Instructional coaches’ perceptions of professional development

2017 ◽  
Vol 6 (4) ◽  
pp. 266-284 ◽  
Author(s):  
Youmen Chaaban ◽  
Abdullah Abu-Tineh
Keyword(s):  
Professional Development ◽  
School Context ◽  
Comparative Approach ◽  
Ministry Of Education ◽  
Focus Group Interviews ◽  
Content Type ◽  
Instructional Coaches ◽  
Social Settings ◽  
Education Levels ◽  
Group Interviews

Purpose The purpose of this paper is to examine the development of a professional development (PD) model for educator growth and learning that is embedded into the school context in Qatar. Because the success of a PD program in practice cannot be judged against its theoretical underpinnings, the paper goes on to examine the perceptions of instructional coaches on the effectiveness of the PD model. Design/methodology/approach Through the use of a qualitative, constant comparative approach, data were collected from 19 instructional coaches through open-ended surveys followed by focus group interviews. The instructional coaches provided information about the strengths of the PD program, the challenges they faced in their day-to-day implementation of the program, and their suggestions for the improvement of the program’s implementation and outcomes. Findings The instructional coaches reported several strengths, which were compatible with the literature on effective PD. However, the challenges they faced were deeply rooted within the inherent structure of the program, in addition to external challenges at both the school and Ministry of Education levels. Thus, a general consensus on the way that the program should be implemented was reached. Originality/value The study revealed the complexity inherent in transferring research-based principles and theory into practice. It indicated that the components of PD programs interact within complex social settings.

Being “adopted” into a teaching community

2017 ◽  
Vol 6 (3) ◽  
pp. 228-241 ◽  
Author(s):  
Erinn Bentley ◽  
Madison Workman ◽  
Alex Overby
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Mentoring Relationships ◽  
Field Placement ◽  
Focus Group Interviews ◽  
Content Type ◽  
Group Interviews ◽  
The Impact

Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

scholarly journals «Det er fint å være hos rådgiver, hun skjønner oss skjønner du». En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning

2017 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Erik Hagaseth Haug
Keyword(s):  
Focus Group ◽  
Career Guidance ◽  
School Context ◽  
Theory Approach ◽  
Focus Group Interviews ◽  
Relational Competence ◽  
Theoretical Assumptions ◽  
Administrative Leaders ◽  
Group Interviews ◽  
Grounded Theory Approach

The aim of the study is to contribute to a more nuanced and differentiated understanding of the concept of quality in career guidance in schools, and to see how the local understandings interrelate with theoretical assumptions. The study focuses on patterns of understanding of the phenomenon quality in career guidance in a Norwegian school context, as the following four actors describe it: Pupils at intermediate and secondary levels, Counsellors from both levels, Administrative leaders from the sampled schools and the School-owners (municipality-representatives). Methodologically, the study uses a grounded theory approach, and the results are based on analysis of focus group interviews with representatives from the different actor groups. The result indicate that the understandings of quality are centered around three interrelated thematic areas; the importance of the practitioners’ relational competence, a focus on the next career choice, and a variety of actors and activities involved in the provision of the service.

Public communication about home burglary prevention in Belgium

2007 ◽  
Vol 30 (4) ◽  
pp. 567-586 ◽  
Author(s):  
Dave Gelders ◽  
Hans Peeraer ◽  
Jelle Goossens
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Police Officers ◽  
Large Scale ◽  
Empirical Studies ◽  
Public Communication ◽  
Focus Group Interviews ◽  
Content Type ◽  
Group Interviews ◽  
Media Mix

PurposeThe purpose of this paper is to gain insight into the content, format and evaluation of printed public communication from police officers and governments regarding home burglary prevention in Belgium.Design/methodology/approachThe content and format in this paper is analyzed through content analysis of 104 printed communication pieces in the Belgian province of Flemish‐Brabant in 2005. The evaluation is analyzed through five focus group interviews among professionals and common citizens.FindingsThe paper finds that police zones significantly differ in terms of communication efforts. The media mix is not diverse with poor collaboration between police officers and government information officers, while intermediaries (i.e. architects) are rarely used, culminating in poor targeted communication.Research limitations/implicationsThe paper shows that only printed communication is analyzed and more large‐scale empirical research is desired.Practical implicationsThe paper shows that a richer media mix, more targeted communication, more national communication support and additional dialogue between and training of police officers and communication with professionals are advisable.Originality/valueThis paper combines two empirical studies and methods (content analysis and focus group interviews), resulting in a series of recommendations for further inquiry and future action.

scholarly journals A community arts programme for older people: an evaluation

2016 ◽  
Vol 20 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Theodore Stickley ◽  
Ada Hui ◽  
Gary Souter ◽  
Danielle Mills
Keyword(s):  
Focus Group ◽  
Older People ◽  
Design Methodology ◽  
Community Arts ◽  
Focus Group Interviews ◽  
Community Based ◽  
Content Type ◽  
Social Stereotypes ◽  
The Arts ◽  
Group Interviews

Purpose – The purpose of this paper is to present an evaluation of a community-based arts programme for older people in Nottinghamshire. Design/methodology/approach – The evaluation was conducted using a combination of pre- and post-initiative quantitative questionnaires and qualitative focus group interviews. This paper focuses upon the findings from the focus groups. Findings – Participants reported feeling more positively about ageing and being more motivated to pursue new opportunities at the end of the programme. Five themes emerged from the focus group interviews, namely age and ageing, the finished product, new opportunities, aspirations and the future and personal benefits. These related to increased confidence, having greater creative expression, meaningful occupation and opportunities for socialisation. Social implications – The programme was found to be successful in helping individuals feel more positive about their age, to feel more confident and motivated, to engage with others through mutual creativity, as well as to challenge negative social stereotypes of older people. Originality/value – The paper will be of relevance and value to those working with older people and those with an interest in the arts. This evaluation demonstrates the diversity of the older population with older citizen’s voices being at the heart of the programme.

Technology Education Teachers' Professional Development Review Through Community Engagement

2018 ◽  
pp. 1-18
Author(s):  
Tome' Awshar Mapotse
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Focus Group ◽  
Critical Theory ◽  
Community Engagement ◽  
Technology Education ◽  
Focus Group Interviews ◽  
Development Review ◽  
Group Interviews ◽  
Teachers Professional Development

It is the supreme art of an action research practitioner to awaken the joy of tapping into professional development review of Technology Education (TE) knowledge with the teachers as co-researchers. TE has been introduced as a new subject nationally and globally just few decades ago. Teachers and learners are still experiencing hurdles in implementing TE. Most teachers are poorly grounded in pedagogy and content knowledge of Technology Education. This AR study does not blame the limited teacher training in TE, as its intention was to empower such. The study was underpinned by critical theory and following the AR strategies and Technology Education Cascading Theory was envisaged to be incorporated. Focus group (interviews) was used as the method to engage these TE teachers. From the findings of the study, it has been proven that the AR approach study can be used in didactic and pedagogic situation to emancipate unqualified and under qualified Technology teachers.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

scholarly journals Grit as Perseverance in Physical Activity Participation

2020 ◽  
Vol 17 (3) ◽  
pp. 807 ◽  
Author(s):  
Stina Rutberg ◽  
Lars Nyberg ◽  
Darla Castelli ◽  
Anna-Karin Lindqvist
Keyword(s):  
Physical Activity ◽  
Critical Period ◽  
School Context ◽  
Study Data ◽  
Focus Group Interviews ◽  
Healthy Behaviors ◽  
Physical Activity Interventions ◽  
Health Promoting ◽  
Group Interviews ◽  
The Relationship

Childhood is a critical period for the acquisition of healthy behaviors, and the promotion of sustainable healthy behavior among children is greatly important. Therefore, an increased understanding of the relationship between grit and physical activity in a school context is needed. The purpose of this study is to describe and develop an understanding of students’ and teachers’ awareness and experiences concerning grit as a health-promoting factor. Fifty-five students and three teachers participated in the study. Data were collected through the Short Grit Scale and focus group interviews. There were weak to non-significant correlations between the three teachers’ ratings of their students’ grit and the children’s own ratings. The qualitative results show that children and teachers understood the construct of grit but had slightly different perceptions of it and that grit is not considered to be set in stone. The participants made an association between grit, motivation, meaningfulness, and setting goals. The findings indicate that grit might be an ideal target for making physical activity interventions sustainable.

scholarly journals Unpacking differences in psychological contracts of organizational and self-initiated expatriates

2017 ◽  
Vol 5 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Kate Yue Zhang ◽  
Bart Rienties
Keyword(s):  
Focus Group ◽  
Psychological Contract ◽  
Psychological Contracts ◽  
Focus Group Interviews ◽  
Cultural Training ◽  
Content Type ◽  
Group Interviews ◽  
Practical Implications

Purpose Global staffing has remained a main focus within the field of international human resource management (IHRM) since the 1970s. However, research in the psychological contract (PC) of expatriates is limited. The purpose of this paper is to explore the differences in PC breach and violation for organisational expatriates and self-initiated expatriates (SIEs). Design/methodology/approach A survey questionnaire was developed covering 52 organisational expatriates and 119 SIEs from 35 countries/regions working in China. Four follow-up focus group interviews including four organisational expatriates and 12 SIEs were conducted to further explain the findings of the survey. Findings The findings indicate that organisational expatriates experience significantly lower levels of PC breach and violation than SIEs. Three broad thematic areas arose from the triangulation of focus group interviews, including uncertainties in functioning of contracts, differences in job securities and career development opportunities, and cultural differences. Practical implications Employers should give a comprehensive orientation and cultural training to meet the needs of SIEs. Moreover, long-term career advancement paths should also be provided to SIEs to alleviate their vulnerability and insecurities working abroad. Originality/value The study contributes to the scholarship of self-initiated expatriation and PCs and give implications to IHRM strategies.

scholarly journals Outsourcing trust to the information infrastructure in schools

2016 ◽  
Vol 72 (6) ◽  
pp. 990-1007 ◽  
Author(s):  
Olof Sundin ◽  
Hanna Carlsson
Keyword(s):  
Information Literacy ◽  
Search Engines ◽  
Information Infrastructure ◽  
Critical Assessment ◽  
Online Information ◽  
Focus Group Interviews ◽  
Critical Perspective ◽  
Content Type ◽  
Group Interviews

Purpose This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research. Design/methodology/approach Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google. Findings The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking. Originality/value The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.

Digital media users and Facebook hashtags' misinterpretations

2020 ◽  
Vol 44 (6) ◽  
pp. 1183-1198
Author(s):  
Umbreen Tariq ◽  
Summaira Sarfraz ◽  
Ali Abbas
Keyword(s):  
English Language Learners ◽  
Digital Media ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Focus Group Interviews ◽  
Intended Meaning ◽  
Content Type ◽  
Group Interviews ◽  
Major Factors

PurposeThis paper examines reasons of pragmatic functions' misinterpretation of three types of Facebook hashtags: long, short and multiple mixed hashtags.Design/methodology/approachFocus group interviews of 15 English language learners, who are also active users of Facebook and hashtags, are conducted. Thematic analysis is performed through the software Nvivo for arriving at reliable findings.FindingsThe findings show that unknown vocabulary in contents and lowercasing in long and short hashtags are major factors that cause misinterpretation. Also, the symbol of underscore and appropriate usage of upper and lowercasing of alphabets should be adopted in hashtag writing for the improvement in communication and successful conveyance of the intended meaning.Originality/valueThis paper contributes to the online hashtag writing style by finding reasons for the misinterpretations of different types of hashtags. Hashtags have been developed for adequate communication (Livingstone, 2012), but in Pakistan, hashtags are practiced as a “fashionable” trend and thus result in misinterpretation and inadequate communication among readers even of the same background (Tariq and Sarfraz, 2018). Moreover, this study focuses on the trend of hashtagging that is common among university students and particularly second-language learners because they are active users of Facebook and adopt the latest trends quickly.

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