From Collaboration to Transformation

2013 ◽  
pp. 1-11 ◽  
Author(s):  
Jen Scott Curwood
Keyword(s):  
Digital Literacy ◽  
Critical Reflection ◽  
Practitioner Research ◽  
Classroom Teachers ◽  
School Librarians ◽  
Collective Knowledge ◽  
The Core ◽  
School Based ◽  
New Findings ◽  
Local Contexts

As part of educational reforms, educators are increasingly expected to gather and interpret data, implement initiatives, and analyze outcomes. Practitioner research offers a framework for conducting school-based inquiry; consequently, it can be an instrumental part of educational change. Due to its focus on local contexts, collective knowledge, and critical reflection, practitioner research can foster collaboration between school librarians and classroom teachers. This chapter explicates the core features of practitioner research and discusses new findings from a three-year study of digital literacy conducted by a high school librarian and an English teacher.

Collaboration + Integration = A Library Program Greater Than the Sum of Its Parts

2013 ◽  
pp. 216-233
Author(s):  
Michelle L. Maniaci
Keyword(s):  
Best Practice ◽  
Core Curriculum ◽  
School Library ◽  
Technology Skills ◽  
Classroom Teachers ◽  
Flexible Scheduling ◽  
School Librarians ◽  
The Core ◽  
Stakeholder Support ◽  
Library Program

Collaboration between classroom teachers and school librarians is widely promoted as best practice. While the concept itself is easily understood, the path to collaboration can seem elusive. One of the essential tasks of school librarians is to integrate information and technology skills with the core curriculum. This translates into instruction that has an authentic purpose and occurs at the time of need. This chapter portrays collaboration as one of several important aspects of a small elementary school library program in Fort Atkinson, Wisconsin. Highlights of the program include flexible scheduling, curriculum, standards and assessment, and stakeholder support. Research presented in the chapter provides a rationale for adding flexible scheduling, curricular and standards-based focus, and assessment to a library program in order to promote collaboration.

scholarly journals Effect of a Multi-Component, School-Based Intervention on Health Behaviors of Elementary School Students (FS16-04-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Abigail Gilman ◽  
Michael Bruneau ◽  
Tanja Kral ◽  
Brandy-Joe Milliron ◽  
Patricia Shewokis ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Behaviors ◽  
Vegetable Consumption ◽  
School Students ◽  
Chi Square ◽  
School Based Intervention ◽  
The Core ◽  
School Based ◽  
Level 1 ◽  
Tests Of Independence

Abstract Objectives We examined the effect of a three year, multi-component, school-based intervention on health behaviors of elementary school students. Methods The multi-component, obesity intervention was provided by community partners to 13 schools over three years. Schools were assigned into three varying Levels of Intervention: “Core” Schools (n = 4) received weekly interventions, “Level 1” Schools (n = 5) received monthly interventions, and Control Schools (n = 5) received no intervention. Participants completed self-reported questionnaires assessing several health behaviors, including fruit and vegetable consumption, and physical activity levels. Questionnaires were administered in the Fall and Spring of each year of the intervention. For this study, responses were analyzed from Year 3 and were compared to national recommendations. Descriptive statistics and chi-square tests of independence examined Level of Intervention and questionnaire responses. Results No significant chi-square tests of independence were identified for the Level of Intervention and quantity of fruit or vegetable consumption. A significant (P = 0.003) chi-square test of independence assessing physical activity was identified in the Fall of Year 3. Descriptive analyses indicated that higher proportions of students in the Core and Level 1 Schools met national fruit, vegetable, and physical activity recommendations compared to students in Control Schools. Conclusions The higher frequency of intervention provided to students in the Core Schools did not influence the dietary behaviors of participants. However, receiving any intervention appeared to affect health behaviors of children receiving the intervention compared to the Control Schools. Funding Sources The Independence Blue Cross Foundation.

4.19 as Authorized Protest

2017 ◽  
Author(s):  
Charles R. Kim
Keyword(s):  
High School ◽  
High School Student ◽  
Liberal Nationalism ◽  
The Core ◽  
School Based ◽  
Postcolonial Discourse

April 19th erupted in response to the corruption, misgovernment, and electoral violations of the Syngman Rhee regime. This chapter documents the ways in which students utilized school-based resources and the script for extraordinary vanguard action in staging the surprising protests of February, March, and April 1960. The vanguard schema, as a cornerstone of South Korea’s postcolonial discourse, furnished student demonstrators with nation-centered legitimacy that was bolstered by the victimization of high school student Kim Chuyŏl. Confirmation that Kim had been killed in the brutal police suppression of an early protest sparked the final – and most intense – round of student demonstrations in mid-April, including the massive protest in Seoul on April 19. The fierce public outcry forced Syngman Rhee to resign from office on April 27. By way of closing, this chapter reveals that actions and interpretations of April 19th reproduced the core ideological division between authorized liberal nationalism and unauthorized communism.

Efficacy of scholar’s prevention programs according to the preventive agent: professors versus experts / Eficacia de los programas de prevención escolar en función del agente preventivo: profesores vs expertos

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Mónica Gázquez Pertusa ◽  
José A. García del Castillo ◽  
José P. Espada Sánchez
Keyword(s):  
Daily Practice ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
School Based ◽  
Wide Range ◽  
Moderating Role ◽  
Regular Classroom Teachers

A lo largo de la literatura científica, se observa que los estudios que evalúan la eficacia de los programas escolares de prevención del abuso de sustancias han empleado una amplia gama de agentes de intervención. Sin embargo, en España, los programas escolares en la práctica cotidiana, en su gran mayoría, son aplicados únicamente por el profesorado de los centros escolares. A este respecto algunas investigaciones sugieren que la variable tipo de aplicador afecta a la eficacia de los programas escolares de prevención del consumo de drogas. En este artículo se presenta una revisión de estudios que comparan los resultados obtenidos en los programas escolares cuando son aplicados por los profesores habituales del aula frente a otros agentes externos al centro. Tomados en conjunto, los resultados de los estudios revisados son contradictorios y, por tanto, la evidencia no es concluyente. No obstante, se destaca el papel moderador de la variable tipo de monitor sobre los efectos de los programas. Por último, se recomienda conducir estudios que evalúen las características específicas o competencias que ha de poseer un monitor eficaz y cómo el entrenamiento puede contribuir a su adquisición o mejora. AbstractThroughout the scientific literature shows that studies evaluating the effectiveness of school-based substance abuse prevention programs have used a wide range of intervention agents. Nevertheless, in Spain, the school-based programs in daily practice, the vast majority, are applied only by regular classroom teachers of schools. In this regard, some research suggests that the variable type of applicator affects the effectiveness of school-based programs for drug prevention. This article presents a review of studies comparing the results obtained in the school-based programs when applied by regular classroom teachers to other external contributors. Taken together, the results of the reviewed studies are contradictory and, therefore, the evidence is not conclusive. However, it highlights the moderating role of the variabletype of monitor on the effects of programs. Finally, it is recommended to lead studies to evaluate the specific characteristics or skills that must have an effective monitor as the training can contribute to its acquisition or improvement.

Cities of Refuge, Rebel Cities, and the City to Come

2019 ◽  
pp. 253-271
Author(s):  
Giovanna Borradori
Keyword(s):  
Critical Reflection ◽  
Symbolic Capital ◽  
Political Agency ◽  
The Political ◽  
Shared Experience ◽  
The Core ◽  
Political Transformations ◽  
Urban Contexts ◽  
To Come ◽  
The City

As the processes of globalization transform cities into nodes of accumulation of financial and symbolic capital, it is fair to assume that urban contexts have never been more vulnerable to the systemic imperatives of the market. It is thus surprising that cities continue to be the site where the deepest social and political transformations come to the surface. What, then, preserves the city as a space of dissent? The claim of this chapter is that a critical reflection on the political agency of Northern and Southern cities has to start from asking what it means today to occupy the pavement of their streets. The argument explored here is that, in this age of molecular neoliberal encroachment and restructuring, it is a certain experience of dispossession, rather than the quest for identification and recognition, that makes the city the core of a shared experience of refuge and resistance.

What Is Decolonial Love?

2018 ◽  
pp. 1-14
Author(s):  
Joseph Drexler-Dreis
Keyword(s):  
North Atlantic ◽  
Atlantic World ◽  
Critical Reflection ◽  
Positive Response ◽  
The Core ◽  
The North ◽  
European Experience ◽  
Core Concepts ◽  
The North Atlantic

The introduction establishes the decolonial perspective that prompts the questions to which the book responds. In light of the modern/colonial context of the North Atlantic world, the introduction raises two basic questions. First, can theology, as a mode of critical reflection that employs core concepts and images within lineages grounded in the European experience, contribute to the task of decolonization? Second, if a positive response to this question were offered, what would the content of that response look like? The introduction then proceeds to map out how the core image of decolonial love is developed through the book as a basis for responding to these questions.

Dialogues and Perception of Intersubjectivity in a Small Group

2012 ◽  
pp. 1446-1465
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

Valuing children’s voices across diverse global contexts: A gallery exhibit of children’s multimodal art

2019 ◽  
Vol 10 (2) ◽  
pp. 145-155
Author(s):  
Jodi Streelasky
Keyword(s):  
Freedom Of Expression ◽  
Research Process ◽  
School Experiences ◽  
Data Sets ◽  
Art Gallery ◽  
Multimodal Texts ◽  
School Based ◽  
Local Contexts ◽  
Imaginative Play ◽  
Children’S Voices

This article describes an international classroom partnership with twenty-eight 5-to 7-year-old Canadian and Tanzanian children, and outlines the meaningful ways they were involved in the research process. In this project, the children shared their valued school-based experiences and environments through multiple self-chosen modes. The children’s arts-based multimodal texts, descriptions of their valued school experiences and environments, and their personal biographies were then shared at a 2-week exhibit at a national art gallery in Canada. The findings across both data sets revealed the children’s interest in spending time outdoors in their local contexts, engaging in collaborative and imaginative play. This project also addresses the importance of providing a space for children to share their perspectives, which aligns with Article 12 of the UN Convention on the Rights of Child. Article 12 addresses the importance of children having a right to have a voice and to have their opinions heard in matters that affect them. Article 13 is also highlighted in this project and outlines children’s right to freedom of expression. This right includes the freedom ‘to seek, receive, and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice’. In this project, the Canadian and Tanzanian children’s multimodal texts of their valued school-based experiences revealed more similarities than differences in relation to what learning experiences mattered to them at school. During this project, the children in both contexts became interested and invested in their international peers’ lives and school-based experiences, and felt a sense of connectedness and kinship across the globe.

Integrating Digital Literacy in Competency-Based Curriculum

2020 ◽  
pp. 142-155
Author(s):  
Daniel Otieno
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Future Research ◽  
Research Directions ◽  
Extant Literature ◽  
Theoretical Perspectives ◽  
Local Contexts ◽  
Competency Based ◽  
Future Research Directions

This chapter discusses the integration of digital literacy in competency-based curriculum (CBC). In the introduction, the authors discuss the 21st century skills and their relevance to the competency-based curriculum. The discussion funnels from global, regional, and local contexts. Theoretical perspectives in ICT and the CBC are dealt with to provide a background. Multiple approaches of integrating digital literacy within the curriculum are highlighted later in the chapter. These issues are discussed in the light of the extant literature on digital literacy and the competency-based curriculum. The discussion revolves around the trends, controversies of digital literacy in the CBC with possible solutions put forth towards the end of the chapter. Finally, recommendations and future research directions are made. The chapter concludes with a summary of the major issues discussed in the chapter and recommendations for further reading.

A Dynamic Ability-Based View of the Organization

2011 ◽  
Vol 7 (2) ◽  
pp. 86-101 ◽  
Author(s):  
Farley Simon Nobre ◽  
David S. Walker
Keyword(s):  
Knowledge Management ◽  
Competitive Advantage ◽  
Dynamic Behavior ◽  
Dynamic Capabilities ◽  
Core Competencies ◽  
Sustainable Competitive Advantage ◽  
Collective Knowledge ◽  
The Core ◽  
Core Ability ◽  
Micro Foundations

This paper investigates theoretical micro-foundations of core competencies in the organization that pursues sustainable competitive advantage. It advocates that there is a lack of literature perspectives which can explain the sources of core competencies of the firm. This research raises questions on: What are the main sources of creation and sustenance of core competencies? What are the abilities which nourish the development of operational and dynamic capabilities? What is the main source of collective knowledge in the organization? This work answers these questions by proposing a dynamic ability-based view of the organization which contributes to explaining the dynamic behavior of the firm in the pursuit of sustainable competitive advantage. Cognition is the core ability which supports individuals, groups, and organizations with intelligence, autonomy, learning, and knowledge management. These concepts form the set of organizational abilities in this research.

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