crime literature because it is the first of its kind in the discipline, and hence its originality cannot be disputed.

Opening up collaboration and partnership possibilities

2016 ◽  
Vol 32 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Donna Harp Ziegenfuss ◽  
Cynthia Furse
Keyword(s):  
Faculty Development ◽  
Course Design ◽  
Lessons Learned ◽  
Unique Type ◽  
Engineering Faculty ◽  
Content Type ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
Teaching Faculty

Purpose The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant. Authors will describe processes, lessons learned, challenges and opportunities resulting from designing, implementing and evaluating a massive open online course (MOOC) focused on teaching faculty how to flip classes. Design/methodology/approach This case study presents a reflective review of the process of two unlikely collaborators who work together, write a grant, design faculty development training and develop and evaluate a MOOC. Decisions made, perspectives and lessons learned will be discussed. Findings The evolution of an NSF grant partnership involving an engineering faculty and librarian is presented. Larger issues, such as proactivity of librarians, non-traditional librarian roles and librarian versus academic identity, are raised and discussed. Originality/value This case study presents a unique type of librarian–faculty partnership, one where a librarian is a Co-PI on an NSF grant. Collaborator reflections on lessons learned, challenges and implications could be applicable to other digital/technology projects, online professional development initiatives and course design projects.

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