Technology Shaping a Democratic Classroom

2010 ◽  
pp. 225-237
Author(s):  
Brenda Lim-Fong ◽  
Rebecca Robins
Keyword(s):  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Top Down ◽  
Bottom Up ◽  
Democratic Classroom ◽  
Educational Potential

This chapter presents a case study of how the educational potential of interactive whiteboards spread from one teacher to her staff, the district and subsequently to other teachers in a province in Canada. This initiative is unique because of the “bottom up” nature of teachers coming together and sharing their expertise and experience with interactive whiteboards, which in turn inspired other teachers. Over a number of years, Livingstone staff have observed, discussed and documented multiple ways in which IWBs support teaching and learning. These findings have been adopted and improved as the staff collaborate and change their authoritarian style to a more student-directed classroom. This case outlines the power and potential of this type of collaborative, bottom up approach among teachers and university educators rather than the more common “top down” approach typically identified with administrators requiring teachers to use interactive whiteboards.

Translation policy

2021 ◽  
Vol 7 (3) ◽  
pp. 339-369
Author(s):  
Alireza Jazini
Keyword(s):  
End Users ◽  
Reception Theory ◽  
Audience Reception ◽  
Policy Network ◽  
Top Down ◽  
Bottom Up ◽  
Policy Model ◽  
Subsequent Research ◽  
Made In

Abstract The translation policy model by González Núñez (2013, 475) comprises three elements, namely “translation management”, “translation practices”, and “translation beliefs”. While the first two elements of this model are straightforward and easy to study in top-down approaches, translation beliefs can relate both to policymakers and policy receivers. However, the distinction has not been clearly made in this model and the element of translation beliefs has been chiefly treated in the literature as though it comes from the top levels of policymaking, hence overlooking the bottom-up aspects of it (see González Núñez 2014, 2016; Li et al. 2017). In order to improve this model, the present paper draws on the audience reception theory (Hall 1973), and shows that the current translation policy model requires a fourth element that I would call ‘translation reception’. The paper draws on the findings of a reception-oriented case study on translation policies in provincial broadcasting in Iran. This study argues that a more inclusive model of translation policy should not only include the authority-level elements of translation management, translation practices, and translation beliefs, but also the element of translation reception on the part of policy receivers. This way, I hope, the end users’ involvement in and contribution to the translation policy network will not be overlooked in subsequent research.

Designing a Computer Network in Building a Smart School with Case Study of SMA Negeri 1 Kediri

2020 ◽  
Vol 8 (2) ◽  
pp. 177
Author(s):  
Ni Putu Ega Meiliana Wijaya ◽  
I Komang Ari Mogi
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Computer Network ◽  
Integrated System ◽  
Network Development ◽  
Top Down ◽  
Star Topology ◽  
Use Of Technology ◽  
School Concept

Smart school is a technology-based school concept used in the teaching and learning process in the classroom. The use of educational technology includes an integrated system that assists the educational community in carrying out their respective functions with the aim of developing the potential of students. The use of technology in the field of education is expected to help and facilitate students and schools in conducting learning so that technology is able to facilitate and solve problems in learning. In building smart schools, it is also necessary to design technology developed in technology. The concept of network development that will be used is to use the Top-Down method and the topology used is to use ring topology and star topology. With the development of smart schools, it is expected that education using technology will continue to develop.

scholarly journals Making a House a Home: Motivations for Earthquake Strengthening   Domestic Homes in Dunedin, an Argument Towards Domestic Heritage

2021 ◽  
Author(s):  
◽  
Imogen Stockwell
Keyword(s):  
New Zealand ◽  
Residential Buildings ◽  
Top Down ◽  
Bottom Up ◽  
Conservation Practice ◽  
Heritage Studies ◽  
Heritage Buildings ◽  
Southern City ◽  
The Relationship

<p>Following the 2010 and 2011 Canterbury earthquakes, earthquake strengthening is one of the biggest issues facing heritage buildings in New Zealand. This process is mainly affecting commercial and public buildings; residential buildings are generally exempt from earthquake-prone building policies. However, some homeowners are choosing to do what is often perceived to be an expensive and time-consuming process. This research explores whether there is a heritage relationship between the homeowner and their house that motivates conservation work, such as earthquake strengthening. The central question for this research is: “What makes a heritage house a home? Is “home” a motivation for owners to earthquake strengthen their building? a case study of Dunedin”.  The relationship between homeowners and the heritage of their homes and domestic conservations practices has been underexamined in heritage studies in New Zealand. The current dissertation addresses this problem and contributes to the literature of Museum and Heritage Studies. The theoretical framework employed in this research draws on the field of Critical Heritage Studies in order to explore the relationship between ‘top-down’ and ‘bottom-up heritage’, the notion of ‘peoples-based’ heritage, the value of intangible heritage and a cycle of care. This research utilised qualitative research methods, involving the interviewing three heritage homeowners and two heritage professionals. These provided detailed findings about homeowners’ perceptions of their houses and the interaction between heritage practitioners and homeowners. The southern city of Dunedin was the case study which framed this research, because it has a rich collection of heritage buildings and a council which has been proactive in encouraging earthquake strengthening.  It was found that the heritage homeowner’s relationship with their home played a role in conservation how decisions are undertaken and that there is a lack of outreach from heritage authorities to heritage homeowners. This research provides information about the nature of the interaction between top-down and bottom-up heritage, and how this relationship can lead to positive heritage outcomes. Recommendations include developing open channels of communication between officials and homeowners, increased acknowledgement of the homeowner’s role in the conservation practice, and the establishment of a concept of Domestic Heritage to assist within the development of a cycle of care by heritage homeowners.</p>

Managing records and archives in a Hong Kong school: a case study

2018 ◽  
Vol 28 (2) ◽  
pp. 204-216 ◽  
Author(s):  
Eric C.K. Cheng
Keyword(s):  
Decision Making ◽  
Hong Kong ◽  
Management Practices ◽  
Management Approach ◽  
Record Management ◽  
Records Management ◽  
Top Down ◽  
Bottom Up ◽  
Content Type

Purpose This study aims to explore the principles and practices for managing records with the lens of functional analysis and knowledge management by using a case study that focuses on the experience of implementing records management at a public high school in Hong Kong. Design/methodology/approach A single case study is chosen as the research method for this paper. A series of qualitative interviews and documentary analysis were used to collect and triangulate the qualitative data. Findings The results show that the case school adopted a hybrid top-down and bottom-up approach to record management, facilitate decision-making and manage knowledge. The school adopted the taxonomy provided by the quality assurance framework as the functional classification in a digital archive in the records management system. Practical implications This study provides a set of taxonomy and a hybrid top-down and bottom-up approach to schools for ensuring that accurate information of all school activities is kept and can facilitate an effective and evidence-based, decision-making process. Social implications Identifying taxonomy and management practices for effective documentation in public schools can support planning, assist with organising the continuity of improvement plans and increase reporting and accountability to society. Originality/value This study offers a taxonomy and management approach to the literature of records management and the practices for promoting and improving records management in school.

Using the Interactive Whiteboard to Stimulate Active Learning in School Science

2010 ◽  
pp. 102-117 ◽  
Author(s):  
Sara Hennessy ◽  
Rosemary Deaney ◽  
Chris Tooley
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Interactive Whiteboards ◽  
Secondary Teacher ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Field Notes ◽  
The Uk

This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on pedagogical strategies used to harness the functionality of this powerful technology to support teaching and learning in science. The study offers a vivid example of how one expert secondary teacher used the IWB technology and other digital resources to support “active learning” about the process of photosynthesis by a class of students aged 14-15. Collaborative thematic analysis of digital video recordings, teacher diary, field notes and post-lesson interview data from a sequence of six lessons yielded detailed, theorized descriptions of the teacher’s own rationale. The chapter concludes by highlighting a multimedia resource produced as an outcome of this case study in order to support professional development of practitioners working in other contexts.

Methodology of Schema Integration for New Database Applications

2002 ◽  
pp. 194-218
Author(s):  
Joseph Fong ◽  
Kamalakar Karlapalem ◽  
Qing Li ◽  
Irene Kwan
Keyword(s):  
Data Analysis ◽  
Functional Data Analysis ◽  
Functional Data ◽  
Schema Integration ◽  
Top Down ◽  
Database Applications ◽  
Bottom Up ◽  
Integration Techniques ◽  
New Applications

A practitioner’s approach to integrate databases and evolve them so as to support new database applications is presented. The approach consists of a joint bottom-up and top-down methodology; the bottom-up approach is taken to integrate existing database using standard schema integration techniques (B-Schema), the top-down approach is used to develop a database schema for the new applications (T-Schema). The T-Schema uses a joint functional-data analysis. The B-schema is evolved by comparing it with the generated T-schema. This facilitates an evolutionary approach to integrate existing databases to support new applications as and when needed. The mutual completeness check of the T-Schema against B-Schema derive the schema modification steps to be performed on B-Schema to meet the requirements of the new database applications. A case study is presented to illustrate the methodology.

scholarly journals Middle-Out Approaches to Reform of University Teaching and Learning: Champions striding between the top-down and bottom-up approaches

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Rick Cummings ◽  
Rob Phillips ◽  
Rhondda Tilbrook ◽  
Kate Lowe
Keyword(s):  
Change Management ◽  
Teaching And Learning ◽  
Low Cost ◽  
Theory And Practice ◽  
University Teaching ◽  
Top Down ◽  
Bottom Up ◽  
Executive Staff ◽  
Accepted Practice ◽  
External Forces

<P>In recent years, Australian universities have been driven by a diversity of external forces, including funding cuts, massification of higher education, and changing student demographics, to reform their relationship with students and improve teaching and learning, particularly for those studying off-campus or part-time. Many universities have responded to these forces either through formal strategic plans developed top-down by executive staff or through organic developments arising from staff in a bottom-up approach. By contrast, much of Murdoch University's response has been led by a small number of staff who have middle management responsibilities and who have championed the reform of key university functions, largely in spite of current policy or accepted practice. This paper argues that the "middle-out" strategy has both a basis in change management theory and practice, and a number of strengths, including low risk, low cost, and high sustainability. Three linked examples of middle-out change management in teaching and learning at Murdoch University are described and the outcomes analyzed to demonstrate the benefits and pitfalls of this approach.</P>

Conditionality and Homelessness Services; ‘Practice Realities’ in a Drop-in Centre

2011 ◽  
Vol 10 (4) ◽  
pp. 547-557 ◽  
Author(s):  
Rachael Dobson
Keyword(s):  
Study Analysis ◽  
Front Line ◽  
Top Down ◽  
Bottom Up ◽  
Case Study Analysis ◽  
Support Practices ◽  
And Control ◽  
Policies And Practices

This article provides insights into the client−practitioner interaction, as understood through the eyes of those working at the front-line in a Drop-in Centre for homeless clients. Through a case-study analysis of ‘official’ techniques and informal approaches, it is argued that conditional practices are present in contemporary support practices. However, the picture is fragmented, with practitioners arguing for, but also deviating from, conditional strategies that aspire to shape client behaviour. Choices about appropriate responses are occasionally permeated by ‘top−down’ policy messages that aim to responsibilise and generate change in clients. However there is evidence of ‘bottom−up’ drivers informed by experiences of working with clients at the grassroots. These ‘practice realities’ shift an analysis of conditional tactics from just a moralising and disciplining approach, and suggest a more complex set of events at the front-line. Insights add to ongoing commentary about an apparent policy emphasis on rectifying the behaviour of citizens at the sharp end. Conclusions highlight the role of complexity for understanding therapeutic and disciplining elements in policies and practices. Such debates are especially relevant where they connect to the care and control of individuals understood by practitioners as both transgressive and vulnerable.

Successful bottom-up faculty collaboration during institutional change

2015 ◽  
Vol 7 (2) ◽  
pp. 308-330 ◽  
Author(s):  
Hsuying C. Ward ◽  
Ming-Tsan P. Lu ◽  
Brendan H. O'Connor ◽  
Terry Overton
Keyword(s):  
Institutional Change ◽  
Teaching And Learning ◽  
Large Scale ◽  
Institutional Transformation ◽  
Bottom Up ◽  
Content Type ◽  
Faculty Collaboration ◽  
Teaching And Learning Environment ◽  
Starting Point

Purpose – The purpose of this paper is to outline findings from practitioner research with a university faculty learning community (FLC) that organized itself to effect bottom-up change. The study explores beliefs about the efficacy of collaboration among members of the FLC and serves as a best case of grassroots faculty collaboration during a period of institutional change. Design/methodology/approach – This is a case study using semi-structured interviews with FLC members and document review of short-term learning data from students who participated in workshops offered by the FLC. Findings – Creative faculty responses to challenges posed by large-scale institutional transformation improved the teaching and learning environment for faculty and students. This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions. Research limitations/implications – This is a preliminary, self-reflective study with a small number of participants working at a unique institution. Findings are presented not as strictly generalizable truths about faculty collaboration in higher education, but as “lessons learned” that may be valuable to other faculty seeking to take a more proactive role in contexts of institutional change. Practical implications – This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions. Social implications – This study illustrates how bottom-up, faculty-led collaboration can address institutional problems in a university setting. Creative faculty responses to challenges posed by large-scale institutional transformation can improve the teaching and learning environment for faculty and students. Originality/value – This study documents one FLC’s innovative responses to institutional challenges and shifts the conversation about university-based teaching and learning away from bureaucratic mandates related to faculty interactions and productivity and toward faculty’s organic responses to changing institutional conditions.

scholarly journals Elementary Principal/Superintendent Relationship as Perceived by Teachers

2001 ◽  
Vol 9 ◽  
pp. 45
Author(s):  
Catherine H. Glascock ◽  
Diane Taylor
Keyword(s):  
School Climate ◽  
School District ◽  
Case Studies ◽  
School Change ◽  
Elementary Principal ◽  
Individual Case ◽  
Comparative Case Study ◽  
Top Down ◽  
Bottom Up

Despite more than a decade of research on bottom-up school change, the principal/ superintendent relationship continues to be studied primarily as a traditional flow of power from the top down. There is little research that considers the proposition that power vested in principals can be exercised upwardly within the school district hierarchy in the form of independence from and influence on the superintendent. Given the lack of research on these phenomena, it is not surprising that we could find no studies that explore the effects of hierarchical independence and influence on school climate. The present study investigates both. Two schools form the basis of this comparative case study. The schools were chosen based on scores obtained through the OCDQ and TAI instruments. The first school is selected for its high scores on both instruments and the second school is selected based on average scores on the OCDQ and the TAI. Both schools are in the same school district and a brief description of that district begins the discussion. Individual case study findings as well as a comparison of the two case studies follow.

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