Jailbreak your PD

2020 ◽  
Vol 101 (8) ◽  
pp. 54-57
Author(s):  
Lauren Porosoff
Keyword(s):  
Professional Learning ◽  
Behavioral Science ◽  
Learning Opportunities ◽  
The Subject ◽  
Contextual Behavioral Science

Educator Lauren Porosoff discovered the value of contextual behavioral science by accident, when accompanying her psychologist husband at a professional conference. Additional study of the subject convinced her of its benefits to educators and students — and showed her the value of study outside her field. She encourages educators to seek out professional learning opportunities in fields other than education and suggests how educators can make the most of such learning.

scholarly journals Social validity of a contextual behavioral science-based intervention for retirement education

2019 ◽  
Vol 32 (1) ◽  
Author(s):  
Leonardo Martins Barbosa ◽  
Sheila Giardini Murta
Keyword(s):  
Behavioral Science ◽  
Social Validity ◽  
Negative Effects ◽  
Acceptance And Commitment ◽  
Dynamic Methods ◽  
The Social ◽  
Group 3 ◽  
Group 2 ◽  
Negative Impacts ◽  
Contextual Behavioral Science

AbstractThe literature shows that retirement can bring both positive and negative effects. However, there are few tested interventions for preparing workers for this transition and avoiding or minimizing its negative impacts. This paper presents a study with multiple groups that examined the social validity of an intervention for retirement education grounded in contextual behavioral science and acceptance and commitment therapy. Twenty-seven workers aged 29 to 65 divided into three intervention groups participated (group 1, N = 15; group 2, N = 9; group 3, N = 3). According to the participants’ evaluations, the intervention provided socially valid goals, socially acceptable procedures, and socially important effects. However, some improvements are still needed, such as the use of more dynamic methods, better formatted printed material, and increased fidelity between the content’s implementation and the prescribed activities. The positive results indicate that contextual behavioral science may bolster the development of interventions whose components possess evidence for their social validity. The further evaluation of the intervention via a clinical trial study will offer more robust evidence for its effectiveness. It is hoped that by increasing the availability of theory-based interventions in this area, the present study will promote valid strategies to facilitate better adjustment to retirement.

scholarly journals A social-cognitive study of Indonesian Google educator groups

2021 ◽  
Author(s):  
◽  
Pratiwi Artati
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Professional Learning ◽  
Social Cognitive ◽  
Learning Opportunities ◽  
Technological Environment ◽  
Web Based ◽  
Case Study Methodology ◽  
Education Groups

<p>Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed-tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice.</p>

scholarly journals Tolerance in the UAE Islamic Education Curriculum

2020 ◽  
Keyword(s):  
High Schools ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Societal Challenges ◽  
Learning Programs ◽  
Teacher Professional ◽  
International Climate ◽  
The Subject

Promoting the values of peace and tolerance within an international climate of turbulence and instability is an essential responsibility for governments and schools. Threats to tolerance include the circumstances of societal challenges, instabilities in the region, and the increasing risks of social media. Ways to nurture and instill tolerance through the subject of Islamic education in UAE high schools is a key concern. Through a case study of the written, taught, and learnt curriculum of UAE Islamic education, this paper investigates the teaching and learning of tolerance in UAE high schools. It provides recommendations on how Islamic education classes, built on an awareness of the Islamic value of tolerance as a foundational component, can be utilized for shaping educational experiences that promote open mindedness. Curriculum-aligned Islamic education resources need to be further developed and teacher professional learning programs should be launched to empower teachers to achieve this intended aim.

A Wiki on the Teaching of Business Administration

2009 ◽  
pp. 508-517
Author(s):  
Ricard Monclús-Guitart ◽  
Teresa Torres-Coronas ◽  
Araceli Rodríguez-Merayo ◽  
M. Arántzazu Vidal-Blasco ◽  
Mario Arias-Oliva
Keyword(s):  
Professional Learning ◽  
Collaborative Work ◽  
Collaborative Teaching ◽  
Computer Application ◽  
Web Pages ◽  
Credit System ◽  
Final Grade ◽  
Internet Connection ◽  
New Space ◽  
The Subject

The European Credit Transfer System establishes a calculation based on the work students do, rather than direct teaching hours as is the case with the current credit system. These are known as ECTS credits and they represent the amount of work the student needs to do to pass a subject. In short, ECTS credits are the quantity of work needed to learn a subject, including theory, practical classes, seminars, exams as well as anything the student has done individually which can be evaluated. This is where a Wiki would provide a new space for students, where they could and should introduce information on matters related to the subject, as well as edit, correct, expand and improve etc. the already existing information. This information, which would be a collection of web pages in hypertext, would make it possible to create a computer application based on the collaborative work of the students which can be accessed by any student from any Internet connection. At the same time, it can be assessed and therefore form part of the student’s final grade for the subject. The aim of this chapter is to show the methodology which will enable a Wiki to be used for professional learning. Therefore, first the authors define what a Wiki is; second they discuss the Wiki as a collaborative teaching instrument; and third they deal with Wikis as a tool for educational assessment.

The Australian Curriculum

2015 ◽  
pp. 161-180
Author(s):  
Karyn Carson ◽  
Peter Walker
Keyword(s):  
Inclusive Education ◽  
Professional Learning ◽  
Learning Opportunities ◽  
Diverse Learners ◽  
Comprehensive Assessment ◽  
Assessment Practices ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Starting Point

A distinct synergy exists between pedagogy, curriculum, assessment, and reporting. The implementation of the new Australian Curriculum F-10 (henceforth abbreviated as “Australian Curriculum”) has provided both opportunities and challenges for ensuring that the needs of diverse learners are strongly addressed within inclusive education settings. This chapter illuminates specific issues related to the comprehensive assessment of diverse learners including national inconsistencies in the provision of accommodations, the use of the general capabilities as a starting point rather than a curriculum adjustment point, and the paucity of resources and professional learning opportunities supporting inclusive assessment practices. Recommendations are provided to demonstrate how educators can achieve effective student-centred assessment practices for diverse learners using the Australian Curriculum across and within different contexts.

On Leadership: Planning for equity

2019 ◽  
Vol 101 (3) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr
Keyword(s):  
Student Achievement ◽  
Curriculum Development ◽  
Professional Learning ◽  
School System ◽  
Planning Process ◽  
Learning Opportunities ◽  
Hiring Practices ◽  
School Based ◽  
Improvement Planning ◽  
System Leaders

Every year, school-based teams all over the country engage in the ritual known as improvement planning. In theory, the process is designed to identify low-performing students and specify plans for raising their achievement. In practice, though, improvement planning tends to be an empty exercise in compliance, in which school teams aim to do little more than fill out the required paperwork. If school system leaders are truly committed to providing all students with equitable learning opportunities, argues Joshua Starr, they need to focus the improvement planning process on things that actually matter to student achievement, such as budgeting decisions, hiring practices, curriculum development, professional learning, discipline reform, and community engagement.

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