Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership

2020 ◽  
Vol 122 (9) ◽  
pp. 1-30
Author(s):  
Dana Vedder-Weiss ◽  
Adam Lefstein ◽  
Aliza Segal ◽  
Itay Pollak
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Teaching And Learning ◽  
Large Scale ◽  
Research Practice ◽  
Design Development ◽  
Improve Design ◽  
Team Meetings ◽  
Local Actors ◽  
Different Levels

Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperative for capacity building and sustainability. However, cultivating leadership also creates challenges which have not yet been adequately explored. Purpose We explore these challenges and related dilemmas in a large-scale Israeli RPP designed to cultivate teacher leadership and build district capacity. We investigate how local actors asserted their leadership, the resources they drew upon, and the dilemmas this posed for us as researchers in an RPP. We critically reflect on how we addressed these dilemmas, and the consequences and implications of our courses of action. Setting This study explores our partnership with two large Israeli districts, as part of a state-wide professional development reform supported by the Ministry of Education and a philanthropic foundation. The partnership aims to support teachers> collaborative, reflective inquiry on teaching and learning, in weekly in-school meetings facilitated by in-school leading teacher. The partnership began six years ago and currently includes 158 schools (458 leading teachers). Research Design We use linguistic ethnographic methods to analyze leadership assertion in three focal cases, representing three different leadership roles, at different levels of the system: (1) a leading teacher demonstrating creative non-compliance in the team meetings she facilitated, (2) a coach exercising her voice and authority in her professional development workshops, (3) and a district manager independently shaping structures. Data Collection Data were collected during the first three years of the RPP, including (participant) observations, audio-recordings, and field notes of in-school meetings, professional development workshops, interviews, and informal conversations. Findings and Conclusions The analysis shows that leadership assertion played an important role in constructing actors’ identities as competent leaders but posed dilemmas for us, such as how to acknowledge leaders> expertise while also maintaining program integrity. The case studies underscore the difficulties involved in managing a partnership in a large-scale educational intervention and the challenges to maintaining productive dialogue with different partners. The paper advances our understanding of the complexities involved in supporting leadership at different levels of the system, in day-to-day interaction, and at multiple micro and macro contexts in which it unfolds, in particular in a large-scale RPP.

scholarly journals Hydropower, Geothermal, and Ocean Energy

MRS Bulletin ◽  
2008 ◽  
Vol 33 (4) ◽  
pp. 389-395 ◽  
Author(s):  
Ralph E.H. Sims
Keyword(s):  
Renewable Energy ◽  
Large Scale ◽  
New Technologies ◽  
Materials Science ◽  
Development Stage ◽  
Design Development ◽  
Ocean Energy ◽  
Improve Design ◽  
And Performance ◽  
Improve Reliability

AbstractSome forms of renewable energy have long contributed to electricity generation, whereas others are just emerging. For example, large-scale hydropower is a mature technology generating about 16% of global electricity, and many smaller scale systems are also being installed worldwide. Future opportunities to improve the technology are limited but include upgrading of existing plants to gain greater performance efficiencies and reduced maintenance. Geothermal energy, widely used for power generation and direct heat applications, is also mature, but new technologies could improve plant designs, extend their lifetimes, and improve reliability. By contrast, ocean energy is an emerging renewable energy technology. Design, development, and testing of a myriad of devices remain mainly in the research and development stage, with many opportunities for materials science to improve design and performance, reduce costly maintenance procedures, and extend plant operating lifetimes under the harsh marine environment.

scholarly journals Educational spaces and environments: in times of Covid-19 pandemic

2021 ◽  
Vol 5 (6) ◽  
pp. 193-196
Author(s):  
Jailma Cruz da Silva ◽  
Orliel dos Santos de Jesus
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Educational Programs ◽  
Infected People ◽  
Knowing That ◽  
Practical Education ◽  
Educational Spaces ◽  
The World ◽  
The Impact ◽  
Different Levels

The appearance of COVID-19 brought to Brazil, and to the world, innumerable methods to contain the increase of infected people. These methods are necessary to avoid the spread of the virus and include social distancing and quarantine of the population. Knowing that these methods have a big impact on the educational system. This study has as its objective to verify the process of teaching and learning, in educational spaces and environments, in times of a pandemic. In order to look for a pattern in established actions in educational programs to incorporate in large scale the tools of educational technology at a distance (distance learning), for example platforms and virtual teaching environments designed to guarantee the pedagogical processes of learning and ameliorate the impact of absence from the classroom during the pandemic, and its post-pandemic consequences. We emphasize the importance of the teacher as mediator, understanding that this professional should respect the different levels of learning of the students and try to carry out activities that help with the improvement of practical education for the appropriate environment and spaces of interaction.

scholarly journals Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education

2012 ◽  
Vol 10 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Don A. Klinger ◽  
Louis Volante ◽  
Christopher Deluca
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Teacher Capacity ◽  
Canadian Education ◽  
Assessment Culture ◽  
The Impact

Lost in the focus on large-scale educational assessments for accountability purposes is the important role of teachers' classroom assessment practices. Teachers must understand the use of both large-scale and classroom assessment practices and theories, and professional development remains the primary method to develop these assessment capacities. However, traditional models of professional development typically have little, if any, effect. In recognition of the importance of building teachers' assessment capacity, and the limitations of traditional professional development, the Elementary Teachers' Federation of Ontario, Canada, developed a Classroom Assessment Workshop Series to begin to build a systemic assessment framework for teachers. Through pre- and post-series surveys with 300 participants, and interviews and focus groups with facilitators, the authors' review and research explored the impact of the series on teachers' beliefs, self-efficacy, and knowledge of assessment practices and theory. The authors also explored the challenges that teachers experienced as they worked to understand and implement current conceptions of assessment. While teachers certainly valued the community created through the series and the opportunities to share their experiences, the findings found that teachers struggled to understand the theoretical foundations and use these foundations to further develop their own assessment practices. The research highlights the need for teachers to embrace a philosophy that integrates formative assessment practices and theories into their teaching and learning while also identifying the challenges associated with creating such an assessment culture. Current models of professional development may be more aligned with principles of effective professional learning, but truly changing teachers' classroom assessment practices may require a much more prolonged effort than those being provided.

Development of Physics Learning Module Based on Guided Inquiry with Light Wave Material in Class XI of Senior High School

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Evi Rahmawati ◽  
Irnin Agustina Dwi Astuti ◽  
N Nurhayati
Keyword(s):  
Large Scale ◽  
Learning Strategy ◽  
Student Response ◽  
Average Score ◽  
Small Scale ◽  
Design Development ◽  
Teacher Response ◽  
Student Responses ◽  
Analysis Design ◽  
Scientific Skills

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process sSkills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

Tailoring Design Development and Ideation in Catering To Industry Demands

2017 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Fadila Mohd Yusof ◽  
Azmir Mamat Nawi ◽  
Azhari Md Hashim ◽  
Ahmad Fazlan Ahmad Zamri ◽  
Abu Hanifa Ab Hamid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Industrial Design ◽  
Protocol Analysis ◽  
Early Stage ◽  
Idea Generation ◽  
Learning Processes ◽  
Design Stage ◽  
Design Development ◽  
Conceptual Design Phase ◽  
Industry Practice

Design development is one of the processes in the teaching and learning of industrial design. This process is important during the early stage of ideas before continuing to the next design stage. This study was conducted to investigate the comparison between  academic  syllabus  and  industry  practices  whether  these  processes  are  highly dependent on the idea generation and interaction related to the designer or to the student itself. The data were gathered through an observation of industry practice during conceptual design phase, teaching and learning process in academic through Video Protocol Analysis (VPA) method and interviews with industry practitioners via structured and unstructured questionnaires. The data were analysed by using NVivo software in order to formulate the results. The findings may possibly contribute to the teaching and learning processes especially in the improvement of industrial design syllabus in order to meet the industry demands. Keywords: design development, industrial design, industry demands

Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Librarians participation in professional development workshops using Zoom in Nigeria

2021 ◽  
pp. 026666692110267
Author(s):  
Ifeanyi Adindu Anene ◽  
Victor Okeoghene Idiedo
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Survey Method ◽  
Online Questionnaire ◽  
Power Outage ◽  
Network Failures ◽  
Zoom In

The purpose of this study is to investigate the extent to which librarians in Nigeria engaged in professional development workshops during the COVID-19 era. The study adopted a survey method using an online questionnaire. Factors such as saving money, the free nature of workshops, eliminating travel risk, in the comfort of the home, and providing an opportunity for all were mentioned as the benefits of participating in online workshops using Zoom. Buying data bundle, lack of computer/Android phone/smartphone, ignorance or lack of awareness of up-coming workshops, lack of time, power outage, nonchalant attitude towards technology, and network failures were identified as challenges of participation. The Zoom platform can be adopted for organizing workshops and meetings, and for teaching and learning in the post COVID-19 era.

scholarly journals Potential Energy Implications of Connected and Automated Vehicles: Exploring Key Leverage Points through Scenario Screening and Analysis

2019 ◽  
Vol 2673 (5) ◽  
pp. 84-94 ◽  
Author(s):  
Brian Bush ◽  
Laura Vimmerstedt ◽  
Jeff Gonder
Keyword(s):  
Systems Engineering ◽  
Large Scale ◽  
Operating Cost ◽  
Dynamics Model ◽  
Transportation Service ◽  
Service Outcomes ◽  
Behavioral Parameters ◽  
Computationally Intensive ◽  
Different Levels ◽  
Selection Of

Connected and automated vehicle (CAV) technologies could transform the transportation system over the coming decades, but face vehicle and systems engineering challenges, as well as technological, economic, demographic, and regulatory issues. The authors have developed a system dynamics model for generating, analyzing, and screening self-consistent CAV adoption scenarios. Results can support selection of scenarios for subsequent computationally intensive study using higher-resolution models. The potential for and barriers to large-scale adoption of CAVs have been analyzed using preliminary quantitative data and qualitative understandings of system relationships among stakeholders across the breadth of these issues. Although they are based on preliminary data, the results map possibilities for achieving different levels of CAV adoption and system-wide fuel use and demonstrate the interplay of behavioral parameters such as how consumers value their time versus financial parameters such as operating cost. By identifying the range of possibilities, estimating the associated energy and transportation service outcomes, and facilitating screening of scenarios for more detailed analysis, this work could inform transportation planners, researchers, and regulators.

Inquiry-Oriented Instruction in Science: Who Teaches That Way?

2007 ◽  
Vol 29 (3) ◽  
pp. 169-199 ◽  
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Timothy L. Zeidner ◽  
Alfred C. Dunn ◽  
Monica Bhatt ◽  
...  
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teaching And Learning ◽  
Formal Schooling ◽  
Science Students ◽  
Science Standards ◽  
Left Behind ◽  
Key Policy ◽  
Improving Instruction ◽  
Nationally Representative

The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states’ attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities.

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