scholarly journals Connecting classrooms in rural communities through interactive whiteboards

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Jane Mitchell ◽  
Jane Hunter ◽  
Nicole Mockler
Keyword(s):  
Rural Communities ◽  
Classroom Environment ◽  
Teaching Practice ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Pedagogical Practices ◽  
Video Conference ◽  
South Wales ◽  
Group Interviews ◽  
Connected Classroom

<span>This paper reports on the uses of interactive whiteboards in 'connected classrooms' in rural New South Wales, Australia. The research specifically focuses on the e</span><sup>2</sup><span> program, a senior school initiative among five schools that seeks to extend the range of curriculum options available for students by connecting classrooms using video conference and interactive whiteboard technology. Teachers working in these environments have created specific sets of pedagogical practices. Through a series of focus group interviews and observations of classrooms, the research has sought to document core features of the teaching practice in the connected classroom environment. The research details the ways in which the interactive whiteboard provides a key visual focus for all lessons in the connected classroom; how the interactive whiteboard is used alongside a video conference screen; and reasons why teachers are committed to working with these technologies.</span>

scholarly journals A Study of the English Teaching Practice at a Language Institute

2011 ◽  
pp. 126
Author(s):  
Julia Zoraida Posada Ortiz ◽  
Luceli Patiño Garzón
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Approach ◽  
Pedagogical Practices ◽  
Production Model ◽  
English Teaching ◽  
Teachers And Students

This study aims to describe the pedagogical practices that take place at the Language Institute of a university based on the observation of classes, questionnaires and interviews of teachers and students. In order to achieve the purpose of the project, the researchers adopted a qualitative approach and also combined an ethnographic perspective which denotes a constant reflection on the part of the teachers who participated as objects of the study. The results of the study demonstrate that most of the teachers employ the PPP (Presentation, Practice, and Production) model to language teaching and that the students make use of direct and indirect strategies in order to help themselves learning.

scholarly journals Perspectives of Lower Primary Teachers Implementing New Numeracy Strategies in Maritime Schools in Fiji

2021 ◽  
Author(s):  
◽  
Helen Prakash
Keyword(s):  
Significant Proportion ◽  
Implementation Process ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
Constrained Environments ◽  
Group Interviews ◽  
Context Specific ◽  
Past Experiences ◽  
Teachers Perspectives ◽  
New Strategies

<p>In Fiji, concerns about the quality of education and low standards of achievement, particularly salient in numeracy, have led to reform initiatives requiring teacher pedagogical shifts to more evidence-based and learner-centered approaches. Despite previously unsuccessful reforms, the capacity of maritime teachers to successfully adapt curricula in their geographically constrained environments has never been considered, despite them forming a significant proportion of the primary teaching force.  This interpretative qualitative study examines the implementation of a recent reform-based numeracy strategy in lower primary mathematics classrooms of maritime schools. Specifically, teachers’ perspectives on the implementation process, their experiences with the new strategies, associated challenges, and maritime context-specific barriers have been investigated.  Data were collected through two in-context focus group interviews with 13 participants and 62 returned questionnaires. The findings of the study reveal that teachers’ perceptions and receptivity to the new numeracy strategies were strongly influenced by factors such as past experiences with reforms and increased expectations. While teachers understood key ideas underlying the reform to improve student’s mathematical knowledge and were inclined to alter pedagogical practices, most teachers felt a disconnect in terms of not being supported well enough to fully incorporate the new strategies. Teachers identified the need for a contextually-relevant supportive network and structures, both professional and personal, as essential to overcoming numerous challenges they encountered while living and working in maritime areas of Fiji.</p>

Peer Mentoring to Foster Resilient Age-Friendly Rural Communities in Maine

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 420-420
Author(s):  
Jennifer Crittenden ◽  
Laura Lee ◽  
Patricia Oh
Keyword(s):  
Rural Communities ◽  
Social Engagement ◽  
Peer Mentoring ◽  
Relationship Building ◽  
Built Environments ◽  
Community Initiatives ◽  
The Social ◽  
Resilient Communities ◽  
Group Interviews ◽  
New Strategies

Abstract Maine has a growing number of age-friendly community initiatives (AFCIs); 116 communities are actively working to adapt the social, service, and built environments for aging and 71 have formally joined the AARP Network of Age-Friendly States and Communities. During COVID, rural municipalities were faced with dynamic changes that limited older resident’s access to services and social engagement. To overcome these limitations, it is critical for emergent AFCIs to have tools and strategies to maintain and further enhance healthy environments and resilient communities. This study uses group interviews with 6 leaders of established AFCIs and 6 leaders of emergent AFCIs to explore how the Lifelong Fellows Program, a peer mentoring model that matches experienced leaders with newly formed initiatives, was able to spur development of new strategies to build community resilience. Prominent themes were (1) engaging new local and regional partners; (2) intergenerational volunteerism; (3) fun and flexibility; and (4) relationship-building.

Community, Place, and Culture

2020 ◽  
pp. 246-258
Author(s):  
Rachael Waller
Keyword(s):  
Rural Communities ◽  
Lived Experiences ◽  
Teacher Educator ◽  
Pedagogical Practices ◽  
Rural Sustainability ◽  
Place Based Education

In this chapter, the author chronicles experiences living and teaching in three rural communities in the Midwest and, consequently, these experiences' impacts on practice. The chapter begins with a discussion on rural sustainability and culturally sustaining pedagogies. Next, themes of community, place, and culture are explored. Pedagogical practices such as place-based education are discussed. Then, authentic experiences from three uniquely diverse settings are shared. Finally, a statement about how these stories and lived experiences shape teacher educator identity and practice is provided.

The Koori Growing Old Well Study: investigating aging and dementia in urban Aboriginal Australians

2014 ◽  
Vol 26 (6) ◽  
pp. 1033-1043 ◽  
Author(s):  
Kylie Radford ◽  
Holly A. Mack ◽  
Hamish Robertson ◽  
Brian Draper ◽  
Simon Chalkley ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Rural Communities ◽  
Successful Aging ◽  
Aboriginal People ◽  
Well Being ◽  
Population Based ◽  
Prevalence Rates ◽  
Aboriginal Communities ◽  
Aboriginal Australians ◽  
South Wales

ABSTRACTBackground:Dementia is an emerging health priority in Australian Aboriginal communities, but substantial gaps remain in our understanding of this issue, particularly for the large urban section of the population. In remote Aboriginal communities, high prevalence rates of dementia at relatively young ages have been reported. The current study is investigating aging, cognitive decline, and dementia in older urban/regional Aboriginal Australians.Methods:We partnered with five Aboriginal communities across the eastern Australian state of New South Wales, to undertake a census of all Aboriginal men and women aged 60 years and over residing in these communities. This was followed by a survey of the health, well-being, and life history of all consenting participants. Participants were also screened using three cognitive instruments. Those scoring below designated cut-offs, and a 20% random sample of those scoring above (i.e. “normal” range), completed a contact person interview (with a nominated family member) and medical assessment (blind to initial screening results), which formed the basis of “gold standard” clinical consensus determinations of cognitive impairment and dementia.Conclusion:This paper details our protocol for a population-based study in collaboration with local Aboriginal community organizations. The study will provide the first available prevalence rates for dementia and cognitive impairment in a representative sample of urban Aboriginal people, across city and rural communities, where the majority of Aboriginal Australians live. It will also contribute to improved assessment of dementia and cognitive impairment and to the understanding of social determinants of successful aging, of international significance.

Aborigines and Their Central Schools: Part I

1989 ◽  
Vol 17 (4) ◽  
pp. 11-20 ◽  
Author(s):  
Bob Hill
Keyword(s):  
Rural Communities ◽  
Research Study ◽  
New South ◽  
Department Of Education ◽  
Quality Of Education ◽  
Western Region ◽  
Major Research ◽  
South Wales ◽  
The Western Region

Central Schools in New South Wales administratively combine primary and secondary schools on a single site. They are normally located in small, relatively isolated, rural communities. In the Western Region of the NSW Department of Education there are 19 Central Schools varying in size from 88 to 557 students. At the time of this study eight of the Central Schools catered for students from kindergarten to Year 12, the remaining eleven catered for kindergarten to Year 10.In 1987/88 Mitchell CAE, in collaboration with the Department of Education in the Western Region, undertook a major research study into the perceptions of Central Schools held by those most closely involved (Sinclair 1988). Prior to the study much of the knowledge of how Central Schools were perceived was anecdotal and impressionistic. This study aimed at gathering comparative data from all Western Region Central Schools about how those who taught, studied, or sent their children there perceived the quality of education provided by Central Schools.

scholarly journals A community outbreak of Campylobacter jejuni infection from a chlorinated public water supply

2007 ◽  
Vol 135 (7) ◽  
pp. 1151-1158 ◽  
Author(s):  
G. RICHARDSON ◽  
D. Rh. THOMAS ◽  
R. M. M. SMITH ◽  
L. NEHAUL ◽  
C. D. RIBEIRO ◽  
...  
Keyword(s):  
Rural Communities ◽  
Campylobacter Jejuni ◽  
Water Consumption ◽  
Tap Water ◽  
Population Attributable Risk ◽  
Public Water Supply ◽  
South Wales ◽  
Sporadic Cases ◽  
Maintenance And Inspection

SUMMARYAn outbreak of Campylobacter jejuni infection occurred in a South Wales Valleys housing estate. Illness in estate residents was associated with tap water consumption [population attributable risk (PAR) 50%, relative risk (RR) 2·53, 95% confidence interval (CI) 1·9–3·37] and residence in the upper estate (PAR 49%, RR 2·44, 95% CI 1·83–3·24). Amongst upper estate residents, rates of diarrhoeal illness increased with rates of water consumption (OR 18, 95% CI 3·5–92·4 for heaviest consumers, χ2 trend P<0·0001). The upper estate received mains water via a covered holding reservoir. A crack in the wall of the holding reservoir was identified. Contamination with surface water from nearby pasture land was the likely cause of this outbreak. Service reservoirs are common in rural communities and need regular maintenance and inspection. The role of water in sporadic cases of campylobacter enteritis may be underestimated.

scholarly journals Interactive Whiteboards in Mathematics Teaching: A Literature Review

2014 ◽  
Vol 2014 ◽  
pp. 1-16 ◽  
Author(s):  
Mauro De Vita ◽  
Lieven Verschaffel ◽  
Jan Elen
Keyword(s):  
Classroom Environment ◽  
Large Scale ◽  
New Technology ◽  
Interactive Whiteboards ◽  
Technology In The Classroom ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Instructional Environments ◽  
Innovative Tool

An interactive whiteboard (IWB) is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs) in mathematics classrooms. The reviewed studies offer a wide view of IWBs’ affordances, of the more interesting didactic practices, and of the difficulties of embedding this new technology in the classroom. The capabilities of IWBs to enhance the quality of interaction, and, consequently, to improve conceptual mathematical understanding are broadly recognized. Despite these capabilities, evidence from the studies points to a certain inertia on the part of many teachers to do anything else than use IWBs as large-scale visual blackboards or presentation tools. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and, more specifically, to stimulate the design of new kinds of learning environments.

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