scholarly journals Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 99 ◽  
Author(s):  
Helena Kovacs
Keyword(s):  
Classroom Management ◽  
Transformative Learning ◽  
Teacher Learning ◽  
New Technology ◽  
Qualitative Inquiry ◽  
Traditional Schools ◽  
Transformative Change ◽  
The Core ◽  
Teacher Professional ◽  
The Individual

In its essence, transformative learning is a dynamic and ever-emerging process, according to the core literature that deals with it. As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and expands forms that need change. Thus, teacher learning that focuses only on new technology, methodology, and classroom management remains informative and valuable, but without a transformative character. This paper explores the underpinning principles of transformative learning by observing the notions of transformative change from the perspective of two non-traditional schools: one in Hungary and the other in Portugal. As such, the analysis and conclusions are formed using the data collectedthrough a qualitative inquiry of teachers and principals from the two selected schools. The results suggest that teacher transformative learning in the two specific settings is intimately related to the awareness and needof change in education provisions, as well as with the challenges that this change brings. The gathered insights pave a way to a better understanding of the intricate and delicate tapestry of teacher learning in occasions inwhich it embraces an everlasting reflective and transformative character. 

An entrepreneurial view of universal work-integrated learning

2020 ◽  
Vol 62 (4) ◽  
pp. 393-411
Author(s):  
AnneMarie Dorland ◽  
David J. Finch ◽  
Nadège Levallet ◽  
Simon Raby ◽  
Stephanie Ross ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Integrated Learning ◽  
Community Partners ◽  
Content Type ◽  
Post Secondary ◽  
The Core ◽  
Program Of Study ◽  
Learning Ecosystem ◽  
Work Integrated Learning ◽  
The Individual

PurposeWork-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?Design/methodology/approachIn this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.FindingsAt the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.Originality/valueUltimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.

scholarly journals Pembelajaran Daring: Ancaman Perusahaan EdTech Pada Sekolah Ditengah Pandemi Covid-19

2021 ◽  
Vol 11 (1) ◽  
pp. 30-36
Author(s):  
Atyanta Nika Rumaksari
Keyword(s):  
Learning Outcomes ◽  
New Technology ◽  
Descriptive Analysis ◽  
Three Dimensional ◽  
Traditional Classroom ◽  
Traditional Schools ◽  
The Core ◽  
And Function ◽  
Meaning And Function ◽  
Operation Cost

Covid-19 forces the traditional classroom learning method to go online; while teachers nowadays struggle to adapt to this new technology, the EdTech firm's market is increasing. That 44 startups were categorized as Unicorn in 2020. Rather than just referring to the analysis of EdTech's functions that help schools conventionally, this study also looks at the theory of economic-based interaction between education-based organizations that threaten schools' meaning and function that shift during this pandemic to online. Based on this premise, we can identify the features of EdTech, which overlap with conventional schools. Our method is conducting Descriptive Analysis based on observed data derived from validated formal research and put them into three dimensional business model patterns to get evidence of the organization’s strategic or tactical operations. This research aims to address whether the emerging of EdTech firms becomes a threat to traditional schools. This work also finds the core value, which drives student's motivation toward learning outcomes in Indonesia. Based on the research, superior ICT technology adaptation plays an essential key in educational activities. It means that EdTech can provide dependence on schools which not yet comply with these features so that when they had cooperation, EdTech can direct or even changing the school’s original values. This cooperation dependency can challenge the school’s operation cost, increasing the risk of supply and management, involving consumer-related decision-making that always benefited EdTech rather than schools.

Reply to Connor and Evers (2020): Critique of the Bias of Crowds Model Simply Restates the Model

2020 ◽  
Author(s):  
Keith Payne ◽  
Heidi A. Vuletich ◽  
Kristjen B. Lundberg
Keyword(s):  
Implicit Bias ◽  
Group Level ◽  
Systemic Racism ◽  
Individual Level ◽  
The Core ◽  
Psychological Science ◽  
Implicit Biases ◽  
The Individual

The Bias of Crowds model (Payne, Vuletich, & Lundberg, 2017) argues that implicit bias varies across individuals and across contexts. It is unreliable and weakly associated with behavior at the individual level. But when aggregated to measure context-level effects, the scores become stable and predictive of group-level outcomes. We concluded that the statistical benefits of aggregation are so powerful that researchers should reconceptualize implicit bias as a feature of contexts, and ask new questions about how implicit biases relate to systemic racism. Connor and Evers (2020) critiqued the model, but their critique simply restates the core claims of the model. They agreed that implicit bias varies across individuals and across contexts; that it is unreliable and weakly associated with behavior at the individual level; and that aggregating scores to measure context-level effects makes them more stable and predictive of group-level outcomes. Connor and Evers concluded that implicit bias should be considered to really be noisily measured individual construct because the effects of aggregation are merely statistical. We respond to their specific arguments and then discuss what it means to really be a feature of persons versus situations, and multilevel measurement and theory in psychological science more broadly.

Pathways to Success Through Identity-Based Motivation

2015 ◽  
Author(s):  
Daphna Oyserman
Keyword(s):  
The Self ◽  
The Core ◽  
Very Young Children ◽  
The Future ◽  
Identity Based ◽  
Future Self ◽  
Fidelity Measures ◽  
The Individual ◽  
Taking Action ◽  
Minimal Effort

Everyone can imagine their future self, even very young children, and this future self is usually positive and education-linked. To make progress toward an aspired future or away from a feared future requires people to plan and take action. Unfortunately, most people often start too late and commit minimal effort to ineffective strategies that lead their attention elsewhere. As a result, their high hopes and earnest resolutions often fall short. In Pathways to Success Through Identity-Based Motivation Daphna Oyserman focuses on situational constraints and affordances that trigger or impede taking action. Focusing on when the future-self matters and how to reduce the shortfall between the self that one aspires to become and the outcomes that one actually attains, Oyserman introduces the reader to the core theoretical framework of identity-based motivation (IBM) theory. IBM theory is the prediction that people prefer to act in identity-congruent ways but that the identity-to-behavior link is opaque for a number of reasons (the future feels far away, difficulty of working on goals is misinterpreted, and strategies for attaining goals do not feel identity-congruent). Oyserman's book goes on to also include the stakes and how the importance of education comes into play as it improves the lives of the individual, their family, and their society. The framework of IBM theory and how to achieve it is broken down into three parts: how to translate identity-based motivation into a practical intervention, an outline of the intervention, and empirical evidence that it works. In addition, the book also includes an implementation manual and fidelity measures for educators utilizing this book to intervene for the improvement of academic outcomes.

A Culture of Organizational Grit From the Perspective of U.S. Military Officers: A Qualitative Inquiry

2021 ◽  
pp. 0095327X2098519
Author(s):  
Celeste Raver Luning ◽  
Prince A. Attoh ◽  
Tao Gong ◽  
James T. Fox
Keyword(s):  
Research Question ◽  
Qualitative Inquiry ◽  
Growth Mindset ◽  
Organizational Level ◽  
Military Officers ◽  
Individual Level ◽  
Qualitative Research Design ◽  
Professional Pride ◽  
The Individual ◽  
The Military

With the backdrop of the utility of grit at the individual level, speculation has begun to circulate that grit may exist as an organizational level phenomenon. To explore this potential construct, this study used an exploratory, qualitative research design. This study explored grit at the organizational level by interviewing leaders’ perceptions of what may be a culture of organizational grit. Participants included 14 U.S. military officers. Seven themes emerged relative to the research question: “What do U.S. military officers perceive as a culture of organizational grit?” Themes included professional pride, team unity, resilience-determination, mission accomplishment, core values, growth mindset, and deliberate practice. This study indicated that a culture of organizational grit is likely a combination of converging organizational elements. Overall, findings indicate that there may be a culture of organizational grit in the military and at the least, more research examining the concept is warranted.

“Leaving No One Behind” as a Site of Contestation and Reinterpretation

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Sakiko Fukuda-Parr ◽  
Thea Smaavik Hegstad
Keyword(s):  
Social Protection ◽  
Inclusive Development ◽  
Vulnerable Groups ◽  
Transformative Change ◽  
The Core ◽  
2030 Agenda ◽  
Social Opportunities ◽  
A Site ◽  
Core Issues ◽  
Distribution Of Income

Abstract One of the most important elements of the 2030 Agenda and the SDGs is the strong commitment to inclusive development, and “leaving no one behind” has emerged as a central theme of the agenda. How did this consensus come about? And what does this term mean and how is it being interpreted? This matters because SDGs shift international norms. Global goals exert influence on policy and action of governments and stakeholders in development operates through discourse. So the language used in formulating the UN Agenda is a terrain of active contestation. This paper aims to explain the politics that led to this term as a core theme. It argues that LNOB was promoted to frame the SDG inequality agenda as inclusive development, focusing on the exclusion of marginalized and vulnerable groups from social opportunities, deflecting attention from the core issues of distribution of income and wealth, and the challenge of “extreme inequality.” The term is adequately vague so as to accommodate wide ranging interpretations. Through a content analysis of LNOB in 43 VNRs, the paper finds that the majority of country strategies identify LNOB as priority to the very poor, and identify it with a strategy for social protection. This narrow interpretation does not respond to the ambition of the 2030 Agenda for transformative change, and the principles of human rights approaches laid out.

Development of an Industry Test Facility and Qualification Process for ILI Technology Evaluation and Enhancements: Performance Evaluation Phase

2018 ◽  
Author(s):  
Pablo Cazenave ◽  
Ming Gao ◽  
Hans Deeb ◽  
Sean Black
Keyword(s):  
Performance Evaluation ◽  
Technology Development ◽  
New Technology ◽  
Test Facility ◽  
Technology Evaluation ◽  
Team Members ◽  
Integrity Assessment ◽  
Evaluation Phase ◽  
The Individual ◽  
Pull Tests

The project “Development of an Industry Test Facility and Qualification Processes for in-line inspection (ILI) technology Evaluation and Enhancements” aims to expand knowledge of ILI technology performance and identify gaps where new technology is needed. Additionally, this project also aims to provide ILI technology developers, researchers and pipeline operators a continuing resource for accessing test samples with a range of pipeline integrity threats and vintages; and inline technology test facilities at the Technology Development Center (TDC) of Pipeline Research Council International, Inc. (PRCI), a PRCI managed facility available for future industry and PHMSA research projects. An ILI pull test facility was designed and constructed as part of this project based on industry state-of-the-art and opportunities for capability improvement. The major ILI technology providers, together with pipeline operator team members, reviewed the TDC sample inventory and developed a series of ILI performance tests illustrating one of multiple possible research objectives, culminating in 16-inch and 24-inch nominal diameter test strings. The ILI technology providers proposed appropriate inspection tools based on the types of the integrity threats in the test strings, a series of pull tests of the provided ILI tools were performed, and the technology providers delivered reports of integrity anomaly location and dimensions for performance evaluation. Quantitative measures of detection and sizing performance were confidentially disclosed to the individual ILI technology providers. For instances where ILI predictions were outside of claimed performance, the vendors were given a limited sample of actual defect data to enable re-analysis, thus demonstrating the potential for improved integrity assessment with validation measurements. In this paper, an evaluation of the ILI data obtained from repeated pull-through testing on the 16 and 24-inch pipeline strings at the TDC is performed. The resulting data was aligned, analyzed, and compared to truth data and the findings of the evaluation are presented.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals Cognitive–behavioural therapy with older people

2007 ◽  
Vol 13 (2) ◽  
pp. 111-118 ◽  
Author(s):  
Ceri Evans
Keyword(s):  
Older People ◽  
Effective Treatment ◽  
Psychiatric Disorders ◽  
Cognitive Behavioural Therapy ◽  
Historical Context ◽  
Behavioural Therapy ◽  
Age Group ◽  
The Core ◽  
Cognitive Behavioural ◽  
The Individual

Cognitive–behavioural therapy (CBT) is an effective treatment for a number of psychiatric disorders in adults of all ages. With the proportion of the population aged 65 or over increasing steadily, it is important to be aware of how the CBT needs of this age group can be best met. This article provides an overview of CBT and the historical context of using it with older people. Although an understanding of the individual, irrespective of age, is at the core of CBT, potential modifications to the procedure and content aimed at optimising its effectiveness for older people are discussed.

Computerized Image Enhancement for Visually Impaired Persons: New Technology, New Possibilities

1986 ◽  
Vol 80 (7) ◽  
pp. 849-854
Author(s):  
E. Pell ◽  
L. E. Arend ◽  
G. T. Timberlake
Keyword(s):  
Image Enhancement ◽  
Visually Impaired ◽  
Transfer Functions ◽  
Spatial Scales ◽  
New Technology ◽  
Age Related ◽  
Visual Degradation ◽  
The Individual ◽  
Visually Impaired Persons ◽  
Made In

Patients with age-related visual loss suffer reduced ability to recognize faces and other scenes in photographs and on television. Recently, progress has been made in image enhancement, using controlled distortion of digitally stored images that increases their usefulness in particular applications. Described are two approaches to image enhancement for the visually impaired. In one approach, the visual losses that characterize individual patients and disease classes are described using detailed measurements of visual degradation transfer functions, which are profiles of loss of image information at various spatial scales. The particular distortion used for image enhancement is then adjusted to the impairment of the individual patient or disease class. A second approach takes advantage of the resemblance between the visual losses of many patients and the degradation of picture information in other applications due to external limitations (e.g., fog and haze) on photography. Several enhancement algorithms have been found useful with such images and may also improve picture recognition by the visually impaired.

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