Connecting Research to Teaching: Professional Communities: Teachers Supporting Teachers

1996 ◽  
Vol 89 (4) ◽  
pp. 321-364
Author(s):  
Lisa Byrd Adajian

In the past decade, numerous projects aimed at improving the teaching and learning of mathematics have been developed. One theme that has repeatedly emerged from these and other reform efforts is the importance of a strong professional community for helping teachers implement reform. When teachers are active participants in a professional community of their peers, they gain important knowledge and psychological support. In addition, when teachers' efforts are guided by their professional community, reform is more widespread and long lasting.

2016 ◽  
Vol 43 (3) ◽  
pp. 211
Author(s):  
Jeffrey M. Minicucci

Elkanah Billings is an important, historical example of a 19th century Ontario lawyer who made a contribution to Canadian life by engaging in a pursuit outside the practice of law. An accomplished autodidact (i.e. a self-taught expert) and renowned as the father of Canadian paleontology, Billings has the distinction of being claimed by the global paleontological and geological professional communities, and by the Ontario legal profession. Although some researchers have alleged that Billings had abused alcohol during his life, he nonetheless managed to establish a remarkable career as a paleontologist. He applied the researching, analytical, and argumentative skills that he had acquired during his years of training and practice as a lawyer to the science of paleontology enabling him to peel back the layers of time to reveal the ancient life of the past. In view of his strengths, weaknesses, and professional accomplishments, the example of Billings’ history potentially becomes increasingly relevant in the effort to reinforce the importance of ethics and professional responsibility among earth science and evolutionary biology professionals and to promote a shared sense of professional community and heritage. The example of Billings’ history also presents a golden opportunity for the synthesist to nurture a closer connection between the law and science in the form of interdisciplinary or multidisciplinary dialogue and collaboration.RÉSUMÉElkanah Billings est un important exemple historique d’un avocat Ontarienne du XIXe siècle qui a apporté une contribution à la vie Canadienne en se livrant à une poursuite en dehors de la pratique du droit. Autodidacte accompli et reconnu comme le père de la paléontologie canadienne, Billings a la paricularité d’être  revendiqué par les communautés professionnelles paléontologiques et géologiques mondiales, et par la profession juridique de l’Ontario. Bien que certains chercheurs ont affirmé que Billings avait abusé de l’alcool au cours de sa vie, il a réussi néanmoins à établir une carrière remarquable en tant que paléontologue. Il a appliqué la recherche, d’analyse, et les compétences argumentatives qu’il avait acquises au cours de ses années de formation et de pratique comme avocat à la science de la paléontologie qui lui permet de décoller les couches de temps pour révéler l’ancienne vie du passé. Compte tenu de ses points forts, les faiblesses et les réalisations professionnelles, l’exemple de l’histoire Billings devient potentiellement plus pertinent dans les efforts visant à renforcer l’importance de l’éthique et de la responsabilité professionnelle des sciences de la terre et les professionnels de la biologie de l’évolution et de promouvoir un sens partagé de la communauté professionnelle et le patrimoine. L’exemple de l’histoire Billings présente également une occasion en or pour le synthésiste d’entretenir un lien plus étroit entre la loi et la science sous la forme de dialogue et de collaboration interdisciplinaire ou multidisciplinaire.


2021 ◽  
Vol 30 (3) ◽  
pp. 427-438
Author(s):  
Andrea Pető ◽  
Ildikó Barna

In his 1992 article, ‘Today, Freedom is Unfettered in Hungary,’ Columbia University history professor István Deák argued that after 1989 Hungarian historical research enjoyed ‘unfettered freedom. Deák gleefully listed the growing English literature on Hungarian history and hailed the ‘step-by step dismantling of the Marxist-Leninist edifice in historiography’ that he associated with the Institute of History at the Hungarian Academy of Sciences (HAS) under the leadership of György Ránki (1930–88). In this article he argued that the dismantling of communist historiography had started well before 1989. Besides celebrating the establishment of the popular science-oriented historical journal, History (História) (founded in 1979) and new institutions such as the Európa Intézet – Europa Institute (founded in 1990) or the Central European University (CEU) (founded in 1991) as turning points in Hungarian historical research, Deák listed the emergence of the question of minorities and Transylvania; anti-Semitism and the Holocaust; as well as the 1956 revolution. It is very true that these topics were addressed by prominent members of the Hungarian democratic opposition who were publishing in samizdat publications: among them János M. Rainer, the director of the 1956 Institute after 1989, who wrote about 1956. This list of research topics implies that other topics than these listed before had been free to research and were not at all political. This logic interiorised and duplicated the logic of communist science policy and refused to acknowledge other ideological interventions, including his own, while also insisting on the ‘objectivity’ of science. Lastly, Deák concluded that ‘there exists a small possibility that the past may be rewritten again, in an ultra-conservative and xenophobic vein. This is, however, only a speculation.’ Twenty years later Ignác Romsics, the doyen of Hungarian historiography, re-stated Deák's claim, arguing that there are no more ideological barriers for historical research. However, in his 2011 article Romsics strictly separated professional historical research as such from ‘dilettantish or propaganda-oriented interpretations of the past, which leave aside professional criteria and feed susceptible readers – and there are always many – with fraudulent and self-deceiving myths’. He thereby hinted at a new threat to the historical profession posed by new and ideologically driven forces. The question of where these ‘dilettantish or propaganda-oriented’ historians are coming from has not been asked as it would pose a painful question about personal and institutional continuity. Those historians who have become the poster boys of the illiberal memory politics had not only been members of the communist party, they also received all necessary professional titles and degrees within the professional community of historians.


2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.


2021 ◽  
pp. 7-15
Author(s):  
Julia Yurevna Bocharova ◽  

Pedagogical universities are in the area of great attention from the society and the state because of their increasing role in forming the human capital of the territories. The purpose of this article is to explain the necessity and possibility of creating a mission and strategy for the development of pedagogical universities in (macro) regions on the basis of a post-non-classical understanding of pedagogical education. Methodology and methods: to construct the mission of the pedagogical university, claiming to play an active role in the ecosystem of education in the region, the post-non-classical methodology was used in understanding pedagogical education as an open, system-synergetic approach (ecosystem as its kind), as well as the typical of the post-non-classical methodology, methods of reconstructing the experience of designing an open pedagogical education in a heterogeneous (academic and teaching) professional community. Research results: three missions of the regional pedagogical university are characterized: education, research and impact on society, from the standpoint of the ecosystem approach and the concept of an entrepreneurial university. A pedagogical university acts as a key element of the ecosystem if it demonstrates an entrepreneurial type of behavior, overcomes resource constraints due to the dominance of the third mission over education and research, subordinating them to the task of creating a cohort of agents of change – vanguard groups of future a working teachers in the territory. Conclusion: the missions of the pedagogical university should be subordinated to the influence on the entire pedagogical corps of the region by increasing the density of connections in educational and professional communities.


2021 ◽  
pp. 089590482110494
Author(s):  
Melissa Arnold Lyon ◽  
Shani S. Bretas ◽  
Douglas D. Ready

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking.


Author(s):  
Marian Amengual Pizarro

In the past decades, there has been a growing interest in the effects of language tests, especially high-stakes tests, on teaching and learning referred to as ‘washback'. In fact, high-stakes tests have started to be exploited to reform instruction and achieve beneficial washback. This paper focuses on the washback effects of a high-stakes English Test (ET) on the teaching of English. The main goal of this study is to examine the washback effects of the ET on the following aspects of teaching: curriculum, materials, teaching methods, and teaching feelings and attitudes. The study also attempts to discover teachers' perceptions towards the introduction of a speaking and a listening component in the design of the new ET due to be implemented in 2012. The overall findings, collected from a questionnaire carried out among 51 secondary teachers, indicate that the ET is clearly affecting curriculum and materials. Results also reveal that the ET appears to influence teachers' methodology. Furthermore, most of the teachers believe that the introduction of a speaking and a listening component in the new ET design will help solve the mismatch between the communicative approach they seem to value and the skills so far evaluated in the ET.


2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.


2018 ◽  
Vol 12 (1) ◽  
pp. 176
Author(s):  
Abdullah Alshakhi

Over the past several decades, writing assessment has evolved in an ever-growing attempt to provide contextual fairness to a student while maintaining standards across a larger community. This study analyzed writing assessment at a Saudi English Language Institute (ELI) by first discussing teaching and learning in an EFL context before examining the shortcomings of current Saudi methods in assessment. A universal rubric created by the Saudi ELI allows for consistency across the program and cross-grading between teachers ensures honesty in assessment, but this rigidity leads to a lack of trust between teachers and coordinators and disallows contextual-based learning. First-hand research and literature analysis show that an analytic, rather than holistic, rubric will allow greater contextual-based learning, and that elimination of cross-grading will empower a teacher to become more directly involved with each student. These changes ultimately benefit the students, teachers, and coordinators of the program.


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