scholarly journals Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives Over One School Year

2021 ◽  
Vol 46 (10) ◽  
pp. 77-90
Author(s):  
Minami Uchida ◽  
◽  
Michael Cavanagh ◽  
Rod Lane ◽  
◽  
...  
Keyword(s):  
Professional Learning ◽  
Professional Practice ◽  
Lived Experiences ◽  
Primary Schools ◽  
Future Research ◽  
Structured Interviews ◽  
Timely Manner ◽  
School Year ◽  
Architecture Theory ◽  
Gain Access

This study investigates the lived experiences of three casual relief teachers (CRTs) and their work within Australian primary schools for a period of one school year. Practice architecture theory was used as a theoretical framework to examine whether participants saw any advantages to working on a casual basis, how they think casual teaching could be improved in terms of access to accreditation support, and whether any growth to their professional practice took place during the course of the year. Monthly diary entries and two semi-structured interviews from each participant revealed some advantages to casual teaching, such as being able to work across different schools. Participants discussed the need for CRTs to complete accreditation in a timely manner and gain access to relevant professional learning. This study provides evidence of the complex and varied backgrounds and motivations of CRTs. Implications for future research in the area are also discussed.

Opportunities for improving how and when Canadians are informed about new prescription medications

2020 ◽  
pp. 427-447
Keyword(s):  
Lived Experiences ◽  
Mobile Application ◽  
Future Research ◽  
Prescription Medications ◽  
Structured Interviews ◽  
Risks And Benefits ◽  
Medication Information ◽  
First Time ◽  
To Receive ◽  
Larger Sample

The Canadian prescription process requires a person to go through several steps. Prescription medications have associated risks and benefits and it is important for people to be aware of these before and while they are taking medications. One of the approaches to informing people about new prescription medications is that they are provided Consumer Medication Information (CMI). CMI is given to Canadians at the pharmacy when they pick up prescriptions, they will be taking for the first time. This study used semi-structured interviews to examine the lived experiences of a sample of Canadians (N = 36) to identify opportunities for improvement in how and when they are informed about new prescription medications. The findings were synthesized into a journey map. Generally, participants wanted to receive CMI digitally and earlier in the prescription process. Adopting these changes could have several benefits which include loss prevention and increased accessibility to CMI as well as more participatory decision making and opportunities to ask questions. Future research is warranted to explore similar topics with a larger sample and determine what method (e.g., email, website, mobile application) would be most suitable.

Primary School Students’ Cognitive Styles and Their Achievement in English as a Foreign Language

2016 ◽  
Vol 7 (5) ◽  
pp. 851 ◽  
Author(s):  
Ebrahim Khodadady ◽  
Nader Bagheri ◽  
Zeinab Charbgoo
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Cognitive Styles ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
School Year ◽  
Field Independent ◽  
Field Dependent

This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students’ conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants’ scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the field-dependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students’ EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research.

scholarly journals EVALUATION OF CLASS TEACHERS’ OPINIONS ON THE REMEDIAL PROGRAM IN PRIMARY SCHOOLS (RPPS)

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sevgi Balkan ◽  
Coşkun Küçüktepe
Keyword(s):  
Primary Schools ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Second Grade ◽  
Future Research ◽  
Remedial Program ◽  
School Year ◽  
Grade Levels ◽  
Service Training ◽  
Implementation Stages

The purpose of the current study is to evaluate the remedial program first implemented in primary schools in the 2018-2019 school year on the basis of teacher opinions. To this end, it is attempted to perform a holistic analysis of the opinions of the class teachers implementing the training program in their classes, its implementation stages, the grade levels covered by the program, the content of the book used in the implementation and its applicability, the place and time of the implementation and to provide some insights for future research. In the current study designed as a qualitative study, the purposive sampling method was used and thus, a total of 8 tenured teachers implementing this program in their classes were selected. A semi-structured interview form was prepared to collect data and the data collected through this semi-structured interview form were analysed by using the descriptive analysis and content analysis techniques. The findings obtained from the analysis of the data revealed that the teachers evaluated the general objectives of RPPS as positive, partially positive and negative. Although they did not receive any in-service training while implementing the program, they did not encounter a general problem, and implemented the program in line with the information given to them. The teachers expressed different opinions about the objectives of the program and generally stated that the program should be started from the second grade onwards. The teachers made different comments on the content of the source book prepared for the program according to different modules and gave positive and negative opinions about its applicability. The teachers arranged the implementation steps according to their own knowledge and experience; they found the school suitable for the place of implementation, but they put forward different opinions about the time of implementation. In addition, the teachers presented various ideas on the basis of their experiences during the implementation. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0772/a.php" alt="Hit counter" /></p>

scholarly journals Experiencing Transformation of Professional Identity: From Teaching to Leadership in a Small Rural Primary School in Cyprus

2020 ◽  
Vol 4 (2) ◽  
pp. p158
Author(s):  
Pavlina Hadjitheodoulou Loizidou ◽  
Marianna Fokaidou
Keyword(s):  
Primary School ◽  
Professional Identity ◽  
Professional Learning ◽  
Primary Schools ◽  
Professional Growth ◽  
Previous Experience ◽  
Head Teacher ◽  
Structured Interviews ◽  
Learning Program ◽  
Head Teachers

The study used the Clarke and Hollingsworth (2002) model on teacher professional growth to investigate the changes and the transition of professional identity when a deputy head teacher was appointed as an acting head teacher in a small rural primary school in Cyprus. The head teacher had no previous experience in headship, and did not receive any training or followed an induction course to the job. The goal of the study was to identify ways to support novice acting head teachers for effective leadership in the complexities of small primary schools. Data was collected through diary notes and semi-structured interviews using thematic analysis of qualitative data. The analysis revealed the importance of the interaction between the external stimuli and information through informal professional learning in the role set and the personal knowledge and previous experience. Feelings of isolation as the main outcome of this experience enabled changes in leadership practice through enactment and reflection. The teacher’s suggestions for a professional learning program could be the contribution of her personal experience on the educational context.

scholarly journals Learners' attitudes and motivation to learn english

2014 ◽  
Author(s):  
Ιρέν Χοβανισιάν
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Sixth Grade ◽  
Future Research ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Qualitative Approaches ◽  
Positive Attitudes ◽  
Almost All ◽  
The Impact

The aim of the present study is to examine attitudes and motivation to learn English among Greek learners of the sixth grade of primary school and the third grade of lower secondary school in relation to variables such as age, gender and language attainment level. What is more, this study seeks to explore the extent to which Greek learners are aware of the concept of English as an International Language (EIL) and their attitudes towards and motivation to learn EIL or at least to incorporate some EIL-related features into their English language learning.The data were collected in 27 state schools (13 primary schools and 14 lower secondary schools) in the eastern and western parts of Thessaloniki, Greece. Both quantitative and qualitative approaches were adopted with the overall number of 1,142 survey respondents and the total of 31 interviewees. The data elicitation tools employed were a 71-item attitude/motivation questionnaire, which explored learners’ attitudes towards English, towards learning English at school, towards the native speakers of English and learners’ motivation to learn English for a plethora of reasons; the Oxford Quick Placement Test, which measured the respondents’ language attainment level; and a concise questionnaire used for the short semi-structured interviews. The results of the study highlight that age is the most influential variable across almost all attitude/motivational variables, in which young learners are reported to have more positive attitudes and a higher level of motivation. With regard to the impact of proficiency level, more proficient learners have more positive attitudes towards English and are motivated to learn English for instrumental reasons and for personal enjoyment. In addition, the results show that gender is not influential, and this finding leads to the assumption that, with special reference to English, attitudes and motivation seem to have become gender-neutral. The qualitative data obtained from the short interviews amplified and enriched the findings of the study by providing a more insightful and detailed picture of the learners’ attitudes and motivation.Suggestions for future research and a number of pedagogical recommendations are made on how to increase and sustain learners’ attitudes and motivation and to raise learners’ awareness of EIL, based on the findings of the present study.

Principal Candidates’ Reflective Learning During a Full-Time Internship

2021 ◽  
pp. 194277512110626
Author(s):  
Timothy A. Drake ◽  
Laura Ivey ◽  
Lacey Seaton
Keyword(s):  
Professional Learning ◽  
Teacher Evaluations ◽  
Student Discipline ◽  
Future Research ◽  
Full Time ◽  
Leadership Responsibilities ◽  
Building Relationships ◽  
Principal Candidates ◽  
School Year ◽  
Classroom Walkthroughs

In this case study, we explore how principal candidates made sense of their internship by analyzing their weekly reflections during a school year. We found that candidates’ views of leadership developed from viewing leadership solely through the lens of making decisions and providing direction, to recognizing that much of the work of a school leader came from building relationships and delegating leadership responsibilities. Candidates’ experiences managing student discipline, conducting classroom walkthroughs and teacher evaluations, and leading professional development and professional learning communities (PLCs) were especially developmental. We conclude with implications for preservice training programs and future research.

Students’ Challenging Behavior in Phoenix Primary Schools, South Africa: Impact on Teachers

2021 ◽  
pp. 001312452110123
Author(s):  
Julie Shantone Rubbi Nunan ◽  
Sithabile Ntombela
Keyword(s):  
South African ◽  
School System ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Teaching Profession ◽  
Future Research ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Interpretative Approach

Students’ challenging behavior is impacting negatively on teachers’ wellbeing worldwide. Currently, teaching for some teachers in South African primary schools has become exhausting and daunting to say the least. Teachers feel that they have had enough degradation and are not receiving the respect they, as professionals, deserve. Students’ relentless rampages and their refusal to listen to teachers are pushing teachers to the near brink of mental breakdown. This article, which embraces a qualitative research design and draws on an interpretative approach, derives from a larger case study conducted at three primary schools in Phoenix. To determine “how does students’ challenging behavior impact on teachers,” semi-structured interviews were conducted with five teachers from each sample school ( N  = 15). Thematic analysis was used to classify data for this study. The systems theory applied portrays how behavior transferred from the home and environmental system, into the school system was impacting on teachers. Results indicate that teachers are unhappy and are awaiting their exit from the teaching profession. Furthermore, lack of collaboration between systems deters any amalgamated progress. Future research should concentrate on embracing constructive systems to reduce teachers’ mental and physical stresses in South African primary schools.

Administrators’ professional learning via Twitter: the dissonance between beliefs and actions

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Vincent Cho
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Professional Learning ◽  
Online Community ◽  
Design Methodology ◽  
School Administrators ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Practical Implications

Purpose Although there has been increasing optimism about the potential for social media platforms such as Twitter to support educators’ professional learning, it is yet unclear whether such promises hold true. Accordingly, the purpose of this study is to explore school administrators’ use of Twitter for professional learning. Design/methodology/approach This qualitative case study draws data collected from 17 school administrators from throughout the United States and Canada. In addition to individual, semi-structured interviews, administrators’ tweets were collected for two weeks. This resulted in 1460 tweets. Analyses were aimed at perceptions about Twitter, the knowledge shared, and its impact on practice. Findings Findings presented a paradox: although administrators were enthusiastic about the social and professional benefits associated with Twitter, they did not share or apply much knowledge commonly associated with administrator work. Topically, administrators’ tweets tended to focus on technology, rather than other leadership issues. Also, administrators’ informal tweets focused on norms and relationships in the online community, rather than other dimensions to leadership craft. What’s more, leaders were rarely able to point to direct changes in their school policies or practices resulting from Twitter. Research limitations/implications The present study raises issues for future research, including: How do administrators evaluate the expertise of peers or other resources online? How do leaders negotiate conflict or dialogue online? How might leaders leverage social media as public relations tools? Practical implications Whereas popular media have described the benefits of platforms like Twitter in broad strokes, the present study provides a detailed account of the practitioner experience. This account includes not only descriptions of what leaders might (or might not) be learning via Twitter, but also some of the benefits of being able to socialize with colleagues online. Originality/value As social media use has grown, so has interest in using such platforms for professional learning. However, there is a gap in knowledge regarding the strengths and shortfalls facing administrators. This study breaks new ground by comparing Twitter's purported benefits to user's tweets and outcomes.

scholarly journals Discovering academics' key learning connections

2014 ◽  
Vol 26 (1) ◽  
pp. 56-72 ◽  
Author(s):  
Nino Pataraia ◽  
Anoush Margaryan ◽  
Isobel Falconer ◽  
Allison Littlejohn ◽  
Jennifer Falconer
Keyword(s):  
Social Network ◽  
Professional Learning ◽  
Teaching Practice ◽  
Personal Networks ◽  
Future Research ◽  
Structured Interviews ◽  
Professional Networks ◽  
Content Type ◽  
Effective Learning

Purpose – The aim of this exploratory study is to investigate the role of personal networks in supporting academics' professional learning. In particular, the paper examines the composition of academics' networks and the implications of network tendencies for academics' learning about teaching. Design/methodology/approach – The study adopts a mixed-methods approach. Firstly, the composition of academics' networks is examined using social network analysis. Secondly, the role of these networks in academics' learning about teaching is analysed through semi-structured interviews. Findings – Findings reveal the prevalence of localised and strong-tie connections, which could inhibit opportunities for effective learning and spread of innovations in teaching. The study highlights the need to promote connectivity within and across institutions, creating favourable conditions for effective professional learning. Research limitations/implications – While the study makes a valuable contribution to the literature, the generalisability of these findings is limited, because the sample is restricted to 37 academics. Participants' characteristics and networking behaviours may not be fully representative of academics in a wider range of contexts and settings. Another limitation is that the evaluation of people's learning was limited to self-reported measures. Future research should measure a broader range of evidence related to academics' professional networks. Practical implications – This study extends the discussion of professional learning in academia in a novel way, by taking a social network perspective. The approach employed attempts to enrich the limited understanding of academics' networks, by unpacking the ways in which academics' personal networks support their learning. Originality/value – The originality of this work lies in its intent to uncover relationships that condition professional learning and enhancement of teaching practice. Reflection on personal networks can potentially enable individuals to determine the effectiveness of their networks and the significance of their network connections.

scholarly journals Learning in Collaboration: Exploring Processes and Outcomes

2021 ◽  
pp. 197-218
Author(s):  
Bénédicte Vanblaere ◽  
Geert Devos
Keyword(s):  
School Improvement ◽  
Learning Community ◽  
Learning Outcomes ◽  
Professional Learning ◽  
Primary Schools ◽  
Developmental Stages ◽  
Professional Community ◽  
Learning Potential ◽  
School Year ◽  
One Year

AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.

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