scholarly journals Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Steven Kickbusch ◽  
Nick Kelly
Keyword(s):  
School Improvement ◽  
Teacher Development ◽  
Science Teachers ◽  
Content Type ◽  
Coding Scheme ◽  
Preservice Science Teachers ◽  
Design For Learning ◽  
Dialogic Interaction ◽  
Teacher Coaching ◽  
Practical Implications

PurposeThe purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.Design/methodology/approachTwo coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.FindingsResults show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.Practical implicationsThe representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.Originality/valueThe paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.

scholarly journals Exploring how teachers suggest informing designs for learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stefan Hrastinski
Keyword(s):  
Student Perceptions ◽  
Lessons Learned ◽  
Learning Theories ◽  
Limited Attention ◽  
Content Type ◽  
Daily Work ◽  
Use Of Resources ◽  
Design For Learning ◽  
Effective Use ◽  
Practical Implications

PurposeAn issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies. The aim of this paper is to explore how teachers suggest informing their designs for learning.Design/methodology/approachThe study is based on documentation from workshops where adult education teachers were encouraged to suggest how a design for learning can draw on what is known, how the design can be evaluated and how the design and lessons learned can be shared. The data was analyzed using thematic analysis.FindingsMost teachers did not explicitly suggest how to inform their designs for learning, although some suggested to draw on learning theories. The teachers were able to provide many examples of how their designs for learning could be evaluated based on student perceptions and assessment. They primarily suggested to discuss and share their designs and lessons learned at the school.Practical implicationsThe workshop format could be adapted and used in practice.Originality/valueRelatively little attention has been paid to how teachers inform their designs for learning. A key challenge for teachers is to understand design for learning as an informed practice, which could be integrated as part of their daily work.

Leading school-wide improvement in low-performing schools facing conditions of accountability

2016 ◽  
Vol 54 (1) ◽  
pp. 41-57 ◽  
Author(s):  
Shelby Cosner ◽  
Mary F. Jones
Keyword(s):  
School Districts ◽  
School Improvement ◽  
Student Learning ◽  
School Leaders ◽  
Content Type ◽  
Low Performing Schools ◽  
Departments Of Education ◽  
Work First ◽  
Practical Implications ◽  
State Departments Of Education

Purpose – The purpose of this paper is to advance a framework that identifies three key domains of work and a set of more nuanced considerations and actions within each domain for school leaders seeking to improve school-wide student learning in low-performing schools facing conditions of accountability. Design/methodology/approach – Review of literature. Findings – Drawing from the work of Robinson et al. (2008), the authors identify and discuss a set of nuanced considerations and actions for school leaders seeking to improve school-wide student learning in low-performing schools facing conditions of accountability. These considerations and actions fall into three broad domains of leader work: first, goal setting and planning for goal achievement; second, promoting and participating in teacher learning; and third, planning, coordinating, and evaluating teaching and curriculum. Practical implications – This paper generates implications for school leaders, and school leader developers, school districts, and state departments’ of education. The authors detail two key implications for school districts and/or state departments’ of education as they seek to offer guidance and support to low-performing schools facing conditions of accountability. It also generates a testable framework that can be drawn upon to examine school improvement and the work of school leaders in low-performing schools facing conditions of accountability. Originality/value – The analysis reveals unique challenges and considerations situated within each of the three domains of leader work found by Robinson et al. (2008) to have moderate to strong effects on student outcomes. These issues motivate an assortment of more nuanced leader actions and considerations in each of the three domains of leader work of consequence to student learning. The analysis provides an important accounting of an assortment of nuanced actions and considerations likely to be necessary if leaders are to support the improvement of student learning in these uniquely challenged settings.

Human resources disclosure among companies in Czechia

2017 ◽  
Vol 13 (4) ◽  
pp. 743-761 ◽  
Author(s):  
Petr Petera ◽  
Jaroslav Wagner
Keyword(s):  
Human Resources ◽  
Stock Exchange ◽  
Annual Reports ◽  
Content Type ◽  
Coding Scheme ◽  
Significant Difference ◽  
Research Questions ◽  
The Impact ◽  
A Company ◽  
Practical Implications

Purpose The purpose of the paper is to investigate voluntary human resources disclosure (hereinafter referred to as “HR disclosure”) by the largest companies domiciled in Czechia. The key research questions are: What is the quantity of disclosure on various topics related to HR? Is there a significant difference in the quantity of HR disclosure between companies? Which factors influence the quantity of HR disclosure? Design/methodology/approach A quantitative content analysis (CA) of annual reports of the 50 largest companies domiciled in Czechia was used. An established coding scheme is used to code annual reports, and subsequently, various statistical methods (descriptive statistics, correlation analysis, multiple linear regression) are used to answer the key research questions. Findings Primarily, social information is reported (what a company does for its employees) as information on the contribution of employees to the company’s value is rudimentary. Secondly, there is a significant difference in the quantity of HR disclosure between companies. Finally, the findings of the regression analysis confirm the impact of presence on the stock exchange and size and on the quantity of HR disclosure. Research limitations/implications The annual reports of 50 companies from one country are analysed. The study provides a basis for further research. Practical implications The findings of this study may inspire companies to improve their HR disclosure, while policymakers should consider imposing more concrete demands on HR disclosure. Originality/value Quantitative CA research into the HR disclosure of companies domiciled in Czechia is nearly non-existent. This study fills this gap.

Looking for learning in teacher learning networks in Kenya

2019 ◽  
Vol 4 (2) ◽  
pp. 124-146 ◽  
Author(s):  
Stephen Anderson ◽  
Caroline Manion ◽  
Mary Drinkwater ◽  
Rupen Chande ◽  
Wesley Galt
Keyword(s):  
School Improvement ◽  
Teacher Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Low Income ◽  
Network Activity ◽  
Learning Networks ◽  
Content Type ◽  
Positive Effects ◽  
Student Misbehavior

Purpose The purpose of this paper is to review the findings from a study of teacher professional learning networks in Kenya. Specific areas of focus included network participation, network activities, network leadership, and professional impact on network members and their schools. Design/methodology/approach The research was grounded in the literature on education networks and teacher learning. The research employed a qualitative design and was implemented from September 2015–March 2017, including three two-week field trips to Kenya. Data included network records, 83 personal interviews, 4 focus group interviews, 19 observations of network meetings, and classroom observation of network and non-network teachers in 12 schools. Findings Network participation had positive effects on teachers’ sense of professionalism and commitment to teaching and on their attitudes toward ongoing professional learning and improvement in student learning. Teachers also highlighted network benefits for learning to use new teaching strategies and materials, responding to student misbehavior and misunderstanding, and lesson preparation. Research limitations/implications Research constraints did not permit longitudinal investigation of network activities and outcomes. Practical implications The paper identifies challenges and potential focuses for strengthening the learning potential of network activities, network leadership, and the links between network activity and school improvement. Originality/value Prior research has investigated education networks mostly in North American and similar high income settings. This paper highlights the benefits and challenges for networks as a strategy for continuous teacher development in a low income low resource capacity context.

scholarly journals Contextual coaching: levering and leading school improvement through collaborative professionalism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Trista Hollweck ◽  
Rachel M. Lofthouse
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
Collective Responsibility ◽  
Analysis Data ◽  
Joint Work ◽  
Content Type ◽  
The Impact ◽  
Practical Implications ◽  
Insight Into

PurposeThe research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement.Design/methodology/approachThe multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in education and uses the ten tenets of collaborative professionalism as a conceptual framework for its abductive analysis. Data from both cases were collected through interviews, focus groups and documentation.FindingsThe findings demonstrate that effective contextual coaching leads to conditions underpinning school improvement. Specifically, there are patterns of alignment with the ten tenets of collaborative professionalism. Whereas contextual coaching is found on four of these tenets (mutual dialogue, joint work, collective responsibility and collaborative inquiry), in more mature coaching programmes, three others (collective autonomy, initiative and efficacy) emerge. There is also evidence that opportunities exist for contextual coaching to be further aligned with the remaining three tenets. The study offers insight into how school improvement can be realized by the development of staff capacity for teacher leadership through contextual coaching.Research limitations/implicationsThe impact of coaching in education is enhanced by recognizing the importance of context and the value of iterative design and co-construction.Practical implicationsThe principles of contextual coaching are generalizable, but models must be developed to be bespoke and to align with each setting. Collaborative professionalism offers a useful framework to better design and implement contextual coaching programmes.Originality/valueThe research introduces contextual coaching in education, and how coaching can enhance collaborative professionalism in schools.

How data use for accountability undermines equitable science education

2017 ◽  
Vol 55 (4) ◽  
pp. 427-446 ◽  
Author(s):  
Melissa Braaten ◽  
Chris Bradford ◽  
Kathryn L. Kirchgasler ◽  
Sadie Fox Barocas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Classroom Practice ◽  
School Leaders ◽  
Lessons Learned ◽  
Ethnographic Study ◽  
Content Type ◽  
Daily Work ◽  
Similar Work ◽  
Practical Implications

Purpose When school leaders advance strategic plans focused on improving educational equity through data-driven decision making, how do policies-as-practiced unfold in the daily work of science teachers? The paper aims to discuss this issue. Design/methodology/approach This ethnographic study examines how data-centric accountability and improvement efforts surface as practices for 36 science teachers in three secondary schools. For two years, researchers were embedded in schools alongside teachers moving through daily classroom practice, meetings with colleagues and leaders, data-centric meetings, and professional development days. Findings Bundled initiatives created consequences for science educators including missed opportunities to capitalize on student-generated ideas, to foster science sensemaking, and to pursue meaningful and equitable science learning. Problematic policy-practice intersections arose, in part, because of school leaders’ framing of district and school initiatives in ways that undermined equity in science education. Practical implications From the perspective of science education, this paper raises an alarming problem for equitable science teaching. Lessons learned from missteps seen in this study have practical implications for others attempting similar work. The paper suggests alternatives for supporting meaningful and equitable science education. Originality/value Seeing leaders’ framing of policy initiatives, their bundling of performance goals, equity and accountability efforts, and their instructional coaching activities from the point of view of teachers affords unique insight into how leadership activities mediate policies in schools.

Consumer value creation through WhatsApp use

2019 ◽  
Vol 32 (4) ◽  
pp. 455-471
Author(s):  
Jorge Cruz-Cárdenas ◽  
Jorge Guadalupe-Lanas ◽  
Ekaterina Zabelina ◽  
Andrés Palacio-Fierro ◽  
Margarita Velín-Fárez ◽  
...  
Keyword(s):  
Latin American ◽  
Value Creation ◽  
Emotional Support ◽  
Design Methodology ◽  
Instant Messaging ◽  
Role Performance ◽  
Content Type ◽  
Consumer Value ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to understand in-depth how consumers create value in their lives using WhatsApp, the leading mobile instant messaging (MIM) application. Design/methodology/approach The study adopts the perspective of customer-dominant logic (CDL) and uses a qualitative multimethod design involving 3 focus groups and 25 subsequent in-depth interviews. The research setting was Ecuador, a Latin American country. Findings Analysis and interpretation of the participants’ stories made it possible to identify and understand the creation of four types of value: maintaining and strengthening relationships; improving role performance; emotional support; and entertainment and fun. In addition, the present study proposes a conceptual model of consumer value creation as it applies to MIM. Practical implications Understanding the way consumers create value in their lives using MIM is important not only for organizations that offer MIM applications, but also for those companies that develop other applications for mobile phones or for those who wish to use MIM as an electronic word-of-mouth vehicle. Originality/value The current study is one of the first to address the topic of consumer behavior in the use of technologies from the perspective of CDL; this perspective enables an integrated qualitative vision of value creation in which the consumer is the protagonist.

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