scholarly journals Navigating Uncharted Waters: Teachers Collaborating Across Difference

2021 ◽  
Author(s):  
◽  
Anne Hynds
Keyword(s):  
Culturally Diverse ◽  
Teaching Practice ◽  
Pilot Project ◽  
Shared Vision ◽  
Collaborative Partnership ◽  
Collaborative Partnerships ◽  
Student Groups ◽  
School Communities ◽  
Sustaining Change ◽  
Collective Work

<p>This thesis provides a unique navigational story which describes my own careful exploration of a collaborative dynamic when culturally diverse teachers worked together on a unique professional development initiative. Between 2001 and 2003 the Ministry of Education in Aotearoa/New Zealand funded the first phase of an action research initiative, Te Kauhua/Maori in the Mainstream Pilot Project, in a number of schools across the country. This initiative aimed to improve teaching practice and outcomes for Maori students through the development of collaborative partnerships between MÃ ori and non-Maori within participating school communities. I worked to gather the stories of teachers' collaborative partnership work, from various perspectives over a period of two years, in two schools which had taken part in this first phase of this government funded project. The immediate result of such collective work was a commitment to work together for change and improvement in practice, and an apparent transformation in the thinking and practices of many teachers. My initial analysis highlighted partnership mechanisms and processes which held much promise and which had enabled the beginnings of change within and across both school communities. However as I continued my investigation over time I came to realise that sustaining change and development in schools, targeted at student groups who have been marginalised in the education system for a long time, was more complex than I first realised. Beneath the surface, in both schools, were submerged influences which militated against continuation and acceptance of such collaborative partnership work within and across both cultural communities. It became increasingly clear that a lack of shared vision across the schools generally, together with active resistance on the parts of particular groups, contributed to destroying the respect, trust and partnership that I thought had been established within the staff communities. This thesis therefore outlines the opportunities, challenges and threats to collaborative partnership work that aims to improve practice and outcomes for culturally diverse students.</p>

scholarly journals Navigating Uncharted Waters: Teachers Collaborating Across Difference

2021 ◽  
Author(s):  
◽  
Anne Hynds
Keyword(s):  
Culturally Diverse ◽  
Teaching Practice ◽  
Pilot Project ◽  
Shared Vision ◽  
Collaborative Partnership ◽  
Collaborative Partnerships ◽  
Student Groups ◽  
School Communities ◽  
Sustaining Change ◽  
Collective Work

<p>This thesis provides a unique navigational story which describes my own careful exploration of a collaborative dynamic when culturally diverse teachers worked together on a unique professional development initiative. Between 2001 and 2003 the Ministry of Education in Aotearoa/New Zealand funded the first phase of an action research initiative, Te Kauhua/Maori in the Mainstream Pilot Project, in a number of schools across the country. This initiative aimed to improve teaching practice and outcomes for Maori students through the development of collaborative partnerships between MÃ ori and non-Maori within participating school communities. I worked to gather the stories of teachers' collaborative partnership work, from various perspectives over a period of two years, in two schools which had taken part in this first phase of this government funded project. The immediate result of such collective work was a commitment to work together for change and improvement in practice, and an apparent transformation in the thinking and practices of many teachers. My initial analysis highlighted partnership mechanisms and processes which held much promise and which had enabled the beginnings of change within and across both school communities. However as I continued my investigation over time I came to realise that sustaining change and development in schools, targeted at student groups who have been marginalised in the education system for a long time, was more complex than I first realised. Beneath the surface, in both schools, were submerged influences which militated against continuation and acceptance of such collaborative partnership work within and across both cultural communities. It became increasingly clear that a lack of shared vision across the schools generally, together with active resistance on the parts of particular groups, contributed to destroying the respect, trust and partnership that I thought had been established within the staff communities. This thesis therefore outlines the opportunities, challenges and threats to collaborative partnership work that aims to improve practice and outcomes for culturally diverse students.</p>

scholarly journals ESL and content teachers’ collaboration

2019 ◽  
Vol 14 (1) ◽  
pp. 1-18
Author(s):  
Amanda Giles ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Teaching Practice ◽  
School Administrators ◽  
Collaborative Partnerships ◽  
Esl Students ◽  
Esl Teachers ◽  
Educational Stakeholders ◽  
Mainstream Classrooms

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

scholarly journals Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021 ◽  
Vol 11 (5) ◽  
pp. 54
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Steffen Kersten
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Academic Staff ◽  
Descriptive Analysis ◽  
Working Hours ◽  
Pilot Project ◽  
Research Process ◽  
Training Course ◽  
Online Teacher Training ◽  
High Level

The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.

The ASCD Healthy School Communities project: formative evaluation results

2015 ◽  
Vol 115 (3/4) ◽  
pp. 269-284 ◽  
Author(s):  
Robert F. Valois ◽  
Theresa C. Lewallen ◽  
Sean Slade ◽  
Adriane N. Tasco
Keyword(s):  
School Improvement ◽  
School Health ◽  
Formative Evaluation ◽  
Team Leadership ◽  
Pilot Project ◽  
School Site ◽  
Content Type ◽  
School Communities ◽  
Evaluation Question ◽  
Continuous School Improvement

Purpose – The purpose of this paper is to report the formative evaluation results from the Association for Supervision and Curriculum Development Healthy School Communities (HSC) pilot project. Design/methodology/approach – This study utilized 11 HSC pilot sites in the USA (eight sites) and Canada (three sites). The evaluation question was “What are the levers of change in a school community that allow for the initiation and implementation of best practice and policy for improving school health?” Pre- and post-site visits along with in-depth interviews with school teams, teachers, students, administrators, community stakeholders and other involved individuals, school site report reviews, Healthy School Report Card results and school improvement plans were used for evaluation purposes. Findings – This study identified nine levers of change: principal as leader of the HSC efforts; active and engaged leadership; distributive team leadership; effective use of data for continuous school improvement; integration of the HSC process with the school improvement process; ongoing and embedded professional development; authentic and mutually beneficial community collaborations; stakeholder support of the local HSC effort; and creation or modification of school policy related to HSC that increased the likelihood that school improvement via health promotion would be pursued and sustained. Research limitations/implications – Owing to the qualitative methods used in this study and the number of schools in the pilot project, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation question further. Practical implications – This study has implications for schools seeking to create sustainable, systemic integration of health and education for effective health-promoting schools and continuous school improvement. Originality/value – This study provides evidence that integration of health and education can become a sustainable and integral part of a school’s culture.

scholarly journals IMPLEMENTATION OF INCLUSION IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Inna Fedotenko ◽  
Irina Yugfeld
Keyword(s):  
School Violence ◽  
Inclusive Education ◽  
Teaching Practice ◽  
Role Playing ◽  
Educational Process ◽  
Special Educational Needs ◽  
Difficult Situation ◽  
Student Groups ◽  
Role Playing Games ◽  
The University

The authors consider the ways and means of implementing the idea of inclusion in the university educational process. The researchers have included information on the history of inclusion, on various models of inclusive education, and on the specifics of a family with a child with special educational needs in the content of psychological and pedagogical disciplines, as well as elective courses. The authors have introduced new tasks of teaching practice, with students describing conflicts, bullying, mobbing, and school violence in traditional and inclusive classrooms. Stu-dents have been asked to justify their intended actions, which could prevent potential risks and find a competent way out of a difficult situation. Plot-role-playing games and group discussions held in student groups on the problems of "special" children and migrant schoolchildren have also facilitated implementation of the idea of inclusion. Discussion teaches future teachers to coordinate positions, values, to make decisions, and helps them see new personal meanings. Students' daily communication at the university with physically or mentally challenged mates with students of different cultures, faiths, and languages has played a significant role in their acceptance of inclusion.

scholarly journals Supporting the activities of curators who do not have a basic pedagogical education at S. Seifullin Agro Technical University

2021 ◽  
Vol 273 ◽  
pp. 12009
Author(s):  
Almagul Zhussupova ◽  
Svetlana Shmachilina-Tsibenko ◽  
Gulmira Suleimenova ◽  
Dinara Shakhmetova ◽  
Ainagul Yermekova
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Teaching Practice ◽  
Student Groups ◽  
Higher Education System ◽  
Research And Teaching ◽  
Pedagogical Competence ◽  
Technical University ◽  
The Right

At present, the priority goal of the higher education system is the formation of a personality not only professionally competent, but also tolerant, capable of creativity, able to predict his role in a dynamic world, responsible and passionate. Actually, all these characteristics are set by the labor market for the training of qualified and competitive personnel. However, as scientific research and teaching practice show, not all students can independently achieve the necessary results due to their lack of adaptation to higher education. Therefore, we need specialists who can help them in this and show them the right direction. In this regard, there is a growing interest in the study of curatorial activity, its role and place in the higher education system. The article, within the framework of the "School of Curators" created at S. Seifulin Agro Technical University, analyzes the results of diagnostics in order to identify the pedagogical competence of curators, focuses on a number of reasons that impede their activities, as well as a number of tested areas of activity that contribute to their elimination, offers a number of measures aimed to improve the pedagogical culture of curators of student groups who do not have a basic pedagogical education.

scholarly journals Dropout at university level in Serbia: Analysis of measurement, research findings, services and prevention measures

2020 ◽  
Vol 52 (2) ◽  
pp. 479-519
Author(s):  
Ivana Stepanovic-Ilic ◽  
Oliver Toskovic ◽  
Ksenija Krstic ◽  
Marina Videnovic
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Drop Out ◽  
International Studies ◽  
Prevention Measures ◽  
Student Groups ◽  
Teacher Student ◽  
Research Findings ◽  
University Level

Dropout in higher education attracts great attention due to serious effects on an individual and on society. This is an exploratory study aimed at: analysing drop?out measurement and tracking in the Serbian higher education, reviewing studies on dropout causes, and identifying available services and prevention measures. Various techniques are used to achieve these goals (statistics analysis, literature review, qualitative content analysis). Our results show that: 1. There are no accepted dropout definitions nor official statistics, but some rate estimate could be given; 2. Research is not systematic, but covers three major dropout factors (individual, socio-demographic, studying conditions); 3. Services are sporadic and not visible enough; 4. Legislation reveals state interest in promoting higher education, but implemented measures are not adequate enough. We see establishment of the Unified Education Information System as an important step in precise dropout measurement. There is a need for flexible studying routes and increased financial support orientated more towards vulnerable student groups. International studies highlight the importance of intensification of teacher-student and peer interaction built in modern student-centred teaching practice. At the end, we advocate creating a new educational policy by combining two major frameworks in this field and relying on inclusive research.

scholarly journals Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

2017 ◽  
Vol 9 (1) ◽  
pp. 160-171 ◽  
Author(s):  
Janet Rose ◽  
Louise Gilbert ◽  
Rebecca McGuire-Snieckus ◽  
Licette Gus ◽  
Karen McInnes ◽  
...  
Keyword(s):  
Young People ◽  
Case Studies ◽  
School Engagement ◽  
Well Being ◽  
Pilot Project ◽  
Parental Engagement ◽  
Home School ◽  
Collaborative Partnerships ◽  
Children And Young People ◽  
Attachment Research

Background:Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, the Attachment Aware Schools program provides a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people.Objective:The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behavior, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families.Method:As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-based framework.Results:Although the case study sample size is small (N=10), the case studies presented here illustrate how the Attachment Aware Schools program can promote increased home-school engagement and shared practice between home and school. Outcomes include improved home-school relationships, reductions in behavioral incidents, and improved family dynamics.Conclusion:Attachment Aware Schools can be a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people.

scholarly journals Struggling for Change in Chilean EFL Teacher Education

2011 ◽  
Vol 12 (2) ◽  
pp. 110 ◽  
Author(s):  
Mary Jane Abrahams ◽  
Miguel Farias
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Teaching Practice ◽  
Language Education ◽  
Curriculum Innovation ◽  
Traditional Curriculum ◽  
School Communities ◽  
Efl Teacher ◽  
Efl Teacher Education

We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.

scholarly journals Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform

2021 ◽  
Author(s):  
◽  
Robin Timothy Fabish
Keyword(s):  
Student Achievement ◽  
Change Agents ◽  
Shared Vision ◽  
Educational Institutions ◽  
Clear Understanding ◽  
Political Issues ◽  
School Communities ◽  
Roles And Responsibilities ◽  
Aotearoa New Zealand ◽  
Kaupapa Māori

<p>Māori change agents are often employed in educational initiatives that seek to redress Māori student achievement inequities in Aotearoa New Zealand. Their experience in this role is under researched. This qualitative research project uses a kaupapa Māori approach to investigate the experiences of Māori change agents working in mainstream educational institutions. Results indicated that these facilitators experienced different challenges that had both internal and external dimensions. The metaphor of the kaiwero (challenger) in a pōwhiri (formal Māori welcome) is used to explore the researcher’s interpretations of the experiences of Māori change agents. In order to be effective Māori change agents must be well prepared and understand the different dimensions of the change that they face when attempting to facilitate change. Key recommendations, associated with research results, highlight the importance of external supports and facilitator preparation and ongoing professional development. Creating a shared vision of change, with a clear understanding of the change agent’s roles and responsibilities is a key element of support. Prior to the introduction of programmes aimed at enhancing Māori student achievement, school communities must create a common understanding and vision for Māori student success which must be informed by an understanding of the power, race, colonisation and political issues.</p>

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