scholarly journals Sustaining collaborative preschool partnerships and the challenges of educating the whole child

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Ryan Alverson ◽  
Laken Ginn ◽  
Jaesook Gilbert
Keyword(s):  
Professional Development ◽  
Kindergarten Readiness ◽  
Relationship Building ◽  
Whole Child ◽  
Grant Funding ◽  
Public And Private ◽  
Key Stakeholders ◽  
Child Preschool ◽  
Consultation Intervention ◽  
Quality Programming

Abstract Introduction Our study examined whole-child preschool programming from a policy perspective. We suggest that whole-child wellness must include sustainable approaches that are systematic and holistic approaches for educating children. The Preschool Partnership Grant was a means of funding preschool districts, who successfully applied for the grant across our state to initiate, continue, and sustain quality programming with their respective local preschool partners. Funding also enabled districts to increase access to quality programming while fostering kindergarten readiness in participating children. Case description We conducted a case study by analyzing data provided by district Preschool Partnership Grantees. Data included quantitative measures of district and partner preschools and open-ended items describing professional development opportunities, holistic interventions, and effective preschool activities afforded by grant funding. Results Grant recipients (n = 79) reported that they engaged in a number of different public and private partnerships. They reported being able to serve more children due to grant funding, and gave a variety of reasons for serving more children, with improved collaboration being the most reported reason. District grantees also indicated increased consultation, intervention services, and professional development opportunities through grant funding. Finally, they reported on key challenges they faced during the grant period. Discussion and evaluation Data suggested that school districts recognized the importance of collaboration, trust, and relationship building among districts, partners, and families. Descriptive data indicated the importance of sustaining quality programming during the grant period. Districts also clearly voiced their appreciation of the importance of relationships and collaboration among key stakeholders who touched the lives of children enrolled in the grantee districts. Conclusions Our study suggests that early childhood policy should enable systematic and sustainable partnerships that approach preschool programming from a holistic perspective.

Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

2021 ◽  
pp. 147797142110031
Author(s):  
Togtokhmaa Zagir ◽  
Helga Dorner
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Needs Assessment ◽  
Vital Role ◽  
International Studies ◽  
Teaching Role ◽  
Core Competences ◽  
Key Stakeholders

Competent adult learning facilitators play a vital role in improving the quality of adult learning programmes. This article thus explores common and core competences of adult learning facilitators from the perspective of key stakeholders, such as facilitators, adult learners and administrators. By synthesising previous international studies, we developed a survey and collected data in Mongolia ( n = 227). We identified adult learning facilitators’ common and core competences focusing on their teaching role. As found, areas of adult learners’ needs assessment, communication and motivation should be integrated in professional development programmes in order to aim for a better completion rate and higher participation of target audiences in adult learning programmes.

Managing Government Agency Collaboration through Social Networks

2011 ◽  
pp. 1054-1064
Author(s):  
Salvatore Parise
Keyword(s):  
Social Networks ◽  
Employee Communication ◽  
Work Processes ◽  
Public And Private ◽  
Knowledge Based ◽  
Expert Opinions ◽  
Key Stakeholders ◽  
Working Together ◽  
Market Needs ◽  
Job Levels

Public and private-based organizations are increasingly relying on collaboration—the coordination of two or more individuals, groups or companies working together to achieve a common goal or to create mutual value—to meet customer and market needs. Collaboration requires “rich” employee communication mechanisms that involve both people finding and interacting with subject-matter experts inside and outside their organization as well as people tapping into and incorporating structured information (e.g., the latest market research reports) and “unstructured knowledge” (e.g., expert opinions discussed at conferences) as part of their work projects. Today’s collaboration needs require networks of employees, often with different areas of expertise, organizational affiliations, job levels, or company tenure, to coordinate in near real-time to perform knowledge-based work. Organizations with a focus on the acquisition, interpretation, and sharing of intelligence information can benefit by understanding the barriers to collaboration and how fostering social networks among employees and key stakeholders results in more effective collaboration. This article provides an illustrated example involving a government intelligence agency of how social network analysis can be used to understand social networks. A framework composed of three components, collaborative IT tools, talent management and networked work processes, to enable and apply social networks is also introduced.

Strategies to Mitigate the COVID-19 Challenges of Universities in Bangladesh

2021 ◽  
pp. 563-587
Author(s):  
Sheikh Mohammed Rafiul Huque ◽  
Tasnima Aziza ◽  
Tahira Farzana ◽  
Mohammad Nazmul Islam
Keyword(s):  
Graduate Students ◽  
Psychological Health ◽  
Private Universities ◽  
Mitigation Strategies ◽  
Public And Private ◽  
The Public ◽  
Key Stakeholders ◽  
Teaching Learning ◽  
Privately Owned ◽  
Depth Interviews

The education sector in Bangladesh has been affected severely by the COVID-19 pandemic crisis like many other countries around the globe. Both the public and private universities faced different types of challenges to continue the teaching-learning process during this time. The chapter has explored these challenges and mitigation strategies based on quantitative and qualitative studies with undergraduate and graduate students of public and private universities. The study has covered both public and privately owned general and engineering universities to explore more specific issues and directives. Moreover, in-depth interviews were conducted with teachers to learn the problems they faced and subsequent strategies to cope with the challenges to minimize these challenges and educational loss. The study identified the infrastructural, technical, psychological, health, educational policy, and financial-related challenges faced by key stakeholders. The study incorporated directives to overcome these challenges and provide guidelines for policymakers at home and abroad.

Exploratory Practice in Continuing Professional Development

2017 ◽  
pp. 61-85 ◽  
Author(s):  
Ines K. Miller ◽  
Maria Isabel A. Cunha
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Development ◽  
Continuing Professional Development ◽  
Educational Practice ◽  
Language Teacher ◽  
Public And Private ◽  
Professional Activities ◽  
Recent Trends

This chapter is constructed as a reflective professional narrative coming from the context of public and private continuing professional development in Rio de Janeiro, Brazil. The authors start the text by making explicit their involvement and alignment with the rationale of Exploratory Practice, within the broader horizon of language Teacher Development (Allwright, 2001). The text establishes a theoretical dialogue with Reflective Practice, Action Research and Exploratory Action Research, considering them as recent trends in teacher education and other possible modes of Practitioner Research (Allwright & Hanks, 2009). The authors expand on Exploratory Practice as a paradigm that foregrounds inclusivity, ethics and criticality. Examples of Potentially Exploitable Pedagogic/Professional Activities (PEPAs) and Potentially Exploitable Reflexive Activities (PERAs) will be shared by showing that they result from integrating the ‘work for understanding' with regular pedagogic activities or broader educational practice.

scholarly journals Analysis of Professional Development Practices for School Teachers in Pakistan: A Comparative Case Study of Public and Private Schools of Pakistan (Punjab)

2014 ◽  
Vol 3 (4) ◽  
pp. 311 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Private Schools ◽  
Training Programs ◽  
Development Programs ◽  
School Teachers ◽  
Public And Private ◽  
Professional Development Of Teachers ◽  
Professional Development Programs ◽  
Class Room

The present paper is an attempt to explore professional development practices for teachers in secondary schools of Pakistan. Research has attempted to discover the better ways for professional development of teachers in secondary schools in addition to many other factors like continue training, in service education, workshops etc. counseling and incentives are also very important factors to discuss here because in Pakistan teachers face many problems while getting professional development so counseling, incentives are necessary for continuous professional development of teachers. Otherwise many lose heart due to a lot of problems faced by them during professional development trainings. The purpose of the study is to explore the term professional development, to make teachers able to manage the class more efficiently and also increase the level of learning throughout their career and also find the hindrances in professional development programs of teachers in secondary schools of Pakistan and to provide the better solution to overcome the hurdles by providing different training programs batter than that provided in the past. So for these purpose schools of Pakistan we took a sample for the collection of relevant data. Our study is also helpful to explore how we can make the professional development programs more effective and professional development is helpful for teachers and what are their purpose to design these programs moreover explore the challenges they are facing recently and what issues arises related to it and how could we minimize these. Researchers have applied qualitative technique in order to collect and interpret data. Semi structured interview were conducted from ten teachers of public and private schools. Moreover hundred questionnaires are also filled up from both of the schools, in which we use the liker scale. This study also explores practical implications and what adoptions can be utilized in order to improve the professional development program of public and private school teachers in Punjab. From research it has concluded that professional development programs are not so effective because programs are characterized with inflexible curriculum which ignored teacher’s needs. In other sense there is no connection between their professional development and every day class room needs. Secondly due to the time constraints mostly teachers are not interested in these programs, they just take in to get certificates. Thirdly teachers have no input while planned training topics there is lack of teacher’s involvement in planning and training process. At the end there is no proper plan for follow up and transferred activities to class room practices. Professional development of teachers must be planned, funded and supported. Teachers must be encouraged to participate in training programs. There should be proper co-ordination in professional development programs, so that logical sequence of experience should be followed. Key words:Professional Development, Enhancement, Issues, Secondary education, Appraisal, Learning

scholarly journals Professional Development of Teachers in Colleges of Pakistan: A Comparative Case Study of Public and Private Colleges of Pakistan

2014 ◽  
Vol 3 (6) ◽  
pp. 167 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Professional Development ◽  
Quantitative Method ◽  
Research Study ◽  
Rating Scale ◽  
Comparative Case Study ◽  
Development Programs ◽  
Public And Private ◽  
Summated Rating Scale ◽  
Professional Development Programs ◽  
Definition Of

Purpose:The aim of the researchers in this effort is to identify the challenges and barrier faced by teachers in colleges of Pakistan regarding their professional development. The study also discovers realistic implication and adaptation which can be used in order to have highly professionally developed teachers in colleges.Objective of the study:The current research is conducted to find the different professional development characteristic and different factors which are beneficial in professional development of college teachers as well as the factors which are the root cause of creating deficiencies in professional development programs of teachers, especially for college teachers.Methodology:In conducting the current research study the researchers had used the qualitative method and quantitative method. In quantitative method Likert scale or in other words summated rating scale is used; as it is easiest to construct and by the definition of this scale each statement on the scale have equal importance or weight.  Sample taken to conduct this research study is 120 teachers from both the sectors as 60 public and 60 private respectively. Besides the questionnaire, interview technique is also been used to carry out the mention research.Findings: The major findings of research has reveled that professional development programs at institutional level are not carried in its required intensity moreover these programs if executed properly then could increase teachers’ satisfaction, student learning and learning output. However such programs are aimless as these programs are run without any definite purpose. Moreover it is found that there are inadequate course contents and trainers are mostly untrained. Also seminars are not conducted due to insufficient allocated funds and if seminars are conducted these results to be unproductive. Employee in educational institutions are not provided some sort of scholarship programs

Towards an Environmental Governance Agenda in Regional Environmental Assessment: A Case Study of the Crown Managers Partnership

2017 ◽  
Vol 19 (02) ◽  
pp. 1750009 ◽  
Author(s):  
Ayodele Omoniyi Olagunju ◽  
Jill A. E. Blakley
Keyword(s):  
Environmental Assessment ◽  
Environmental Governance ◽  
Relationship Building ◽  
Structured Interviews ◽  
Innovative Leadership ◽  
Key Stakeholders ◽  
Learning From Failure ◽  
Crown Of The Continent ◽  
Effects Assessment

In the last decade, the emphasis of regional environmental assessment (EA) has shifted away from simply project approval towards facilitating environmental governance by accommodating heterogeneous stakeholders and emphasising relationship building across diverse institutions. However, there are very few advanced regional EA cases that may be studied to understand how practice has evolved and the implications for regional environmental governance. This paper characterises and assesses the interactions among the members of the Crown of the Continent Managers Partnership (CMP), whereby individuals with planning, policy-making, and EA roles attempted to implement an adaptive approach to regional cumulative effects assessment. Twelve in-depth, semi-structured interviews with key stakeholders provide data used in the investigation. The analysis demonstrates opportunities for an approach to regional EA that facilitates environmental governance through collective visioning, innovative leadership, learning from failure, and collaborative science and management. Lessons from the CMP are relevant internationally to jurisdictions seeking to implement regional EA via multi-disciplinary, multi-jurisdictional partnerships.

Mixing Math Practice and Games, Greg Tang Makes Math Fun

2012 ◽  
Vol 18 (8) ◽  
pp. 460-462
Author(s):  
Andrea Christie Elkin
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Student Engagement ◽  
Grant Funding ◽  
Engagement Strategies ◽  
Funding Opportunities

This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education., Greg Tang makes math fun this month by mixing math practice and games; grant-funding opportunities are highlighted, and the Coaches' corner addresses how to use professional development to model student engagement strategies.

scholarly journals Professional development as viewed by EFL teachers at lower secondary schools

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Sri Rachmajanti ◽  
Gunadi Harry Sulistyo ◽  
Fika Megawati ◽  
Ayu Alif Nur Maharani Akbar
Keyword(s):  
Professional Development ◽  
Teacher Professionalism ◽  
Public And Private ◽  
Instructional Process ◽  
The Public ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Exploratory Survey ◽  
Developed World ◽  
English Instruction

In the developed world, teachers are compelled to be professional in handling instructional process for students’ optimum learning. There are many ways for teacher professionalism. This study deals with an exploratory survey to probe EFL teachers’ views of teacher professionalism at the public and private lower secondary levels of education on the areas for professional development or learning. A number of  302 EFL teachers of the lower secondary level of education are conveniently drawn from a number of cities/regencies as samples of the present study representing EFL teachers with diverse teaching experiences in East Java. A questionnaire was developed to collect data on their ideas connected with aspects of developing themselves professionally. The results of the present study are discussed pertaining  to EFL teacher normative responsibilities and concepts on professional development/learning. Pedagogical and theoretical implications of the findings are drawn with reference to the context of English instruction.

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