Digital Partnerships for Professional Development

2011 ◽  
pp. 153-163
Author(s):  
William P. Banks ◽  
Terri Van Sickle
Keyword(s):  
Professional Development ◽  
Collaborative Work ◽  
Student Writing ◽  
Writing Project ◽  
Online Technologies ◽  
Professional Development Workshop ◽  
Digital Environments ◽  
School Community Partnership ◽  
The Impact

The following case study explores the impact of a university-school-community partnership developed in an online environment in order to address the immediate need of high school teachers in North Carolina to become more knowledgeable about responding to student writing in online and digital environments. Using a grassroots, teachers-teaching-teachers model fostered by the National Writing Project, members of the Tar River Writing Project, in partnership with a university faculty member and an administrator from a local public school district, developed and implemented an online professional development workshop to improve teacher response practices. This study demonstrates one method for using online technologies to engage community and university partners in the collaborative work of improving writing instruction and suggests a series of benefits inherent in such partnerships.

scholarly journals ‘I’m not being paid for this conversation’: Uncovering the challenges of artist–academic collaborations in the neoliberal institution

2019 ◽  
Vol 23 (3) ◽  
pp. 317-333
Author(s):  
Alena Pfoser ◽  
Sara de Jong
Keyword(s):  
Collaborative Work ◽  
Knowledge Exchange ◽  
Academic Research ◽  
The Political ◽  
Institutional Pressures ◽  
Negative Effects ◽  
Collective Response ◽  
And Shifts ◽  
The Impact

Artist–academic collaborations are fuelled by increasing institutional pressures to show the impact of academic research. This article departs from the celebratory accounts of collaborative work and pragmatic toolkits for successful partnerships, which are dominant in existing scholarship, arguing for the need to critically interrogate the structural conditions under which collaborations take place. Based on a reflexive case study of a project developed in the context of Tate Exchange, one of the UK’s highest-profile platforms for knowledge exchange, we reveal three sets of (unequal) pressures, which mark artist–academic collaborations in the contemporary neoliberal academy: asymmetric funding and remuneration structures; uneven pressures of audit cultures; acceleration and temporal asymmetries. Innovations at the level of individual projects or partners can only mitigate the negative effects to a limited extent. Instead this article offers a systemic critique of the political economy of artist–academic collaborations and shifts the research agenda to developing a collective response.

Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education

2020 ◽  
pp. 875687052096044
Author(s):  
Canyon Hardesty ◽  
Eric J. Moody ◽  
Shira Kern ◽  
Wendy Warren ◽  
Mary Jo Cooley Hidecker ◽  
...  
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Hub And Spoke ◽  
Project Echo ◽  
Professional Development Workshop ◽  
Rural Settings ◽  
Behavioral Supports ◽  
Support Students

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.

scholarly journals How Does Professional Development Impact on  Teachers' Use of an Interactive Whiteboard  in New Zealand Primary Classrooms?

2021 ◽  
Author(s):  
◽  
Robyn Grover
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Case Study ◽  
Interactive Whiteboard ◽  
Teacher Pedagogy ◽  
Effective Professional Development ◽  
Primary Classrooms ◽  
Multi Media ◽  
The Impact

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

scholarly journals Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 78-93
Author(s):  
Khaled Dweikat ◽  
Munther Zyoud
Keyword(s):  
Professional Development ◽  
Online Technologies ◽  
Female Teachers ◽  
The Social ◽  
Efl Teachers ◽  
Focus Group Meeting ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
New Situation

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

Social Networks and Computer Mediated Communication

2012 ◽  
pp. 727-737 ◽  
Author(s):  
Romana Xerez ◽  
Paulo Figueiredo ◽  
Miguel Mira da Silva
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Centrality Measures ◽  
Mediated Communication ◽  
Phone Calls ◽  
Computer Mediated ◽  
The Impact

This chapter examines social networks in the Portuguese society, and the impact of these social networks on organizations regarding Computer-Mediated Communication. The results describe a Portuguese case study and attempt to answer the following question: How does Computer-Mediated Communication contribute to social networking in organizations? This chapter examines the emails and phone calls exchanged during the year 2008 by employees working for a Portuguese bank in order to identify nodes, roles, positions, types of relations, types of networks and centrality measures. Overall there were 93.654 internal calls and 542.674 emails exchanged between the actors. The findings suggest that emailing is the preferred means of communication, although frequency increases with hierarchy communication. Collaborative work between departments functions as the emergence of a network. The results confirm the relevance of computer networks to support social networks in organizations, and its potential concerning data analysis outside the traditional surveys, and the possibility of introducing Internet sources.

scholarly journals Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

2021 ◽  
Vol 12 (1) ◽  
pp. 2
Author(s):  
Elisabeth Ramos-Rodríguez ◽  
Elvira Fernández-Ahumada ◽  
Astrid Morales-Soto
Keyword(s):  
Mathematical Modeling ◽  
Professional Development ◽  
Effective Teacher ◽  
Development Programs ◽  
Mathematical Skills ◽  
Effective Training ◽  
Teacher Professional ◽  
Professional Development Programs ◽  
The Impact

A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.

scholarly journals Facilitating “Gem Moments” of Learning: Reading Research as Teacher Professional Development

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Sarah Jane Twomey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
The Other ◽  
Relational Model ◽  
Reading Group ◽  
On Line ◽  
Teacher Professional ◽  
The Impact

This purpose of this paper is to deepen our understanding of a relational model of professional development that nurtures teachers’ interest in learning and professional growth through reading. This case study documents the impact of a teacher reading group that was created for the purposes of a larger study between 2005 and 2007 in Vancouver, British Columbia, Canada. Louisa, one of the six participants of this larger study, is the focus of this paper. Louisa’s practice of reading, interpreting, evaluating, and utilizing the on-line research she read individually and collectively with the other five participants of the study became a way for her to identify and critique important issues, reframe her experiences as a teacher, question her professional assumptions and beliefs, and begin to develop a new unit of study for her English as a Second Language students.

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