Senior Teachers’ Learning About Student Rights

2021 ◽  
pp. 002248712110000
Author(s):  
Lotem Perry-Hazan ◽  
Liron Neuhof
Keyword(s):  
Professional Development ◽  
Free Speech ◽  
Learning Experience ◽  
Student Rights ◽  
Top Down ◽  
Bottom Up ◽  
Teachers Perceptions ◽  
Perceptions Of Students ◽  
Participation Rights ◽  
Rights Consciousness

The study explores the rights consciousness of senior teachers who participated in a student rights professional development (PD) course and designed educational projects during the course. It analyzes teachers’ perceptions of students’ rights and the influence of the PD and other factors on these perceptions. The data included interviews with 17 teachers and an analysis of their projects. One cluster of teachers held a top-down perception of students’ rights, conveying a contrastive approach to rights reflecting students’ autonomy. The second cluster of teachers held a broader perception, which included bottom-up mobilization of students’ free speech and participation rights, conveying a supportive approach to these rights. The teachers’ projects did not reflect these patterns, limiting their focus to rights already embedded in school. Furthermore, the teachers did not report their learning experience as transformative. Rather, they applied their newly acquired knowledge and thinking frameworks to support their existing moral perceptions and practices.

scholarly journals LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

2017 ◽  
Vol 6 (2) ◽  
pp. 222 ◽  
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Educational Institutions ◽  
Classroom Setting ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Learning Practices ◽  
Making Choices ◽  
Teaching Learning

Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA).  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1]  professional development.  After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for

scholarly journals Teachers’ perceptions of students with Special Educational Needs in Two Western Districts of Bhutan

2020 ◽  
Vol 8 (12) ◽  
pp. 27
Author(s):  
Tshering Womling ◽  
Sonam Dhendup ◽  
Sherab Jatsho
Keyword(s):  
Professional Development ◽  
Teacher Collaboration ◽  
Online Survey ◽  
Educational Needs ◽  
Good Thing ◽  
Special Educational Needs ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Perceptions Of Students ◽  
And Training

The present study examined Bhutanese teachers’ general perceptions, challenges towards special educational needs (SEN) students, and professional development (PD) and training attended by teachers with their levels of stress. A total of 53 teachers of two SEN schools in western Bhutan participated in this study. The data were collected using the online survey. The findings of this study suggest that although, 55% of teachers felt that teaching students with or without disabilities together is a good thing, however, one of the challenges certainly was the inadequate numbers of trained and specialised teachers. The findings also indicated that teachers learnt skills in SEN mostly through personal initiatives such a doing further research and reading. Similarly, the results of the study showed that the female teachers were said to have experienced more stress compared to their male counterparts. Further, the study also revealed that some of the challenges identified by teachers while teaching students with SEN were the lack of teacher collaboration within the school, lack of resources, overcrowded classrooms and the lack of professional development and training. Alternatively, the correlation and the prediction analyses further revealed that an estimated of 52% variability of stress can be predicted by the PD/trainings attended by the teachers.

scholarly journals Peer Observation as a Professional Development Intervention in EFL Pedagogy

2020 ◽  
Vol 3 (1) ◽  
pp. p1
Author(s):  
Zulfiqar Ahmad
Keyword(s):  
Professional Development ◽  
Real Time ◽  
Reading Literacy ◽  
Peer Observation ◽  
Top Down ◽  
Teachers Perceptions ◽  
Development Intervention ◽  
Second Stage ◽  
Activity Management ◽  
Observation Method

Most research on peer observation as a professional development intervention in EFL contexts focuses either on teachers' perceptions about its usefulness or the methodical frameworks. There are a few studies which report real-time incidence of a peer observed lesson. To fill this gap, the present study arranged a peer observation for a reading lesson on top-down processing skills to reflect upon the strengths and weaknesses of the lesson as well as develop the reading literacy of the students. The peer observation method included a pre-observation stage with the teacher and the observer deciding on the modalities of observation. The second stage was the lesson which was peer observed followed by the post-lesson reflection stage. The results obtained through teachers' reflection on different aspects of the lesson and the peer observer's report revealed that most stages and activities of the lesson went as planned except for the final where issues of activity management, teacher feedback, and coherent lesson progression came up to the fore. The study has significance for EFL practitioners interested in initiating self-directed professional development through peer observation in particular and for researchers of professional development studies in general.

scholarly journals ReprohackNL 2019: how libraries can promote research reproducibility through community engagement

2020 ◽  
Vol 44 (1-2) ◽  
pp. 1-10
Author(s):  
Kristina Hettne ◽  
Ricarda Proppert ◽  
Linda Nab ◽  
L. Paloma Rojas-Saunero ◽  
Daniela Gawehns
Keyword(s):  
Community Engagement ◽  
Computer Science ◽  
Learning Experience ◽  
Open Science ◽  
Research Community ◽  
University Libraries ◽  
Top Down ◽  
Bottom Up ◽  
Digital Scholarship ◽  
Grass Root

University Libraries play a crucial role in moving towards Open Science, contributing to more transparent, reproducible and reusable research. The Center for Digital Scholarship (CDS) at Leiden University (LU) library is a scholarly lab that promotes open science literacy among Leiden’s scholars by two complementary strategies: existing top-down structures are used to provide training and services, while bottom-up initiatives from the research community are actively supported by offering the CDS’s expertise and facilities. An example of how bottom-up initiatives can blossom with the help of library structures such as the CDS is ReproHack. ReproHack – a reproducibility hackathon – is a grass-root initiative by young scholars with the goal of improving research reproducibility in three ways. First, hackathon attendees learn about reproducibility tools and challenges by reproducing published results and providing feedback to authors on their attempt. Second, authors can nominate their work and receive feedback on their reproducibility efforts. Third, the collaborative atmosphere helps building a community interested in making their own research reproducible. A first ReproHack in the Netherlands took place on November 30th, 2019, co-organised by the CDS at the LU Library with 44 participants from the fields of psychology, engineering, biomedicine, and computer science. For 19 papers, 24 feedback forms were returned and five papers were reported as successfully reproduced. Besides the researchers’ learning experience, the event led to recommendations on how to enhance research reproducibility. The ReproHack format therefore provides an opportunity for libraries to improve scientific reproducibility through community engagement.

scholarly journals ReprohackNL 2019: How libraries can promote research reproducibility through community engagement

2020 ◽  
Author(s):  
Kristina Maria Hettne ◽  
Ricarda Proppert ◽  
Linda Nab ◽  
L. Paloma Rojas Saunero ◽  
Daniela Gawehns
Keyword(s):  
Community Engagement ◽  
Computer Science ◽  
Learning Experience ◽  
Open Science ◽  
Research Community ◽  
University Libraries ◽  
Top Down ◽  
Bottom Up ◽  
Digital Scholarship ◽  
Grass Root

University Libraries play a crucial role in moving towards Open Science, contributing to more transparent, reproducible and reusable research. The Center for Digital Scholarship (CDS) at Leiden University (LU) library is a scholarly lab that promotes open science literacy among Leiden’s scholars by two complementary strategies: existing top-down structures are used to provide training and services, while bottom-up initiatives from the research community are actively supported by offering the CDS’s expertise and facilities. An example of how bottom-up initiatives can blossom with the help of library structures such as the CDS is ReproHack. ReproHack – a reproducibility hackathon – is a grass-root initiative by young scholars with the goal of improving research reproducibility in three ways. First, hackathon attendees learn about reproducibility tools and challenges by reproducing published results and providing feedback to authors on their attempt. Second, authors can nominate their work and receive feedback on their reproducibility efforts. Third, the collaborative atmosphere helps building a community interested in making their own research reproducible. A first ReproHack in the Netherlands took place on November 30th, 2019, co-organised by the CDS at the LU Library with 44 participants from the fields of psychology, engineering, biomedicine, and computer science. For 19 papers, 24 feedback forms were returned and five papers were reported as successfully reproduced. Besides the researchers’ learning experience, the event led to recommendations on how to enhance research reproducibility. The ReproHack format therefore provides an opportunity for libraries to improve scientific reproducibility through community engagement.

Psychology and Culture: Top Down Versus Bottom Up?

PsycCRITIQUES ◽  
2005 ◽  
Vol 50 (19) ◽  
Author(s):  
Michael Cole
Keyword(s):  
Top Down ◽  
Bottom Up
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