scholarly journals Using Web Video Conferencing to Conduct a Program as a Proposed Model toward Teacher Leadership and Academic Vitality in the Philippines

2021 ◽  
Vol 11 (11) ◽  
pp. 658
Author(s):  
Janette Biares Torrato ◽  
Socorro Echevarria Aguja ◽  
Maricar Sison Prudente
Keyword(s):  
Technology Integration ◽  
Action Research ◽  
Teacher Leadership ◽  
Video Conferencing ◽  
Mode Of Delivery ◽  
Development Program ◽  
The Philippines ◽  
Faculty Members ◽  
Pedagogical Practices ◽  
Web Video

The COVID-19 pandemic prompted private basic education in the Philippines to hold a professional developmental program for faculty members using web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to a fully online environment, this study aimed to evaluate the use of web video conferencing and the development of a faculty development program on sustaining teacher leadership and academic vitality through research. The training was held for nine weeks, and 33 faculty members of the institution participated. Quantitative data include survey questionnaires on perceptions on action research, perceptions on technology integration, training proficiency, and pedagogical practices. Qualitative data include analysis of video recordings, reflection journals, observation notes, and actual research outputs. It utilized descriptive developmental action research using a convergent mixed-method approach, and thematic analysis. Findings show that the use of WVC as a mode of delivery proved successful in creating an effective educational experience for all the participants as evidenced by their enhanced teacher leadership skills and academic vitality. These skills were demonstrated through their willingness to promote professional inquiry as shown by their actual research outputs and demonstration of high proficiency in the adoption of technology integration.

scholarly journals An Action Research Projects Impact On Teachers Leadership Attitudes And Perceptions

2012 ◽  
Vol 10 (1) ◽  
pp. 69-74
Author(s):  
Nancy Myers ◽  
Benita R. Dillard
Keyword(s):  
Action Research ◽  
Teacher Leadership ◽  
Research Study ◽  
Pedagogical Practices ◽  
Instructional Decisions ◽  
Study Group ◽  
Attitudes And Perceptions ◽  
Teachers Attitudes ◽  
The Impact ◽  
New Framework

California Lutheran University is a regional site for the California Reading and Literature Project (CRLP). In 2010, CRLP began a two-year longitudinal study to examine the effects of participating in an institute called Reframing Teacher Leadership: Action Research Study Group had on PreK-12 teachers attitudes and perceptions. The foundation underpinning this study is the New Framework for Teacher Leadership. This study examines the impact that participating in the Action Research Group had on teachers attitudes and perceptions. Mixed-methods were used to analyze participants feedback through surveys and fieldnotes. Results confirmed the claim made by educational researchers that action research empowered teachers to have a greater stake in curriculum and instructional decisions and provided them with a framework to improve their pedagogical practices.

scholarly journals Evaluating the English Proficiency of Faculty Members of a Higher Education Institution: Using Results to Develop Responsive Professional Development Program

2019 ◽  
Vol 9 (2) ◽  
pp. 52
Author(s):  
Joel C. Meniado
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Mixed Methods Research ◽  
English Proficiency ◽  
Development Program ◽  
Education Institution ◽  
The Philippines ◽  
Faculty Members ◽  
Full Time ◽  
Higher Education Institution

Current literatures reveal that English proficiency of Filipino workforce has declined through the years. The untrained and non-proficient teachers are heavily blamed on this pressing concern. With the aim of addressing the leading cause of the problem, this study investigated the level of English proficiency of faculty members of a higher education institution in the Philippines and proposed a program that could reverse the alarming trend. Utilizing mixed methods research design with 41 full-time faculty members as samples, this study found that majority of the teachers are in B1 and B2 levels (Intermediate and Upper Intermediate). In terms of specific language skill, writing is the lowest with majority of the teachers placed in A1 and A2 levels (Basic Users). Results of the study suggest that faculty members need to undergo several language enhancement courses such as Effective Communication, Academic and Professional Communication, Academic Writing with Research, and Effective Business and Report Writing, while the higher education institution involved in this study needs to support teachers in their formal higher studies, participation in workshops and trainings, publishing in scholarly journals, and serving as speakers or presenters in various academic forums. Discussion points that arise include implications of the findings and required actions from stakeholders. The study concludes with its limitations and important recommendations.

scholarly journals Life During COVID-19: The Student Experience

2021 ◽  
pp. 237337992110175
Author(s):  
Julianne LaRosa ◽  
Cierrah Doran ◽  
Amanda Guth ◽  
Karan Varshney ◽  
Beverly Anaele ◽  
...  
Keyword(s):  
Video Conferencing ◽  
Well Being ◽  
Faculty Members ◽  
Pedagogical Practices ◽  
Photo Elicitation ◽  
Call To Action ◽  
Elicitation Study ◽  
Student Researchers ◽  
Study Participants ◽  
Clear Statement

This study’s objectives were to provide university faculty and administration examples of the challenges students face during COVID-19 and give students a chance to process their experiences with one another. A team of student researchers and interdisciplinary faculty members conducted a photo-elicitation study. Participants were instructed to take photographs for up to 10 days that helped them describe life during the pandemic. The students were subsequently interviewed about their photos over a video conferencing platform. We conducted semistructured photo-elicitation interviews with 43 university students from April 20, 2020, to May 26, 2020. Qualitative analysis of interview transcripts revealed that students were affected by the pandemic at three levels: individual, interpersonal, and organizational. Participant responses are a call to action for educators to prioritize safety, connection, and wellness in their pedagogical practices. The students who participated in this project made a clear statement to faculty about their learning and well-being needs. Learning cannot be prioritized over loss of safety amid the pandemic, health concerns, or social injustices.

scholarly journals Pembinaan Arsip Unit Kerja sebagai Upaya Penyelamatan Arsip

2018 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
Kurniatun Kurniatun
Keyword(s):  
Action Research ◽  
Human Resources ◽  
Development Program ◽  
Organizational Memory ◽  
City Governments

Archives are a source of organizational memory, so that archives can be useful and must be managed properly. In connection with this matter, the author research while carrying out the task of Records Center. The method used in this research is action research.. If the provincial and district or city governments have a “Program Arsip Masuk Desa”. University Archive of Universitas Gadjah Mada has a Records Center  Development Program. This activity aims to foster records center within UGM so that archival governance can run well from the creating agency. The constraints faced in this activity are due to various factors of human resources, infrastructure and filing systems.Arsip merupakan sumber ingatan organisasi, agar arsip dapat berdaya guna  harus dikelola dengan benar. Berkaitan dengan hal itu, penulis melakukan penelitian pada saat melaksanakan tugas Pendampingan Arsip Unit Kerja. Metode yang digunakan dalam penelitian ini adalah action research atau sering juga dikenal sebagai penelitian tindakan.Jika pemerintah provinsi dan kabupaten / kota mempunyai  Program Arsip Desa (AMD), Arsip Universitas Gadjah Mada memiliki Program Pembinaan Arsip Unit Kerja. Kegiatan ini bertujuan untuk membina unit kerja di lingkungan UGM agar tata  kelola kearsipan dapat berjalan dengan baik sejak dari unit pencipta arsip. Kendala yang dihadapi dalam kegiatan ini adalah karena faktor sumber daya manusia, sarana prasarana dan sistem kearsipan yang beragam. 

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

scholarly journals Minding the gap

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Mia Carlberg
Keyword(s):  
Action Research ◽  
Cultural Differences ◽  
Information Literacy ◽  
Round Table ◽  
Faculty Members ◽  
Recent Experience ◽  
Sociological Perspective ◽  
Joint Project ◽  
International Panel ◽  
Academic Librarianship

The plan for the Round table session was to focus on organizational and social/cultural differences between librarians and faculty with the aim to increase our awareness of the differences when we try to find ways to cooperate within the academy or school. This may help us to sort things out, experience acceptance and take adequate actions, saving energy and perhaps be less frustrated.  The questions that the workshop addressed were: What is in the gap between librarians and faculty when dealing with information literacy? How can we fill the gap? Participants discussed this in detail with the aim of together finding ways to understand it better and make it possible to find ways to fill this gap. By defining it and thereby making it easier to work out a strategy for future action to improve the teaching of information literacy, including listing possible, impossible or nearly impossible ways. The springboard to the discussion was extracted from some projects that the workshop leader has been engaged in since 2009. The first example is a research circle where Uppsala University Library used action research to observe and understand the process when we had the opportunity to implement information literacy classes with progression in an undergraduate program. What worked well? What did not? Why? This work was described together with other examples from Uppsala University to an international panel working with quality issues. What did they think of our work? May this change the ways we are working? How? Another example is an ongoing joint project where librarians and faculty members are trying to define ways to increase the cooperation between the library and faculty and make this cooperation sustainable. Recent experience from this was brought to the discussion.   There are an overwhelming number of papers written in this field. A few papers have inspired these ideas. One article in particular: Christiansen, L., Stombler, M. & Thaxton, L. (2004). A report on librarian-faculty relations from a sociological perspective. The journal of academic librarianship, 30(2), 116-121.   The method that was used was to: 1. Present these broad areas/challenges for the group to agree on or add another area 2. Discuss these challenges one at a time, and for each one identify specific aspects to pursue farther, using post-it notes 3. Make a summary of the different aspects to help and inspire further action.    

Promoting Continuous Professional Development of English Teachers Through Action Research

2022 ◽  
pp. 105678792110622
Author(s):  
Cemile Dogan ◽  
Yasemin Kirkgoz
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Research Design ◽  
Mixed Method ◽  
English Language ◽  
Reflective Thinking ◽  
Development Program ◽  
Mixed Method Research ◽  
Research Cycle ◽  
Language Instructors

The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly. The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.

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