scholarly journals One size fits nobody: En casestudie av yrkesfaglæreres deltakelse i kompetanse-utviklingsarbeid i videregående skole

2021 ◽  
Vol 11 (2) ◽  
pp. 1-24
Author(s):  
Julie Klovholt Leonardsen
Keyword(s):  
Professional Development ◽  
Student Assessment ◽  
Development Project ◽  
Vocational Education And Training ◽  
Assessment Literacy ◽  
Development Projects ◽  
Learning And Development ◽  
Developmental Needs ◽  
Upper Secondary ◽  
Group Interviews

Vocational education and training (VET) teachers have a dual profession as teachers and vocational workers. Professional development projects in school must apply to both sides of their profession. However, VET teachers’ need for professional development, particularly in terms of student assessment, has not been significantly explored. This ethnographic case study examines what aspects of professional development projects VET teachers perceive as meaningful for developing their assessment literacy. Data was collected through observations of 31 VET teachers in two upper secondary schools, in the context of a professional development project aiming to strengthen assessment literacy. Eighteen of these teachers also participated in focus group interviews. Findings show that if VET teachers are to find professional development projects in school meaningful for developing their assessment literacy, the projects must 1) have vocational relevance, 2) maintain a vocational perspective on the validity of assessment of students’ vocational competence, and 3) take place in a learning and development-oriented culture. Unfortunately, professional development projects do not address teachers’ developmental needs due to tensions among professional, socio-cultural and organisational contexts in school and vocational workplaces.

scholarly journals One size fits nobody: En casestudie av yrkesfaglæreres deltakelse i kompetanse-utviklingsarbeid i videregående skole

2021 ◽  
Vol 11 (2) ◽  
pp. 1-24
Author(s):  
Julie Klovholt Leonardsen
Keyword(s):  
Professional Development ◽  
Student Assessment ◽  
Development Project ◽  
Vocational Education And Training ◽  
Assessment Literacy ◽  
Development Projects ◽  
Learning And Development ◽  
Developmental Needs ◽  
Upper Secondary ◽  
Group Interviews

Vocational education and training (VET) teachers have a dual profession as teachers and vocational workers. Professional development projects in school must apply to both sides of their profession. However, VET teachers’ need for professional development, particularly in terms of student assessment, has not been significantly explored. This ethnographic case study examines what aspects of professional development projects VET teachers perceive as meaningful for developing their assessment literacy. Data was collected through observations of 31 VET teachers in two upper secondary schools, in the context of a professional development project aiming to strengthen assessment literacy. Eighteen of these teachers also participated in focus group interviews. Findings show that if VET teachers are to find professional development projects in school meaningful for developing their assessment literacy, the projects must 1) have vocational relevance, 2) maintain a vocational perspective on the validity of assessment of students’ vocational competence, and 3) take place in a learning and development-oriented culture. Unfortunately, professional development projects do not address teachers’ developmental needs due to tensions among professional, socio-cultural and organisational contexts in school and vocational workplaces. 

scholarly journals Lärares överväganden kring att leda undervisning

2021 ◽  
pp. 213-241
Author(s):  
Anja Thorsten ◽  
Marcus Samuelsson ◽  
Johan Meckbach ◽  
Camilla Heiskanen ◽  
Anneli Mohlin
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Entire Group ◽  
Upper Secondary School ◽  
Learning And Development ◽  
Focus Group Interviews ◽  
Upper Secondary ◽  
The Subject ◽  
Group Interviews ◽  
Teachers As Leaders

Previous research describes classroom management as both complex and demanding. Therefore, teachers as leaders need to make many choices about how to handle situations and students. The aim of this study is to describe teachers’ considerations when they are managing the classroom. The study was conducted by a teacher-research team.  The data consist of 12 focus-group interviews with 46 Swedish teachers, spanning from primary to upper secondary school. Through thematic analysis, the following four themes of consideration emerged: (a) control – how much control teachers as leaders should have and how much co-decision that should be given to the students, (b) role – if teachers should be strict or personal, (c) focus – if teachers should focus on the subject or relations to students, and (d) differentiation – if teachers should focus on each individual or on the entire group. This result is an important contribution to understanding the challenges teachers face when managing the classroom and trying to provide learning and development to all students.

DATA DRIVES Change: Linking Professional Development to Improved Outcomes

2003 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Katherine J. Mitchem
Keyword(s):  
Professional Development ◽  
Rural Areas ◽  
Development Project ◽  
Design Development ◽  
Practical Application ◽  
Learning And Development ◽  
Mnemonic Strategy ◽  
Improved Outcomes ◽  
Rural Settings ◽  
Evaluation Of Professional Development

A common dilemma facing administrators and staff developers is how to design and deliver professional development activities that produce an impact in terms of capacity building, teacher learning and development, and student outcomes. The challenges this presents are even more marked in rural areas, where school systems must also contend with additional barriers when attempting to implement strategic changes. To encourage the development of productive professional development, many studies are beginning to indicate the importance of making evaluation central to the design of professional development. This article presents a mnemonic strategy—DATA DRIVES Change—to guide the design, development and evaluation of professional development in rural settings. In addition, the article provides a practical application of the strategy to an ongoing rural professional development project.

Student Perceptions of New Differentiation Policies in Swedish Post-16 Education

2014 ◽  
Vol 13 (6) ◽  
pp. 616-631 ◽  
Author(s):  
Inger Erixon Arreman
Keyword(s):  
Student Perceptions ◽  
International Student ◽  
Student Assessment ◽  
Adult Life ◽  
Student Choice ◽  
School Students ◽  
Upper Secondary Education ◽  
International Student Assessment ◽  
Upper Secondary ◽  
Group Interviews

In Sweden, and in most other Organisation for Economic Co-operation and Development (OECD) countries, post-16 education is a general requirement to succeed in adult life. By the late 2000s, after about two decades of policies for student choice and publicly funded free schools, students' results in the Programme for International Student Assessment (PISA) had plummeted. A recent reform for stricter demands on schools and students includes strengthened qualifications for entry into post-16 education. This article explores how students manoeuvre in their choice of upper secondary school study pathway, including their ideas on future education and career. Methods used were questionnaires and focus group interviews with students, document analysis and statistics, and snapshots of media comments. The study shows that perceived ‘rational’ student choice is closely related to social interaction, geographic place and time. Influential also are habitus and cultural capital affecting gendered recruitment patterns. The study further indicates lack of knowledge and understanding of the reform among students. A major conclusion is that current Swedish polices may exclude many school students in upper secondary education, and also reduce their opportunities for future life chances, with notable negative implications for collective and economic development.

Research On Risks Encountered By Institutions In European Development Project

2014 ◽  
Vol 1 (1) ◽  
pp. 517-520
Author(s):  
Diana Elena Ranf ◽  
Elida-Tomiţa Todăriţa ◽  
Dănuţ Dumitru Dumitraşcu
Keyword(s):  
Development Project ◽  
Development Projects ◽  
Application Form ◽  
Structural Funds ◽  
Development Opportunity ◽  
Centre Region ◽  
European Development ◽  
Way Of Thinking ◽  
Risk Categories ◽  
Implementation Stage

AbstractEuropean funds are a development opportunity for the Romanian organizations. The research in the article aims to identify the main risk categories that the beneficiaries from Centre Region have faced, and also the effects of not considering certain risk categories in the stage of filling out the application form and also in the implementation stage of the projects have had on the development of these projects. Identifying how the organisations have managed projects during the development projects 2003-2013 finds its usefulness in the following period that is knocking on our doors: 2014-2020 that should find us better prepared and more capable of proving seriousness and professionalism. Therefore, training in projects should not end once the structural funds have been attracted, but it should be regarded as destined to modernize our way of thinking and actions in helping organisations develop their businesses.

scholarly journals Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes

ZDM ◽  
2021 ◽  
Vol 53 (5) ◽  
pp. 1073-1084 ◽  
Author(s):  
Barbara Jaworski ◽  
Despina Potari
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teaching Practice ◽  
Implementation Process ◽  
Developmental Model ◽  
Mathematical Tasks ◽  
Learning And Development ◽  
Theory Analysis ◽  
Project Proposal ◽  
Trace Learning

AbstractThis paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an inquiry-based developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, Learning Communities in Mathematics (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project Teaching Better Mathematics (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

scholarly journals A viability criterion for computer system development projects

1984 ◽  
Vol 15 (3) ◽  
pp. 144-149
Author(s):  
J. Mende
Keyword(s):  
Computer System ◽  
Cost Of Capital ◽  
System Development ◽  
Development Project ◽  
Development Projects ◽  
Organizational Growth ◽  
Net Worth ◽  
Development Costs ◽  
Processing Cost ◽  
Informational Value

A manager facing the decision whether to proceed with a proposed computer system development project needs to determine whether its benefits are worth more than its costs. This can be done by applying a simple mathematical formula to calculate the project's 'net worth', as the sum of the annual benefits obtainable during the system's life span, less its development costs. The formula recognizes that a system's annual benefit, comprising enhanced informational value plus reduction In data processing cost, will change as a result of obsolescence, cost of capital, organizational growth and learning.

STAKEHOLDERS, SPATIAL LOCATIONS AND TIME HORIZONS IN AN EXTENDED SOCIAL COST-BENEFIT ANALYSIS: A CASE OF PIPALPANKHA WATER RESOURCE PROJECT

2009 ◽  
Vol 11 (02) ◽  
pp. 245-265 ◽  
Author(s):  
P. RAM BABU ◽  
NALLATHIGA RAMAKRISHNA
Keyword(s):  
Decision Making ◽  
Water Resource ◽  
Social Cost ◽  
Cost Benefit Analysis ◽  
Cost Benefit ◽  
Development Project ◽  
Development Projects ◽  
Benefit Analysis ◽  
Time Horizons ◽  
Spatial Locations

Cost-Benefit Analysis (CBA) has been serving as an important tool for decision making with regard to the development projects involving large investments. The Social Cost-Benefit Analysis (SCBA) is an extension of the CBA to certain social impacts, which hitherto were not measured. As the impacts of development projects on ecology and environment assumed importance, measuring the corresponding costs and benefits also began to assume significance. With the advancement in economic valuation techniques over time, measurement could be done and the framework of SCBA has been extended to incorporate the same. Moreover, unlike the CBAs, which do not account for the distributional aspects, the SCBA can potentially account for these. This paper presents a case study of extending the SCBA framework to include social and environmental impacts of a large water resource development project in India. It emphasises the distribution of project benefits and costs over stakeholders, spatial locations and time horizons so as to demonstrate the utility of extended SCBA in project decision making. It is observed that both the numeraire measure i.e. cost-benefit ratio, as well as the distributional analysis present a favourable case for the project.

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