Degrees of School Democracy: A Holistic Framework

2012 ◽  
Vol 22 (4) ◽  
pp. 707-732 ◽  
Author(s):  
Philip A. Woods ◽  
Glenys J. Woods
Keyword(s):  
Professional Development ◽  
Analytical Framework ◽  
Organizational Setting ◽  
School Communities ◽  
Working Together ◽  
Collaborative Professional Development ◽  
Holistic Conception ◽  
School Democracy

This article outlines an analytical framework that enables analysis of degrees of democracy in a school or other organizational setting. It is founded in a holistic conception of democracy, which is a model of working together that aspires to truth, goodness, and meaning and the participation of all. We suggest that the analytical framework can be used not only for research purposes but also to help enhance democratic professional participation. It is a resource for collaborative professional development by practitioners, offering a vehicle for school communities to reflect together on where they are as a school and where they would like to be.

International Journal of Therapy and Rehabilitation article reviewers for 2020 and 2021

2021 ◽  
Vol 28 (12) ◽  
pp. 1-4
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Hard Work ◽  
Working Together

The International Journal of Therapy and Rehabilitation would like to thank our reviewers for all their hard work reviewing articles in 2020 and 2021 (as well as for previous years). We appreciate the valuable time and effort you spend to help us maintain standards, improve accessibility and provide reliability for our articles. We are continuing to partner with Publons ( https://publons.com/home/ ) to enable our reviewers to keep track of this work for appraisals, job applications and continuing professional development. We would like to thank you for all your outstanding support and look forward to working together again in future.

scholarly journals Learning for Teaching: Building Professional Knowledge on a National Scale

2009 ◽  
Vol 35 (1) ◽  
Author(s):  
Elizabeth Hartnell-Young
Keyword(s):  
Present Article ◽  
Large Scale ◽  
National Scale ◽  
Daily Work ◽  
School Communities ◽  
National Quality ◽  
Working Together ◽  
Structure Sociale ◽  
Under Performing

This paper takes a large-scale social perspective in describing a national project in Australia that was premised on local school communities working together and contributing ideas for the benefit of their students, and potentially, the whole country. The project was intended to improve schools’ capacity for educating boys, and in the long-term, the learning outcomes of under-performing boys, using evidence-based and action research methods. It was supported by the web spaces and tools of the National Quality Schooling Framework and Think.com. This paper emphasises the structures and processes teachers engaged in while building knowledge through their daily work, where the resulting ideas became the property of the whole community. Analyses focus on the extent to which an underlying social structure for knowledge building developed in various parts of the nation during the project, making it possible to characterize a process for innovations in education with commitment to continual idea improvement. Résumé Le présent article adopte une perspective sociale à grande échelle pour décrire un projet national en Australie fondé sur la collaboration des communautés scolaires locales et leur contribution d’idées au bénéfice de leurs élèves et, éventuellement, de l’ensemble du pays. Le projet avait pour but de rendre les écoles plus aptes à éduquer les garçons et, à long terme, d’améliorer les résultats d’apprentissage des garçons qui sous-performent à l’aide de méthodes de recherche-action fondées sur des données probantes. Il a bénéficié du soutien des espaces et des outils Web du National Quality Schooling Framework et de Think.com. Le présent article met l’accent sur les structures et les processus que les enseignants ont utilisés dans leur travail quotidien pour la coélaboration de connaissances; les idées qui en ont résulté sont par la suite devenues la propriété de l’ensemble de la communauté. Les analyses portent principalement sur la mesure dans laquelle une structure sociale sous-jacente de coélaboration des connaissances s’est développée en différents endroits de la nation au cours du projet, ce qui rend possible la caractérisation d’un processus d’innovation en éducation avec un engagement envers l’amélioration continue.

Professional Mindset in Troubled Times

2021 ◽  
pp. 93-103
Author(s):  
Maria Antonietta Impedovo
Keyword(s):  
Professional Development ◽  
Epistemic Community ◽  
Professional Life ◽  
Epistemic Communities ◽  
Social Connections ◽  
Emotional Dimension ◽  
Collaborative Professional Development ◽  
Professional Transformation

Globally, COVID-19 has stressed social and personal tensions in professional life. This chapter focuses on the networked dimension to highlight the workers need for social connections. Some suggestions are proposed to implement an epistemic community to sustain creative and collaborative professional development in disruptive time. Two points are discussed to scaffold epistemic communities in the organisation: 1) the inter-professional dimension to embrace complex topic and 2) the emotional dimension as resources to embrace professional transformation.

Access, Activation, and Influence: How Brokers Mediate Social Capital Among Professional Development Providers

2018 ◽  
Vol 56 (2) ◽  
pp. 247-288 ◽  
Author(s):  
Richard Paquin Morel ◽  
Cynthia Coburn
Keyword(s):  
Professional Development ◽  
Social Capital ◽  
Social Network ◽  
School Districts ◽  
Interview Data ◽  
Organizational Setting ◽  
New Policies

Professional development [PD] providers can shape how teachers understand and implement new policies. Yet we have a limited understanding of how providers develop the ideas they promote. We explore this by examining social capital among mathematics PD providers. Using social network and interview data, we identified providers in brokerage positions and analyze their interactions. We found that broker behavior varied by organizational setting. Brokers in school districts typically discussed logistical issues related to PD delivery, while brokers outside of districts often discussed substantive mathematical topics. When district brokers did access substantive information, they rarely shared it. We conclude that (1) the disconnect between accessing and sharing diminished district brokers’ ability to support PD in their districts and (2) the lack of substance diminished their ability to influence ideas about mathematics.

scholarly journals Framing an Integrative Approach to the Education and Development of Teachers in Canada

2011 ◽  
Vol 45 (3) ◽  
pp. 555-578
Author(s):  
Thomas Falkenberg
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Integrated Approach ◽  
Learning To Teach ◽  
Integrative Approach ◽  
School Based ◽  
Course Work ◽  
Collaborative Professional Development ◽  
Education And Development

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

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