scholarly journals En aksjonsforskningsstudie av samarbeid i grensesoner – betydningen av deltakernes forventninger

2020 ◽  
pp. 573-597
Author(s):  
Elisabeth Stenshorne ◽  
Janne Madsen
Keyword(s):  
Action Learning ◽  
Development Project ◽  
Learning Study ◽  
School Practices ◽  
Resource Teachers ◽  
Professional Boundaries ◽  
School Based ◽  
Cultural Historical Activity ◽  
The University ◽  
Over Time

Based on a specific, school-based development project this article reflects on the participants’ experiences of the process. Experiences are discussed with particular emphasis on expectations from three school leaders, teachers, resource teachers and the university mentors. These participants all joined with different experiences and possibilities. In this case, the mentors from the university are also the researchers. The participants worked across their professional boundaries. Cultural historical activity theory is the framework for gathering and analyzing data and for the collaboration between the participants. Narratives in this action learning study show how expectations support practitioners` involvement and motivation for improvement, which in turn contributes to changing the school practices. Furthermore, when different actors cross boundaries and meet over time in a third space, the dialogue is challenged and refined, and creativity and knowledge trigger new insights and understanding.

scholarly journals When a Patio Becomes a City

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Luis Palacios Labrador ◽  
Beatriz Alonso Romero
Keyword(s):  
Urban Development ◽  
Critical Analysis ◽  
Development Project ◽  
Urban Fabric ◽  
Architectural Elements ◽  
The University ◽  
The City ◽  
Demographic Growth ◽  
Over Time

In the 1950s, the city of Casablanca underwent a surge in demographic growth. Having become a strategic port during the French protectorate, it quickly had to accommodate more than 140,000 new arrivals from the countryside. The most extensive urban development project in the city was Carrières Centrales, introduced as a case study in the CIAM IX by the GAMMA team. Michel Écochard, Candilis and Woods reinterpreted the traditional Moroccan house in a compact horizontal fabric as well as in singular buildings. This became the typology not only for a house, but for the whole city. A revisit to Carrières Centrales 65 years after its construction provides an understanding of the metamorphosis that the urban fabric has undergone over time. The critical analysis in this research aims to uncover the main architectural and social parameters that have influenced its transformation. To achieve this goal, fieldwork was carried out during a research trip in October 2018. The work involved contacting local professors, accessing the archives of the University of Casablanca, interviewing the residents, and redrawing and graphing all the architectural elements that had changed since their construction. The urban fabric of Carrières Centrales was found to have evolved in a way that supports the following hypothesis: if an urban model imported into a developing country does not adapt to the changes in the life of its residents, it is considered a failure.

Promising School-Based Practices for Students with Attention Deficit Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 174-180 ◽  
Author(s):  
Barbara Burcham ◽  
Laurance Carlson ◽  
Richard Milich
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
School Personnel ◽  
Promising Practices ◽  
University Of Kentucky ◽  
School Practices ◽  
Resource Center ◽  
School Based ◽  
Key Features ◽  
The University

The Federal Resource Center (FRC) at the University of Kentucky was charged with locating public school practices that were considered by practitioners to be successful in serving students with attention deficit disorder (ADD) and their families. The FRC formed teams of stakeholders, representing parents, school personnel, health care and family support professionals, and researchers, to develop criteria by which to judge practices and to select promising practices. This article reviews key features of the educational practices that showed strong promise in identification, intervention, and assessment.

scholarly journals Becoming a Science Teacher: Is It Merely a Process of Trial and Error?

2021 ◽  
Author(s):  
Helen Gourlay
Keyword(s):  
Reflective Practice ◽  
Science Teachers ◽  
Action Learning ◽  
Education Programme ◽  
Relative Strength ◽  
Reflective Journals ◽  
School Based ◽  
Preservice Science Teachers ◽  
Audio Recordings ◽  
The University

AbstractIn this paper, I explore preservice science teachers’ (science PSTs’) reflective practice (RP) during a 1-year Postgraduate Certificate in Education programme in England. Previous research suggests that science PSTs are not very reflective, and I hypothesised that lack of reflectivity is related to their difficulty in learning to teach. Science PSTs (n = 38) took part in a teaching intervention designed to support development of RP, and eight volunteered as research participants. Four seminars about the diagnostic teaching cycle and action learning (AL) took place in the university during the year. Data collected included written reflective journals, analyses of critical incidents, and action plans; audio recordings of AL sets; and school-based mentors’ reports of participants’ progress in school placements. I investigated participants’ reflectivity using Zwokdiak-Myers’ nine dimensions of reflective practice. There was substantial variation between participants, and more evidence of reflectivity in some dimensions than in others. A relative strength was that participants adopted a range of teaching strategies (Dimension 6), but linking theory with practice (Dimension 3) was a weakness.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

Disparities in Access to Well-Qualified, Well-Supported Special Educators Across Higher- Versus Lower-Poverty Schools Over Time

2021 ◽  
pp. 001440292110241
Author(s):  
Elizabeth Bettini ◽  
Tuan D. Nguyen ◽  
Allison F. Gilmour ◽  
Christopher Redding
Keyword(s):  
Special Education Teachers ◽  
Schools And Staffing Survey ◽  
Internal Resources ◽  
Material Resources ◽  
School Based ◽  
Student Socioeconomic Status ◽  
Nationally Representative ◽  
Changes Over Time ◽  
Response Policy ◽  
Over Time

Scholars have documented long-standing disparities in access to well-qualified, well-supported teachers, including disparities in access to special education teachers (SETs), based on student socioeconomic status. In response, policy initiatives have aimed to incentivize teaching in higher-poverty schools. Thus, we examined changes over time in disparities between SETs’ demands and resources (including internal resources, such as qualifications, and school-based resources, such as adequate materials), using multiple waves of the nationally representative Schools and Staffing Survey. We found that, by one metric, disparities in certification have closed since 2000. However, SETs in higher poverty schools are significantly more likely to work in self-contained settings than those in lower-poverty schools, and disparities in school-based resources continue to be significant, such that SETs in higher-poverty schools were significantly more likely to teach in self-contained classes, rated teacher cooperation significantly lower, and reported having significantly weaker access to material resources.

Canada’s changing innovation landscape

2021 ◽  
Author(s):  
Md. Razib Alam ◽  
Bonwoo Koo ◽  
Brian Paul Cozzarin
Keyword(s):  
The United States ◽  
Destination Country ◽  
Firm Level ◽  
Individual Level ◽  
Patent Classification ◽  
The Usa ◽  
The Government ◽  
The Individual ◽  
The University ◽  
Over Time

Abstract Our objective is to study Canada’s patenting activity over time in aggregate terms by destination country, by assignee and destination country, and by diversification by country of destination. We collect bibliographic patent data from the Canadian Intellectual Property Office and the United States Patent and Trademark Office. We identify 19,957 matched Canada–US patents, 34,032 Canada-only patents, and 43,656 US-only patents from 1980 to 2014. Telecommunications dominates in terms of International Patent Classification technologies for US-only and Canada–US patents. At the firm level, the greatest number of matched Canada–US patents were granted in the field of telecommunications, at the university level in pharmaceuticals, at the government level in control and instrumentation technology, and at the individual level in civil engineering. We use entropy to quantify technological diversification and find that diversification indices decline over time for Canada and the USA; however, all US indices decline at a faster rate.

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