School Leadership of a One-to-One Laptop Initiative

2019 ◽  
Vol 30 (4) ◽  
pp. 356-374 ◽  
Author(s):  
Natalie B. Milman
Keyword(s):  
School Leadership ◽  
Teaching And Learning ◽  
Positive Impact ◽  
School Leaders ◽  
The United States ◽  
Laptop Initiative ◽  
Limited Bandwidth ◽  
Teachers And Students ◽  
One To One ◽  
The Impact

This qualitative case study examined school leaders’ roles, perceptions, and challenges leading a one-to-one (1:1) laptop initiative in a coeducational, independent middle, and high school in the United States. The findings revealed how the school leaders led the school’s 1:1 laptop initiative through collaborative, yet differentiated roles and responsibilities. Together, they established the school’s vision, planned and implemented the initiative, supported teachers and students, reflected on their practice, and made changes as needed. Generally, the school leaders regarded the 1:1 laptop initiative as having a positive impact on teaching and learning by increasing student collaboration and access to information, as well as fostering teachers’ reconceptualization of their practice. However, the impact on student achievement was inconclusive; they explained it was too early to gauge its impact. Challenges the school leaders experienced involved limited bandwidth, printing problems and students’ off-task behaviors. They addressed them as they would any nontechnology challenge through problem-solving, shared decision-making, and fidelity to the school’s mission and goals.

One-to-One Technology in the K-12 Classroom

Education ◽  
2020 ◽  
Author(s):  
Andrea H. Parrish
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The United States ◽  
Dynamic Learning ◽  
Computing Device ◽  
Access To Technology ◽  
One To One ◽  
K 12 ◽  
The Impact

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

Experience-Based Leadership Training: Reflections of African-American School Leaders

1995 ◽  
Vol 5 (3) ◽  
pp. 272-307 ◽  
Author(s):  
Maenette K. P. Benham ◽  
Edward Shepard
Keyword(s):  
African American ◽  
School Leadership ◽  
Leadership Training ◽  
Teaching And Learning ◽  
School Leaders ◽  
Leadership Preparation ◽  
The United States ◽  
American School ◽  
Preparation Programs ◽  
Professional Experiences

A variety of innovative pedagogues focused on improving school leadership preparation programs are currently under way throughout the United States. Coupled with these fresh approaches to teaching and learning that center on exploring the professional knowledge of the practitioner, more institutions are actively recruiting school leaders who represent a range of ethnic backgrounds. The intent of the following paper is to examine the usefulness of one innovative instructional approach, an experientially-based leadership retreat, for five African-American school leaders. The stories presented in this paper attempt to link the participants’ lives and professional experiences to the leadership retreat to answer the question “What did they learn about themselves through this experience?” The emergent themes have universal value and positive implications for current and future leadership preparation programs.

scholarly journals Penerapan Layanan Informasi Untuk Meningkatkan Minat Belajar Siswa Sekolah Menengah Atas

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Djahra Fataruba
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Information Service ◽  
Information Services ◽  
Learning Activities ◽  
Service Information ◽  
Teachers And Students ◽  
The Impact ◽  
Depth Interviews

Teaching and learning activities required stimulation. Such stimuli can be realized with the use of visuals in education. The visuals in teaching can be called information services. For that in using information services teachers should have sufficient knowledge and understanding of information services. This study aims to find and describe; (1) The use of information services in teaching and learning activities in order to increase student's interest and (2) The impact of the use of information services in Teaching and Learning Activities of Personal and Social Guidance Sessions The Importance of Managing Time at Students. This research is focused on action research in teaching and learning activities by using information service conducted on the students. The method used is unstructured in-depth interviews conducted to teachers and students, because in unstructured wawacara information will be obtained as much as possible despite the secret and sensitive nature, and allows recorded all informant affective responses that appear during the interview Take place. The results showed that the learning approach with information service (visual) in teaching and learning activities, can improve students' learning motivation in teaching and learning activities that affect the interest of students. The conclusion obtained in this study that by using media service information in teaching and learning activities, showed that the activity, motivation, and student learning achievement, has increased, so it can be confirmed that with the use of information services in Teaching and learning activities have a positive impact on student learning, because generally students prefer to see information services rather than pay attention to writing that has not been understood and understood. In the end media information services is the best solution for students in achieving learning objectives.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

scholarly journals Shooting from the ‘Scrip: Scope of Practice Laws and Access to Immunizations in the Pharmacy Setting

Vaccines ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 444
Author(s):  
Charles Stoecker
Keyword(s):  
Positive Impact ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Scope Of Practice ◽  
Patient Specific ◽  
Behavioral Risk ◽  
Influenza Immunization ◽  
Immunization Rates ◽  
The Impact

In the past two decades, most states in the United States have added authorization for pharmacists to administer some vaccinations. Expansions of this authority have also come with prescription requirements or other regulatory burdens. The objective of this study was to evaluate the impact of these expansions on influenza immunization rates in adults age 65 and over. A panel data, differences-in-differences regression framework to control for state-level unobserved confounders and shocks at the national level was used on a combination of a dataset of state-level statute and regulatory changes and influenza immunization data from the Behavioral Risk Factor Surveillance System. Giving pharmacists permission to vaccinate had a positive impact on adult influenza immunization rates of 1.4 percentage points for adults age 65 and over. This effect was diminished by the presence of laws requiring pharmacists to obtain patient-specific prescriptions. There was no evidence that allowing pharmacists to administer vaccinations led patients to have fewer annual check-ups with physicians or not have a usual source of health care. Expanding pharmacists’ scope of practice laws to include administering the influenza vaccine had a positive impact on influenza shot uptake. This may have implications for relaxing restrictions on other forms of care that could be provided by pharmacists.

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

scholarly journals International Trade and Foreign Direct Investment as Innovation Factors of the U.S. Economy

2014 ◽  
Vol 41 (1) ◽  
pp. 60-75
Author(s):  
Tomasz M. Napiórkowski
Keyword(s):  
Foreign Direct Investment ◽  
International Trade ◽  
Direct Investment ◽  
Positive Impact ◽  
The United States ◽  
Annual Data ◽  
Main Portion ◽  
The Impact ◽  
Total Impact ◽  
The U.S

Abstract The aim of this research is to asses the hypothesis that foreign direct investment (FDI) and international trade have had a positive impact on innovation in one of the most significant economies in the world, the United States (U.S.). To do so, the author used annual data from 1995 to 2010 to build a set of econometric models. In each model, 11 in total) the number of patent applications by U.S. residents is regressed on inward FDI stock, exports and imports of the economy as a collective, and in each of the 10 SITC groups separately. Although the topic of FDI is widely covered in the literature, there are still disagreements when it comes to the impact of foreign direct investment on the host economy [McGrattan, 2011]. To partially address this gap, this research approaches the host economy not only as an aggregate, but also as a sum of its components (i.e., SITC groups), which to the knowledge of this author has not yet been done on the innovation-FDI-trade plane, especially for the U.S. Unfortunately, the study suffers from the lack of available data. For example, the number of patents and other used variables is reported in the aggregate and not for each SITC groups (e.g., trade). As a result, our conclusions regarding exports and imports in a specific SITC category (and the total) impact innovation in the U.S. is reported in the aggregate. General notions found in the literature are first shown and discussed. Second, the dynamics of innovation, trade and inward FDI stock in the U.S. are presented. Third, the main portion of the work, i.e. the econometric study, takes place, leading to several policy applications and conclusions.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Self-care perspective taking and empathy in a student-faculty book club in the United States

2020 ◽  
Vol 17 ◽  
pp. 22
Author(s):  
Rebecca Henderson ◽  
Melanie Gross Hagen ◽  
Zareen Zaidi ◽  
Valentina Dunder ◽  
Edlira Maska ◽  
...  
Keyword(s):  
United States ◽  
Perspective Taking ◽  
Book Club ◽  
Positive Impact ◽  
Self Care ◽  
The United States ◽  
School Students ◽  
Informal Curriculum ◽  
Meaningful Relationships ◽  
The Impact

Purpose: We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.Methods: Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.Results: Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.Conclusion: Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

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