scholarly journals Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle

2021 ◽  
Vol 23 ◽  
pp. 151-168
Author(s):  
Mayra C Daniel ◽  
Teresa Wasonga ◽  
Ximena Burgin
Keyword(s):  
Professional Development ◽  
Home Front ◽  
Guatemala City ◽  
Low Socioeconomic ◽  
Study Results ◽  
Literacy Methods ◽  
Teachers Professional Development ◽  
Support Students

This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers’ professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country’s teachers wish to support students’ critical thinking and create democratic classrooms.  

scholarly journals A Holistic Framework for Evaluating Adaptation Approaches to Coastal Hazards and Sea Level Rise: A Case Study from Imperial Beach, California

Water ◽  
2021 ◽  
Vol 13 (9) ◽  
pp. 1324
Author(s):  
David Revell ◽  
Phil King ◽  
Jeff Giliam ◽  
Juliano Calil ◽  
Sarah Jenkins ◽  
...  
Keyword(s):  
Sea Level Rise ◽  
Sea Level ◽  
Public Trust ◽  
Adaptation Strategy ◽  
Public Benefits ◽  
Study Results ◽  
Local Risk ◽  
Over Time

Sea level rise increases community risks from erosion, wave flooding, and tides. Current management typically protects existing development and infrastructure with coastal armoring. These practices ignore long-term impacts to public trust coastal recreation and natural ecosystems. This adaptation framework models physical responses to the public beach and private upland for each adaptation strategy over time, linking physical changes in widths to damages, economic costs, and benefits from beach recreation and nature using low-lying Imperial Beach, California, as a case study. Available coastal hazard models identified community vulnerabilities, and local risk communication engagement prioritized five adaptation approaches—armoring, nourishment, living shorelines, groins, and managed retreat. This framework innovates using replacement cost as a proxy for ecosystem services normally not valued and examines a managed retreat policy approach using a public buyout and rent-back option. Specific methods and economic values used in the analysis need more research and innovation, but the framework provides a scalable methodology to guide coastal adaptation planning everywhere. Case study results suggest that coastal armoring provides the least public benefits over time. Living shoreline approaches show greater public benefits, while managed retreat, implemented sooner, provides the best long-term adaptation strategy to protect community identity and public trust resources.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2016 ◽  
pp. 1348-1379 ◽  
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study. The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2017 ◽  
pp. 715-746
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study . The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Collaborative Teacher Development on Teaching World Englishes

2017 ◽  
pp. 165-184 ◽  
Author(s):  
Derin Atay ◽  
Gökçe Kurt ◽  
Özlem Kaşlıoğlu
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
World Englishes ◽  
Knowledge Transmission ◽  
Critical Perspective ◽  
University Supervisors ◽  
Educational Innovations ◽  
Teachers Professional Development ◽  
Present Case Study

Teachers play a central role in shaping education. Educational innovations succeed or fail with the teachers who shape it (Lieberman & Pointer Mace, 2008); thus teachers' professional development process should be given utmost importance and organized in a way that supports and promotes their growth. Traditional INSET programs based on knowledge-transmission are found to be ineffective in reaching this aim. The present case-study introduces a collaborative INSET program, in which the participating pre-and in-service teachers tried to develop their understanding of World Englishes and integrate it into teaching under the guidance of university supervisors. Data collected by means of interviews revealed that this process enriched the knowledge of the participants and enabled them to look at the relevant issue from a critical perspective.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals Freelancing Models for Fostering Innovation and Problem Solving in Software Startups: An Empirical Comparative Study

2020 ◽  
Vol 12 (23) ◽  
pp. 10106 ◽  
Author(s):  
Varun Gupta ◽  
Jose Maria Fernandez-Crehuet ◽  
Chetna Gupta ◽  
Thomas Hanne
Keyword(s):  
Software Development ◽  
Positive Impact ◽  
Empirical Studies ◽  
Competitive Advantages ◽  
Software Development Process ◽  
Model Framework ◽  
Study Results ◽  
Development Tasks

Context: freelancers and startups could provide each other with promising opportunities that lead to mutual growth, by improving software development metrics, such as cost, time, and quality. Niche skills processed by freelancers could help startups reduce uncertainties associated with developments and markets, with the ability to quickly address market issues (and with higher quality). This requires the associations between freelancers and startup to be long-term, based on trust, and promising agreements driven by motivations (leading to the growth of both parties). Freelancers could help startups foster innovations and undertake software development tasks in better ways than conducted in-house, if they are selected using informed decision-making. Objectives: the paper has three objectives, (1) to explore the strategies of startups to outsource software development tasks to freelancers (termed as freelancing association strategies); (2) to identify challenges in such outsourcings; and (3) to identify the impacts of outsourcing tasks to freelancers on overall project metrics. The overall objective is to understand the strategies for involving freelancers in the software development process, throughout the startup lifecycle, and the associated challenges and the impacts that help to foster innovation (to maintain competitive advantages). Method: this paper performs empirical studies through case studies of three software startups located in Italy, France, and India, followed by a survey of 54 freelancers. The results are analyzed and compared in the identification of association models, issues, challenges, and reported results arising because of such associations. The case study results are validated using members checking with the research participants, which shows a higher level of result agreements. Results: the results indicate that the freelancer association strategy is task based, panel based, or a hybrid. The associations are constrained by issues such as deciding pricing, setting deadlines, difficulty in getting good freelancers, quality issues with software artefacts, and efforts to access freelancer work submissions for reward. The associations have a positive impact on software development if there is availability of good freelancers (which lasts long for various tasks). The paper finally provides a freelancing model framework and recommends activities that could result in making the situation beneficial to both parties, and streamline such associations. Fostering innovation in startups is, thus, a trade-off situation, which is limited and supported by many conflicting parameters.

scholarly journals The potential of Lesson Study in primary physical education: Messages from a longitudinal study in Japan

2020 ◽  
pp. 1356336X2093295
Author(s):  
Seiichiro Kihara ◽  
Mike Jess ◽  
Paul McMillan ◽  
Kazuki Osedo ◽  
Kenji Kubo ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Collaboration ◽  
Lesson Study ◽  
Significant Contribution ◽  
Physical Education Lesson ◽  
Study Experience ◽  
Teachers Professional Development ◽  
Generalist Teachers

This paper presents the view that Lesson Study has the potential to make a significant contribution to future developments in primary physical education. To set the paper in context, we explore the concerns that have long been voiced about primary physical education, particularly the nature of the professional development experiences of generalist primary class teachers. Contemporary approaches to teachers’ professional development, one of which is Lesson Study, are presented as having some potential in addressing these concerns as they are focused on teacher collaboration, autonomy and agency. Building on this background, the paper reports on a longitudinal physical education Lesson Study investigation that took place in one primary school in Japan: a country where Lesson Study has been a key feature of teachers’ professional development for more than a century. Working with 30 teachers over a three-year period, the findings highlight how the long-term, collaborative and situated nature of the Lesson Study experience helped create a positive context for the teachers’ professional development in physical education. Specifically, the findings reveal that the shared planning, observation and reflective experiences over time helped the teachers develop a more positive and detailed view of physical education. The paper concludes by proposing that Lesson Study, as a long-term, collaborative and situated endeavour, has the potential to foster productive developments in generalist teachers’ enactment of the primary physical education curriculum.

scholarly journals Are Seminar Periods Supportive of the Professional Development of Social Studies Teachers?

2016 ◽  
Vol 5 (1) ◽  
pp. 218
Author(s):  
Selcuk Besir Demir ◽  
Soner Dogan ◽  
Turgay Atasoy
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Sampling Methods ◽  
Structured Interview ◽  
Social Studies Teachers ◽  
Data Collection Tool ◽  
Purposeful Sampling ◽  
Study Results ◽  
Sample Method

<p>The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample method was used in the study. The sampling consisted of six social studies teachers in Sivas: three males and three females. In the research, semi-structured interview form was used as a data collection tool. As a result of the analysis conducted in the study, two main themes were identified: 1) findings regarding the seminar period and the activities conducted during that period, and 2) findings regarding the factor of efficiency of the seminar period. Based on the study results, seminar periods are found to be unfruitful for social studies teachers.</p>

Sign in / Sign up

Export Citation Format

Share Document