Iran’s establishment can manage fresh teacher strikes

2022 ◽  
Keyword(s):  
New Teacher ◽  
Content Type ◽  
Teacher Strikes

Headline IRAN: The establishment can manage new teacher strikes

Networked improvement communities

2017 ◽  
Vol 25 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Paul G. LeMahieu ◽  
Alicia Grunow ◽  
Laura Baker ◽  
Lee E. Nordstrum ◽  
Louis M. Gomez
Keyword(s):  
Quality Improvement ◽  
Social Systems ◽  
New Teacher ◽  
Added Value ◽  
Content Type ◽  
Public School Systems ◽  
The Usa ◽  
Theoretical Foundations

Purpose The purpose of this paper is to delineate an approach to quality assurance in education called networked improvement communities (NICs) that focused on integrating the methodologies of improvement science with few of the networks. Quality improvement, the science and practice of continuously improving programs, practices, processes, products and services within organized social systems, is a still-evolving area in education. This paper is the first of seven elaborating upon different approaches to quality improvement in education[1]. It delineates a new methodology called the NICs model. Developed by the Carnegie Foundation for the Advancement of Teaching, the approach is aimed at continuously improving the quality of practices, processes and outcomes in targeted problem areas in education systems. Design/methodology/approach The paper presents the historical development, theoretical foundations, core principles and adaptation of key elements of the NICs model for quality improvement in education. A case study specifically examines the problem of fostering new teacher effectiveness and retention in large public school systems in the USA. Findings The six principles underlying the NICs model are as follows: make the work problem-specific and user-centered, focus on variation in performance, see the system that produces outcomes, improve at scale what you can measure, use disciplined inquiry to drive improvement and accelerate learning through networked communities. Originality/value Few theoretical treatments and demonstration cases are currently available that examine the application of common models of quality improvement in education. This paper elaborates on one promising approach. In addition to examining the NICs model, the paper derives added value by allowing comparisons with seven widely used quality improvement approaches treated in this volume.

Insufficient money and inadequate respect

2019 ◽  
Vol 57 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Henry Tran ◽  
Doug Smith
Keyword(s):  
College Students ◽  
Empirical Studies ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Retirement Benefits ◽  
Teacher Salary ◽  
Content Type ◽  
Teacher Strikes ◽  
The Usa ◽  
Rural Teaching

Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.

Morena may benefit from teacher strikes in Mexico

2016 ◽  
Keyword(s):  
Content Type ◽  
Teacher Strikes

Headline MEXICO: Morena may benefit from teacher strikes

Principals’ instructional leadership under statewide teacher evaluation reform

2019 ◽  
Vol 33 (4) ◽  
pp. 629-643
Author(s):  
Chad R. Lochmiller ◽  
John L. Mancinelli
Keyword(s):  
Elementary School ◽  
Teacher Evaluation ◽  
Instructional Leadership ◽  
Elementary School Principals ◽  
School Principals ◽  
New Teacher ◽  
Evaluation Policy ◽  
Content Type ◽  
Teacher Evaluation Policy ◽  
New Teacher Evaluation

Purpose The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy. Design/methodology/approach The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings. Findings Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices. Research limitations/implications The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses. Originality/value The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

Brokering, buffering, and the rationalities of principal work

2018 ◽  
Vol 56 (3) ◽  
pp. 262-276
Author(s):  
Kimberly LeChasseur ◽  
Morgaen Donaldson ◽  
Erica Fernandez ◽  
Michele Femc-Bagwell
Keyword(s):  
New Teacher ◽  
District Leaders ◽  
Evaluation Policy ◽  
Content Type ◽  
Principal Practice ◽  
Teacher Evaluation Policy ◽  
The Usa ◽  
Collective Sensemaking ◽  
Principal Work ◽  
Principal Interviews

Purpose Brokering and buffering represent two ways in which principals may respond to hyperrational elements of policy demands in the current era of accountability. The purpose of this paper is to examine how some principals broker more efficient, measurable, and predictable evaluation practices for teachers and others buffer their teachers from inefficient, immeasurable, and unpredictable aspects of policy. Design/methodology/approach Qualitative data were obtained from 37 school principals and 363 teachers across 12 districts participating in a new teacher evaluation policy in one state of the USA. Principal interviews and teacher focus groups were conducted at the beginning, middle, and end of 2012-2013. Transcripts were coded to identify hyperrational elements of the policy and principals’ brokering and buffering practices. Findings All principals described elements of the new evaluation policy as inefficient, incalculable, or unpredictable – hallmarks of hyperrationality. Principals brokered efficiency by designing schoolwide parent goals and centralizing procedures; brokered transparency of calculation methods and focused teacher attention on measuring effort, rather than outcomes; and encouraged collective sensemaking to facilitate predictable procedures and outcomes. Principals buffered teachers by de-emphasizing the parent-based component; minimizing the quantitative nature of the ratings; ceding responsibility over calculations to district leaders; and lowering expectations to make ratings controllable. Originality/value The paper provides new understanding of principals’ strategic leadership practices, which represented rational responses to hyperrational policy demands. Therefore, the paper includes recommendations for principal preparation, district support for policy implementation, and further research on principal practice.

Administrative context and novice teacher-mentor interactions

2015 ◽  
Vol 53 (1) ◽  
pp. 40-65 ◽  
Author(s):  
Ben Pogodzinski
Keyword(s):  
Teacher Induction ◽  
Working Conditions ◽  
Organizational Context ◽  
Novice Teacher ◽  
New Teacher ◽  
School Level ◽  
Teacher Mentoring ◽  
New Teacher Induction ◽  
Content Type ◽  
Teacher Mentor

Purpose – Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school’s administrative context is associated with the focus and frequency of novice teacher-mentor interactions. Design/methodology/approach – By estimating logistic regression models, the author identified the association between novices’ perceptions of their working conditions and the content and frequency of interactions with their formally assigned mentors. Findings – When novice teachers perceived positive administrator-teacher relations in their schools and reported that administrative duties did not interfere with their core work as teachers, they were more likely to frequently interact with their mentors around issues of curriculum. Research limitations/implications – Studies of new teacher induction need to more fully account for elements of school-level organizational context which influence novice teacher-mentor interactions, specifically related to administrative decision making and climate. Future research should seek to identify the extent to which formal policy related to new teacher induction is supported by broader elements of the organizational context. Practical implications – In addition to implementing sound formal policies related to teacher mentoring, school administrators should seek to foster a school climate that promotes administrator-teacher and teacher-teacher collaboration to promote improved teacher mentoring. Originality/value – This study builds upon previous research by drawing attention to the association between broad measures of school-level administrative context related to the quality of working conditions and teacher mentoring.

scholarly journals The changing world has implications on the higher education and the teaching profession

2018 ◽  
Vol 26 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Taru Konst (e. Penttilä) ◽  
Minna Scheinin
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Education Institution ◽  
New Teacher ◽  
Teaching Profession ◽  
Teacher Roles ◽  
Content Type ◽  
Constructivist View ◽  
The Social ◽  
External Impact

Purpose The purpose of this study is to discuss the reform in teaching profession in higher education – new teacher roles are needed to implement competence-based curriculum and to answer the competence requirements of working life. Design/methodology/approach The study is based on innovation pedagogy emphasizing the socio-cultural theory and the constructivist view of learning developed to encompass the social and cultural customs of a particular community and its ways of operating. Findings The study extends the concept of innovation pedagogy to include new teacher roles to support the goal of how to ensure the development of students’ innovation competences. Originality/value The results are useful for those who want to outreach and engage in pedagogical and didactical development in higher education and increase the external impact of the higher education institution.

Mentoring for family-teacher relationships: a new teacher’s journey

2017 ◽  
Vol 6 (4) ◽  
pp. 332-349
Author(s):  
Mary Knight-McKenna ◽  
Judy Esposito ◽  
Lindsay Michelle Clement
Keyword(s):  
Teacher Induction ◽  
New Teacher ◽  
First Year ◽  
Induction Programs ◽  
Cultural Backgrounds ◽  
New Teacher Induction ◽  
Content Type ◽  
Teacher Relationships ◽  
University Professor ◽  
Weekly Journal

Purpose The purpose of this paper is to chronicle the efforts of a new White teacher in her first two years of teaching in an elementary school with a largely Hispanic population as she forged connections with her students’ families while drawing on continued, constructivist mentoring from her university professor. The case points to the need for new teacher mentoring programs to include some emphasis on family-teacher relationships. Design/methodology/approach The new teacher kept a weekly journal of her interactions with families over a two-year period. Notes were taken during and after mentoring sessions. Data analysis was conducted using the case analysis format designed by Miles et al. (2014). Findings The goal of fostering constructive family-teacher relationships was not fully realized for this teacher in her first year. Through reflections, readings, and discussions in mentoring sessions, she gradually learned to respect the wisdom and expertise of families. Research limitations/implications As with all case studies, the results are not generalizable in a traditional sense (Hodkinson and Hodkinson, 2001); however, a larger issue can be addressed in a case (Stake, 1995). In this case, the larger issue is that White teachers working in high-poverty schools are likely to encounter differences between their cultural backgrounds and those of their students’ families. New teachers must determine how to respond in this situation, and mentoring offers support in helping them to act. Practical implications Action steps and guidelines developed by the teacher are included, along with a list of selected articles to spur discussions in constructivist mentoring sessions. Originality/value Coordinators of new teacher induction programs are encouraged to include a component in their curriculum for best practices in developing relationships with families.

The More Control, the Better?

2014 ◽  
Vol 26 (2) ◽  
pp. 81-91 ◽  
Author(s):  
Jeeyun Oh ◽  
Mun-Young Chung ◽  
Sangyong Han
Keyword(s):  
Mixed Design ◽  
Negative Effects ◽  
Story Structure ◽  
Content Type ◽  
High User ◽  
User Control ◽  
Rigorous Research ◽  
Control Versus ◽  
The Media ◽  
The Impact

Despite of the popularity of interactive movie trailers, rigorous research on one of the most apparent features of these interfaces – the level of user control – has been scarce. This study explored the effects of user control on users’ immersion and enjoyment of the movie trailers, moderated by the content type. We conducted a 2 (high user control versus low user control) × 2 (drama film trailer versus documentary film trailer) mixed-design factorial experiment. The results showed that the level of user control over movie trailer interfaces decreased users’ immersion when the trailer had an element of traditional story structure, such as a drama film trailer. Participants in the high user control condition answered that they were less fascinated with, absorbed in, focused on, mentally involved with, and emotionally affected by the movie trailer than participants in the low user control condition only with the drama movie trailer. The negative effects of user control on the level of immersion for the drama trailer translated into users’ enjoyment. The impact of user control over interfaces on immersion and enjoyment varies depending on the nature of the media content, which suggests a possible trade-off between the level of user control and entertainment outcomes.

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