How School Leaders Can Support Teachers With Program Implementation

2021 ◽  
pp. 172-195
Author(s):  
Christina Boyle ◽  
Maria Wills ◽  
Lauren E. Jackson ◽  
Nicole Kammer ◽  
Tracy Mulvaney
Keyword(s):  
Early Childhood ◽  
Program Implementation ◽  
School Leaders ◽  
Transformative Leadership ◽  
Educational Stakeholders ◽  
Preschool Students ◽  
Transformative Action ◽  
Mathematics Program ◽  
Math Teacher

Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.

scholarly journals Educator Perspectives on Teacher Attrition and Retention in Private Early Childhood Schools in India

2021 ◽  
pp. 13-25
Author(s):  
Swathi Sandesh Menon ◽  
Donna Moucha Brackin
Keyword(s):  
Early Childhood ◽  
Teacher Attrition ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Workplace Relationships ◽  
Work Sharing ◽  
Schedule Flexibility ◽  
Education Leaders ◽  
Educator Perspectives

Teacher attrition is a challenge in many countries. This qualitative case study explored the perspectives of teachers and school leaders in India regarding how teacher attrition in private early childhood schools influences the students, teachers, parents, school leaders, and schools and the factors that stakeholders identify as important to retain teachers. Themes related to compensation for increased workloads, positive workplace relationships, schedule flexibility, teaching autonomy and rewards/recognition for work. Sharing these experiences and suggestions of educators on teacher attrition can help education leaders possibly lessen teacher attrition and retention in India.

scholarly journals USING PARTICIPATORY VISUAL METHODS TO TEACH CHARACTER EDUCATION IN EARLY CHILDHOOD IN KENYA

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Evans M. Olao ◽  
Bernard L. Misigo ◽  
Karsten Speck
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Early Childhood Teacher ◽  
Visual Methods ◽  
Youth Engagement ◽  
Educational Stakeholders ◽  
Individual Interviews ◽  
Open Coding ◽  
Multiple Case

<p>The rising cases of youth engagement in anti-social behaviour in Kenya present the need for educational stakeholders to invest in the teaching of character education. This paper has explored the use of participatory visual methods (PVM) in the teaching of character education. A multiple case-study design was used where eight grade three teachers were selected purposively. Data were generated through drawings, individual interviews and reflective journals. These were later analysed thematically through systematic open coding. The findings showed that PVM are learner centred and that they advance collaborative learning. This child-centeredness encouraged active learning and excitement among learners. It also boosted learners’ memories and overcame the language barriers that learners experience during communication in class. This paper concluded that participatory visual methods are new approaches as an alternative for better teaching of character education in early childhood. This conclusion has implications for early childhood teacher education on child-appropriate teaching styles to be used in character education. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" /></p>

scholarly journals Transformative School Counselor Leadership

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880862 ◽  
Author(s):  
Molly M. Strear ◽  
Patricia Van Velsor ◽  
Daniel A. DeCino ◽  
Gregory Peters
Keyword(s):  
Leadership Development ◽  
School Counselors ◽  
Program Implementation ◽  
School Counselor ◽  
Transformative Leadership ◽  
Urban School District ◽  
School Counseling Program ◽  
Comprehensive School Counseling ◽  
School Counselor Leadership

This descriptive, intrinsic case study explored a transformative leadership professional development opportunity designed for school counselors in a large, urban school district. Interviews with 19 participating school counselors provided increased understanding of school counselors’ beliefs, skills, and agency regarding leadership and comprehensive school counseling program implementation. We discuss the results to support school counselor leadership development and implications for school counselors striving for educational equity.

Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen

2019 ◽  
Vol 16 (3) ◽  
pp. 417-428
Author(s):  
Özgün Ünver ◽  
Ides Nicaise
Keyword(s):  
Early Childhood ◽  
Maternal Employment ◽  
Domain Specificity ◽  
Specific Context ◽  
Childhood Education ◽  
Parents And Children ◽  
Education And Care ◽  
The Relationship ◽  
The Town

This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.

KAJIAN PENYELENGGARAAN PAUD DI KOTA BANJARMASIN DITINJAU DARI ASPEK PERENCANAAN

2018 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Lisna Sulinar Sari
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Educational Needs ◽  
Needs Analysis ◽  
Case Study Approach ◽  
Childhood Education ◽  
Study Approach ◽  
Early Childhood Institutions

Abstrak: Permasalahan dalam penelitian ini yaitu dari jumlah lembaga PAUD yang ada diKota Banjarmasin belum semuanya memiliki perencanaan khususnya pada analisispeningkatan legalitas kelembagaan PAUD dan analisis kebutuhan pendidikan untuk anak usiadini (AUD). Penelitian ini menggunakan pendekatan studi kasus dengan analisis data deskrtifkuantitatif dan kualitataif. Hasil studi menunjukkan bahwa: i) Disdik Kota Banjarmasin danLembaga PAUD sampel tidak melakukan perencanaan yang baik untuk pendataan analisiskebutuhan pendidikan AUD; ii) Belum semua lembaga PAUD sampel memiliki izinoperasional dikarenakan adanya persyaratan yang belum dapat dipenuhi karena memerlukanbiaya yang cukup besar seperti, pembuatan akta notaris; iii) Belum semua lembaga PAUDmemiliki sarpras sesuai dengan pedoman sarana dan prasarana dari pusat; iv) untuk membantuketersediaan sarpras, Disdik Kota Banjarmasin sudah mengalokasikan dana APBD II berupabantuan RKB, rehab kelas rusak ringan dan berat, serta bantuan APE Dalam dan Luar berupabarang. Abstract: The problem in this study is from the number of early childhood institutions in thecity of Banjarmasin not all have plans in particular to the analysis of institutional legalityincrease early childhood education and educational needs analysis for early childhood (AUD).This study uses a case study approach to data analysis of quantitative and qualitative deskrtif.The study shows that: i) Disdik Banjarmasin and Institutions ECD sample is not doing betterplanning for data analysis AUD educational needs; ii) Not all the samples of early childhoodinstitutions have an operating permit because of the requirements can not be met because itrequires significant costs such as notary deed; iii) Not all early childhood institutions haveinfrastructure accordance with the guidelines of the central infrastructure; iv) to assist theavailability infrastructure, Disdik Banjarmasin already allocated budget II in the form ofclassroom assistance, rehabilitation of damaged light and heavy classes, as well as the In andOut APE assistance in the form of goods.

Smart design of intelligent companion toys for preschool children

2020 ◽  
pp. 1-14
Author(s):  
Xin Wang ◽  
Nian Yin ◽  
Zhinan Zhang
Keyword(s):  
Artificial Intelligence ◽  
Early Childhood ◽  
Preschool Children ◽  
Essential Role ◽  
Childhood Education ◽  
Child Centered ◽  
Toy Design ◽  
Complete Framework ◽  
New Framework

Abstract Early childhood education has long-lasting influences on people, and an appropriate companion toy can play an essential role in children's brain development. This paper establishes a complete framework to guide the design of intelligent companion toys for preschool children from 2 to 6 years old, which is child-centered and environment-oriented. The design process is divided into three steps: requirement confirmation, the smart design before the sale, and the iterative update after the sale. This framework considers the characteristics of children and highlights the integration of human and artificial intelligence in design. A case study is provided to prove the superiority of the new framework. In addition to enriching the research on intelligent toy design, this paper also guides for practitioners to design smart toys and helps in children's cognitive development.

scholarly journals R–R–T (resistance–resilience–transformation) typology reveals differential conservation approaches across ecosystems and time

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Guillaume Peterson St-Laurent ◽  
Lauren E. Oakes ◽  
Molly Cross ◽  
Shannon Hagerman
Keyword(s):  
Climate Change ◽  
Empirical Evidence ◽  
Climate Change Adaptation ◽  
Conservation Practices ◽  
Practical Application ◽  
Empirical Assessment ◽  
Transformative Action ◽  
Conservation Actions

AbstractConservation practices during the first decade of the millennium predominantly focused on resisting changes and maintaining historical or current conditions, but ever-increasing impacts from climate change have highlighted the need for transformative action. However, little empirical evidence exists on what kinds of conservation actions aimed specifically at climate change adaptation are being implemented in practice, let alone how transformative these actions are. In response, we propose and trial a novel typology—the R–R–T scale, which improves on existing concepts of Resistance, Resilience, and Transformation—that enables the practical application of contested terms and the empirical assessment of whether and to what extent a shift toward transformative action is occurring. When applying the R–R–T scale to a case study of 104 adaptation projects funded since 2011, we find a trend towards transformation that varies across ecosystems. Our results reveal that perceptions about the acceptance of novel interventions in principle are beginning to be expressed in practice.

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