Applicability of General Education Research Findings in Career and Technical Teacher Education: A Case Study

The purpose of this study was to better understand how teachers in Wales differ from their counterparts in England in regard to their engagement with educational research. In 2010, the National Foundation for Educational Research (NFER) conducted a study of over 4,000 teachers in England. Many of the questions referred to their engagement in forms of educational research. In 2013, the same questions were posed to 216 teachers in Wales. A comparison of the findings indicate teachers in Wales were more likely to have recently undertaken action research than the England teachers. They also found others' research findings more useful in their teaching. Additionally, the teachers in Wales were more likely than England teachers to agree that they know where to find relevant research to inform their teaching and that they are able to understand and use the research. With recent concerns over educational research and initial teacher education (ITE) in Wales, these findings provide insight into how teachers in Wales perceive and engage with education research and may help to inform policies enabling teachers to produce and implement evidencebased practices into their pedagogy.

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Structure of LEAD in the Secondary Panel

Advances in Educational Marketing, Administration, and Leadership - Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success ◽

10.4018/978-1-7998-2430-5.ch009 ◽

2020 ◽

pp. 145-172

Author(s):

Ruxandra Bianca Nahaiciuc

Keyword(s):

Education Research ◽

Student Success ◽

Student Teachers ◽

Teacher Candidates ◽

Holistic Education ◽

Success Strategies ◽

Teaching Approaches ◽

Individual Support ◽

Research Findings

This chapter provides readers with an applied example of the L.E.A.D. Program for Teacher Candidates within the secondary panel. This intrinsic case study explores a compensatory school's student success solution through an increase of Student Success Literate (SSL) Student Teachers. Their presence and conscious efforts contribute to the overall implementation of the school's student success strategies, adapted from Adlai Stevenson High School's intervention model. The five main themes that emerged were: i) the collective is a benefit; ii) visibility and accountability; iii) shift in teaching approaches; iv) increased individual support; and, v) holistic education. Research findings indicate how the L.E.A.D. program shapes teachers into mindful educators equipped with foundational knowledge that bolsters student success and provides an accurate depiction of the working structure of the program in the secondary panel.

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Quality in Teacher Education: Evidence from the Universities of Sindh, Pakistan

Journal of Language Teaching and Research ◽

10.17507/jltr.0905.04 ◽

2018 ◽

Vol 9 (5) ◽

pp. 916 ◽

Cited By ~ 1

Author(s):

Zafarullah Sahito ◽

Pertti Vaisanen

Keyword(s):

Teacher Education ◽

Narrative Analysis ◽

Research Study ◽

Case Study Approach ◽

Analysis Techniques ◽

Study Approach ◽

Qualitative Research Design ◽

Five Factors ◽

Research Findings

The quality in teacher education is an emergent topic and area that is discussed throughout the world by teachers, researchers, students, parents and other all concerned and non-concerned stakeholders. Because everyone is connected directly and indirectly to their education system and want to send their children and siblings to those institutions where they get proper, right and authentic education to cater the needs and requirements of the present and future, which is the need of time to live peacefully and prosperously. The qualitative research design with case study approach was employed to collect data and then analysed through thematic-narrative analysis techniques. The study is revolving around the five factors given by UNICEF (2000) such as students and teachers as learners; curriculum/content, material and standards; processes; environments; and outcomes respectively. The findings of this research study would be an excellent addition to the available research findings and the literature of quality education.

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Cree Elders’ Perspectives on Land-Based Education: A Case Study

Brock Education Journal ◽

10.26522/brocked.v28i1.783 ◽

2018 ◽

Vol 28 (1) ◽

pp. 74-91

Author(s):

John Hansen

Keyword(s):

Education Research ◽

Cultural Values ◽

Indigenous Peoples ◽

Indigenous Communities ◽

Well Being ◽

Policy Recommendations ◽

Indigenous Cultures ◽

Research Findings ◽

Indigenous Land

This study deals with the notion that Indigenous peoples are concerned with preserving their communities, nations, cultural values, and educational traditions. Indigenous peoples have a land-based education system that emerges out of their own worldviews and perspectives, which need to be applied to research concerning Indigenous cultures. This work explores Indigenous land-based education through the perspectives of Cree Elders of Northern, Manitoba. Six Cree Elders were interviewed to explore the ideas and practices of land-based education. The article engages discussion of Indigenous land-based education stemming from Elders’ teachings of Indigenous knowledge, cultural values, identity, and vision. Informed by Cree Elders, this qualitative study articulates an Indigenous interpretation of land-based education. Research findings demonstrate that Indigenous land-based education can be used to promote well-being among Indigenous peoples in Canada. While the study is based on the Cree experience in Northern Manitoba, its message is significant to many other Indigenous and non-Indigenous communities. Drawing on the Elders’ teachings, policy recommendations are generated for advancing Indigenous land-based education

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A Case Study in Japanese Teacher Education

PsycCRITIQUES ◽

10.1037/040934 ◽

2005 ◽

Vol 50 (9) ◽

Cited By ~ 1

Author(s):

Lowell Brubaker

Keyword(s):

Teacher Education

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Analyzing CMS affordances through the RAT framework for online language teacher education: A case study

PsycEXTRA Dataset ◽

10.1037/e610152012-045 ◽

2012 ◽

Author(s):

Esther Smidt ◽

James Schumann ◽

Karen Clement ◽

Jesse Greenleaf ◽

Mandy Nelson ◽

...

Keyword(s):

Teacher Education ◽

Language Teacher Education ◽

Language Teacher

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The Effects of Teaching Reflection Diaries on In-Service High School Teachers in Japan

Relay Journal ◽

10.37237/relay/030107 ◽

2020 ◽

pp. 80-99

Author(s):

Naoya Shibata

Keyword(s):

High School ◽

High School Teachers ◽

Illustrative Case ◽

Teaching Beliefs ◽

Experienced Teacher ◽

Female Teachers ◽

Self Confidence ◽

Research Findings ◽

Illustrative Case Study

Although teaching reflection diaries (TRDs) are prevalent tools for teacher training, TRDs are rarely used in Japanese secondary educational settings. In order to delve into the effects of TRDs on teaching development, this illustrative case study was conducted with two female teachers (one novice, and one experienced) at a Japanese private senior high school. The research findings demonstrated that both in-service teachers perceived TRDs as beneficial tools for understanding their strengths and weaknesses. TRDs and class observations illustrated that the novice teacher raised their self-confidence in teaching and gradually changed their teaching activities. On the other hand, the experienced teacher held firm teaching beliefs based on their successful teaching experiences and were sometimes less willing to experiment with different approaches. However, they changed their teaching approaches when they lost balance between their class preparation and other duties. Accordingly, although teachers’ firm beliefs and successful experiences may sometimes become possible hindrances from using TRDs effectively, TRDs can be useful tools to train and help teachers realise their strengths and weaknesses.

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Design and Analysis for Quantitative Research in Music Education

10.1093/oso/9780199391905.001.0001 ◽

2018 ◽

Cited By ~ 2

Author(s):

Peter Miksza ◽

Kenneth Elpus

Keyword(s):

Education Research ◽

Data Analysis ◽

Music Education ◽

General Education ◽

Research Design ◽

Quantitative Research ◽

Traditional Design ◽

Design Type ◽

To Come ◽

Analytical Approaches

This book is an introduction to quantitative research design and data analysis presented in the context of music education scholarship. The book aims for readers to come away with a familiarity of prototypical research design possibilities as well as a fundamental understanding of data analysis techniques necessary for carrying out scientific inquiry. The book includes examples that demonstrate how the methodological and statistical concepts presented throughout can be applied to pertinent issues in music education. For the majority of Part I, the strategy is to present traditional design categories side by side with explanations of general analytical approaches for dealing with data yielded from each respective design type. Part II consists of chapters devoted to methodological and analytical approaches that have become common in related fields (e.g., psychology, sociology, general education research, educational policy) but are as yet not frequently exploited by music education researchers. Ultimately, this work is motivated by a desire to help scholars acquire the means to actualize their research curiosities and to contribute to the advancement of rigor in music education research throughout the profession at large.

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Sustainability and Stakeholder Awareness: A Case Study of a Scottish University

Sustainability ◽

10.3390/su13084186 ◽

2021 ◽

Vol 13 (8) ◽

pp. 4186

Author(s):

Abdulhakeem Raji ◽

Abeer Hassan

Keyword(s):

Signaling Theory ◽

Relevant Information ◽

Voluntary Exercise ◽

Communication Tool ◽

Individual Interviews ◽

Study Approach ◽

Research Findings ◽

Definition Of ◽

The University

This paper adopted a case study approach to investigate the sustainability practices of a Scottish university in order to understand if sustainability forms part of its central policy agenda. As such, the paper focuses on the levels of awareness and disclosure of their sustainable practices, measuring the impacts and effectiveness of those initiatives. This paper introduces signaling theory to explore the idea that appropriate communication via integrated thinking can close the gap between the organization and its stakeholders. We believe that the provision of this relevant information will lead to better communication between the organization and its stakeholders, supporting a signaling theory interpretation. Therefore, we are suggesting that integrated thinking is an internal process that organizations can follow to increase the level of disclosure as a communication tool with stakeholders. From the literature reviewed, four themes were identified (definition of university sustainability, sustainability awareness, disclosure framework within universities, and level of accountability). The research adopted a pragmatic view and conducted individual interviews with participants belonging to three stakeholder groups (members of the university’s senior management, the governing council, and the student union executive). Although this study focused on just one Scottish university, it should still provide some insight for the better understanding of the underpinning issues surrounding the sustainability accountability practices of Scottish universities in general. The research findings indicated that the university prioritized only two sustainability dimensions—economic and environmental—and that the university still perceived sustainability as a voluntary exercise. Additionally, it is evident that the university had no framework in place for measuring its sustainability delivery—and therefore had no established medium of communicating these activities to its stakeholders. Moreover, research findings showed that the social and educational context of sustainability was lacking at the university. The university has done little or nothing to educate its stakeholders on sustainability.

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Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

Research in Education ◽

10.1177/0034523721989370 ◽

2021 ◽

pp. 003452372198937

Author(s):

Caroline Elbra-Ramsay

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Small Scale ◽

First Year ◽

Case Study Methodology ◽

Study Methodology ◽

Undergraduate Programme ◽

Phenomenological Case Study ◽

International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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