scholarly journals LE DÉVELOPPEMENT D’UNE COMPÉTENCE INTERCULTURELLE CHEZ DES ÉDUCATRICES EN MILIEU DE GARDE ÉDUCATIF PLURIETHNIQUE

2020 ◽  
Vol 54 (3) ◽  
pp. 443-463
Author(s):  
Manon Boily ◽  
Mélissa Bissonnette
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Continuing Education ◽  
Qualitative Methodology ◽  
Internal Reference ◽  
Intercultural Competency ◽  
University Researcher

This article presents a study of educators working in a multiethnic early childhood centre in Montreal. The purpose of this study is to examine how intercultural competency has developed among educators as a result of continuing education in the workplace initiated through a focus group in partnership with a university researcher. With reference to the Deardorff framework (2004, 2006), the results show that, following the focus group, the educators developed intercultural competency at the lower level (attitudes, skills, knowledge, and understanding) that contributed to the internal and external changes required at the higher level by setting new internal reference frameworks and updating intercultural competency. A qualitative methodology in an interpretative paradigm was chosen to achieve the research objective.

scholarly journals POLÍTICA NACIONAL DE FORMAÇÃO CONTINUADA: experiência formativa em Belém-Pará

2020 ◽  
Vol 27 (4) ◽  
pp. 289
Author(s):  
Adelice Sueli Braga Delgado ◽  
Tânia Regina Lobato dos Santos ◽  
Kátia Maria dos Santos Dias ◽  
Ely do Socorro Oliveira de Medeiros
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Focus Group ◽  
Continuing Education ◽  
Field Research ◽  
Pedagogical Practice ◽  
Training Experience ◽  
Dialectical Approach ◽  
Analysis Technique ◽  
Formación Docente

Este artigo apresenta reflexões sobre uma experiência de proposta de curso vinculada a uma política nacional de formação de professores, tomando por base duas categorias: reflexões sobre a formação de professores e a prática pedagógica; aprendizagens proporcionadas pelo curso de formação continuada de professores. As categorias são oriundas da análise das falas de egressas do curso mediante sessões de grupo focal. Caracteriza-se como uma pesquisa de campo, sustentada por uma abordagem qualitativa (MINAYO, 2008) e enfoque dialético (FRIGOTTO, 2010). A pesquisa foi realizada com egressas do curso de especialização em docência na Educação Infantil, no município de Belém, sendo este o locus da pesquisa. Os procedimentos metodológicos utilizados foram: levantamento bibliográfico; leitura e consulta de documentos e Grupo Focal (SEVERINO, 2007; GATTI, 2005). Para a sistematização e análise dos dados, foi utilizada a técnica da análise de conteúdo (BARDIN, 2011). O referencial teórico utilizado foi pautado em estudiosos sobre a Educação Infantil e a Formação de Professores. Identificou-se que o curso de especialização configurou-se como um espaço privilegiado para estudos, pesquisas e aprofundamento teórico-metodológico, já que o estudo e a problematização das realidades de trabalho foram pontos fundantes para exercitar a atitude reflexiva e as aprendizagens contribuíram para (re)significar suas práticas.Palavras-chave: Formação de Professores. Professor reflexivo. Prática Pedagógica.NATIONAL POLICY FOR CONTINUING EDUCATION: training experience in Belém-ParáAbstractThis article presents reflections on a course proposal experience linked to a national teacher education policy, based on two categories: reflections on teacher education and pedagogical practice; learning provided by the continuing education course for teachers. The categories come from the analysis of the speeches of the course's graduates through focus group sessions. It is characterized as a field research, supported by a qualitative approach (MINAYO, 2008) and a dialectical approach (FRIGOTTO, 2010). The research was carried out with graduates of the Teaching in Early Childhood Education's specialization course, from the city of Belém, which is the locus of the research. The methodological procedures used were: bibliographic survey; reading and consulting documents and Focus Group (SEVERINO, 2007; GATTI, 2005). For the systematization and analysis of the data, the content analysis technique was used (BARDIN, 2011). The theoretical framework used was based on scholars on Early Childhood Education and Teacher Education. It was identified that the specialization course was configured as a privileged spot for studies, research and theoretical-methodological deepening, since the study and problematization of work realities were fundamental points to exercise the reflexive attitude and the learning contributed to ( re) signify your practices.Keywords: Teacher Education. Reflective teacher. Pedagogical Practice.POLÍTICA NACIONAL DE FORMACIÓN CONTINUA: experiencia Formativa En Belém-ParáResumen Este artículocpresenta reflexión sobre una experiencia de proposta de curso vinculada a una política nacional de formación docente, a partir de dos categorías: reflexiones sobre la formación y práctica pedagógica del profesorado; aprendizaje proporcionado por el curso de educación continua para profesores. Las categorías se derivan del análisis de los discursos de los egresados del curso a través de sesiones de focus grup.  Se caracteriza por ser una investigación de campo, sustentada en un enfoque cualitativo (MINAYO, 2008) y un enfoque dialéctico (FRIGOTO, 2010). La investigación se realizó con egresados del curso de especialización en docencia en Educación Infantil, en la ciudad de Belém, que es el lugar de la investigación. Los procedimientos metodológicos utilizados fueron: levantamiento bibliográfico; lectura y consulta de documentos y Focus Grup (SEVERINO, 2007, GATTI, 2005). Para la sistematización e análisis de los dados se utilizó la técnica de análisis de contenido (BARDIN, 2011). El marco teórico utilizado se báso en estudiosos de Educación Infantil y Formación Docente. Se identificó que el curso de especialización se configuró como un espacio privilegiado para los estudios, la investigación y la  profundización teórico-metodológica, ya que el estudio y proplematización de las realidades laborales fueron puntos fundamentales para ejercitar la actitud reflexiva y los aprendizajes aportados a (re) signifique sus práctica.Palabras clave: Formación del profesorado. Maestra reflexiva. Práctica pedagógica.

Strengthening the Services in Early Childhood Development in the Roma Communities

2018 ◽  
Vol 5 (1) ◽  
pp. 54-60
Author(s):  
Alma Tasevska
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Early Childhood Development ◽  
Recent Decade ◽  
Childhood Development ◽  
Joint Project ◽  
Pedagogical Documentation ◽  
Methods And Techniques ◽  
Kindergarten Educators ◽  
And Training

Abstract The realistic state of the education of the Roma community illustrates the need for serious investments in resources of a human and material kind. Although the recent decade proved to be a decade of educational needs of the Roma, analyses still show the necessity for sustaining the continuity in advancing the developments of everything connected to early childhood development, as a basic sub-system in education. The research that was done had the aim of exploring the needs for strengthening the competencies and the sensibilities of work in environments with social, language and cultural specificities. The research was conducted in several stages, with focus groups as well: a questionnaire for kindergarten educators was conducted; research with a focus group of kindergarten educators was conducted; research with a focus group of parents whose children attend the kindergarten was conducted; research with a focus group of NGO representatives was conducted. The methods and techniques applied are the method of analysis, the inductive, descriptive and the method of generalization, as well as techniques of analysis of pedagogical documentation, observation,and surveying. It can be concluded that: kindergarten educators show a need towards professional development and training related to early childhood development and learning; kindergarten educators show a need towards cooperation with the community; parents showed their dissatisfaction withthe difficult adaptation of children in the kindergarten; NGO representatives stated the need for infrastructural investments, as well as investments in joint project activities between the children, educators,and parents.

scholarly journals PENINGKATAN SIKAP POSITIF IBU-IBU WALI PAUD TERHADAP PEMBELAJARAN DI PAUD RW II TAMBAK WEDI SURABAYA

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Dewi Mustami’ah ◽  
Andi Maulida Rahmania ◽  
Anisa Nilasari
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Positive Attitude ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Childhood Development ◽  
School Year ◽  
Children’S Learning ◽  
Children's Learning

Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk membentuk sikap positif ibu-ibu wali murid PAUD RW II Kelurahan Tambak Wedi Surabaya terhadap pembelajaran di PAUD. Permasalahan selama ini ibuibu menganggap pembelajaran di PAUD kurang ada manfaatnya karena hanya diajari bernyanyi, berjalan-jalan dan bermain saja. Sedangkan orang tua menghendaki ketika anak dimasukkan PAUD akan diajari menulis, berhitung dan membaca. Akibatnya orang tua terkadang tidak akan mengantarkan anaknya ketika sibuk atau punya aktifitas lain dan bahkan akan menghentikan anaknya ditengah tahun pelajaran. Anak tidak sampai tuntas mengikuti pembelajaran di PAUD sampai akhir tahun pelajaran. Dalam upaya meningkatkan sikap positif orang tua (ibu) pada pentingnya belajar di PAUD, maka diperlukan pemahaman terhadap orang tua melalui Focus Group Discussion tentang belajar anak PAUD, Belajar Bersama Anak melalui aktifitas ibu-anak. Untukmeningkatkan sikap positif ibu terhadap PAUD diperlukan pemahaman tentang perkembangan anak Usia Dini, Model belajar anak usia dini, pemilihan stimulant yang cocok untuk anak usia dini. Diharapkan dengan pemahaman yang tepat tentang Pendidikan anak usia dini orang tua akan memiliki sikap positif terhadap PAUD, sehingga orang tua akan berpartisipasi aktif dalam pembelajaran anak. Hasil Ibu-Ibu lebih memahami Pendidikan PAUD mengembangkan aspek fisik, panca indera, emosi, social, pengetahuan, agama pada anak melalui metode bermain. Sehingga ketika bunda PAUD mengajak anak-anak melompat-lompat, berlari atau berjalan-jalan, sebenarnya didalamnya terdapat pengetahuan berbaris, sabar menunggu aba-aba, mengerti teman di kanan kirinya, melatih kepekaan anak dalam mendengar perintah. Ibu-ibu juga memiliki pemahaman terkait bagaimana harus menghadapi anak-anak usia dini dan perilaku khasnya seperti senang berlarian, coret-coret dan ibu-ibu juga memiliki pandangan bagaimana mengelola emosi dengan lebih baik saat menghadapi anak. Ibu-ibu memperoleh gambaran stimulasi anak usia dini yang dapat dilakukan ibu dan anak di rumah dengan menggunakan bahan-bahan yang sederhana namun bertujuan untuk melatih kemampuan sensorik anak, yaitu kegiatan meremas kertas, dan menempel benda-benda kecil di kertas (misalnya biji-bijian (jagung, kedelai, beras, kacang-kacangan).ABSTRACTThe purpose of this community service activity is to establish a positive attitude towards the guardians of PAUD RW II students in Tambak Wedi Surabaya Village towards learning in PAUD. The problem so far has been that mothers consider learning in PAUD to be of no use because they are only taught to sing, walk and play. Whereas parents want PAUD when children are included, they will be taught to write, count and read. As a result parents sometimes will not deliver their children when they are busy or have other activities and will even stop their children in the middle of the school year. Children do not complete learning in PAUD until the end of the school year. In an effort to improve the positive attitude of parents (mothers) on the importance of learning in PAUD, it is necessary to understand parents through Focus Group Discussion on PAUD children’s learning, Learning With Children through mother-child activities. To improve the mother’s positive attitudetowards PAUD, an understanding of Early Childhood development, early childhood learning model, selection of stimulants suitable for early childhood is needed. It is expected that with proper understanding of early childhood education parents will have a positive attitude towards PAUD, so parents will actively participate in children’s learning. Results Mothers better understand PAUD education develops physical aspects, senses, emotions, social, knowledge, religion in children through playing methods. So when the mother of PAUD invites children to jump around, run or walk, in fact there is a lined up knowledge, patiently waiting for the cue, understanding the friend on her left and training the child in listening to commands. Mothers also have an understanding of how to deal with early childhood and their typical behaviors such as running around, scribbling and mothers also have a view on how to manage emotions better when facing children. Mothers get a picture of early childhood stimulation that can be done by mothers and children at home by using simpleingredients but aims to train children’s sensory abilities, namely the activity of squeezing paper, and sticking small objects on paper (for example, grains (corn, soybeans, rice, nuts).

scholarly journals Relaciones escuela-familia: una investigación cualitativa en España (p. 41-69)

2017 ◽  
Author(s):  
María Luisa García Rodríguez ◽  
Natalia Paíno Sánchez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Methodology ◽  
Childhood Education ◽  
The People ◽  
Education Degree ◽  
Investigación Cualitativa ◽  
The University

Durante a permanência em dois centros educativos para cursar as disciplinas de formação básica Prática I e Prática II, do Mestrado em Educação Infantil da Universidade de Salamanca (Espanha), observaram-se desconsiderações, por parte das famílias, em relação às advertências das professoras. Coloca-se, assim, a conveniência de abordar o estudo das relações escola-família com o objetivo de contribuir para sua otimização. A indagação é abordada mediante a metodologia qualitativa, avaliada como a mais oportuna pela sua flexibilidade e sua grande riqueza de resultados. Coletaram-se os dados mediante entrevistas com professores/professoras e as famílias dos alunos entre 3 a 6 anos, de Salamanca e de Cáceres. Tal aproximação da realidade permitiu conhecer as sensações e vivências das pessoas entrevistadas. Mediante uma profunda análise da informação encontrada, chegamos a conclusões notáveis. Há coincidências em reconhecer que existem barreiras e um certo desencontro. Também se oferecem soluções para alcançar a harmonia e a coordenação entre ambas as instituições educadoras.Palavras-chave: Relações escola-família. Coordenação. Análise das soluções. Harmonia.AbstractDuring the stay in two Educational Centers to study the subjects Practicum I and Practicum II of the Early Childhood Education Degree at the University of Salamanca, thoughtlessness manners from the families to the warnings from the teacher are being observed. That way, it’s convenient to arise a study of the relationships between the School and the Families to contribute their improvement. The research has addresses through a qualitative Methodology. That Methodology is valued as the most accurate because of its wealthy results. Data was collected from different interviews with teachers, and 3-6 years-old students’ parents from Salamanca and Cáceres. The proximity to their reality allowed to know the feelings and experiences of the people interviewed. The conclusions arrived after a deep analysis of that information were coincident and remarkable. There is a recognized barrier in the relationships. There are also solutions to get the harmony and the coordination within both educational institutions.Keywords: Relationships between school and families. Coordination. Solution analysis. HarmonyResumenDurante la estancia en dos centros educativos para cursar las asignaturas de formación básica Prácticum I y Prácticum II de la titulación de Grado en Maestro de Educación Infantil de la Universidad de Salamanca (España), se observan desconsideraciones por parte de las familias hacia las advertencias de las maestras. Se plantea así la conveniencia de abordar el estudio de las relaciones Escuela-Familia con el objetivo de contribuir a su optimización. La indagación se aborda mediante metodología cualitativa. Se valora como la más oportuna por su flexibilidad y su gran riqueza de resultados. Se recogieron los datos mediante entrevistas a maestros/as y familias de alumnado de 3 a 6 años de Salamanca y de Cáceres. Dicha aproximación a la realidad permitió conocer las sensaciones y vivencias de las personas entrevistadas. Tras un profundo análisis de la información hallada se llegó a notables conclusiones. Se dan coincidencias en reconocer que existen barreras y cierto desencuentro. También se ofrecen soluciones para alcanzar la armonía y coordinación entre ambas instituciones educadoras.Palabras clave: Relaciones escuela-familia. Coordinación. Analise de las soluciones. Armonía.

scholarly journals THE DIFFUSION OF VALUE EDUCATION MODEL IN EARLY CHILDHOOD THROUGH TRADITIONAL SONGS AND GAMES

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Mami Hajaroh ◽  
Rukiyati Rukiyati ◽  
Joko Pamungkas
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Quantitative Methods ◽  
Group Discussion ◽  
Kindergarten Teachers ◽  
Research Subjects ◽  
Qualitative And Quantitative Methods ◽  
Education Model ◽  
Traditional Songs ◽  
Early Childhood Learning

This study was aimed at diffusing the value education model through traditional songs and games for kindergarten teachers in Yogyakarta. This model is an early childhood learning innovation for value education. Diffusion research is a study to disseminate models to teachers; therefore the research subjects were kindergarten teachers. The subject of this study in Kindergarten Schools in DIY included 15 kindergarten schools in Bantul, Sleman, Kulonprogo, Bantul and Yogyakarta city regencies involving 32 teachers. The data were gathered using focus group discussions and questionnaires. The data then analyzed using mixed descriptive qualitative and quantitative methods. This study proves that the model of value education in early childhood through traditional songs and games has five characteristics as innovations which have the advantages of relative, compatibility, complexity, can be tested and can be observed. In addition, in the process of disseminating to the teacher through five stages of diffusion, namely: knowledge, persuasion, decision, implementation, and confirmation. Teachers also tend to use traditional songs and games to inculcate religious values which are the school's peculiarities.DIFUSI MODEL PENDIDIKAN NILAI PADA ANAK USIA DINI MELALUI LAGU DAN PERMAINAN TRADISIONALPenelitian ini bertujuan untuk mendifusikan model pendidikan nilai melalui lagu dan permainan (dolanan) tradisional pada guru taman kanak-kanak ‘Aisyiyah di Daerah Istimewa Yogyakarta (DIY). Model ini merupakan inovasi pembelajaran anak usia dini untuk pendidikan nilai. Penelitian difusi merupakan penelitian untuk menyebarluaskan model kepada para guru; oleh karena itu subyek penelitian adalah guru taman kanak-kanak. Subjek penelitian ini di Sekolah Taman Kanak-kanak di DIY meliputi 15 sekolah Taman-Kanak-kanak di Kabupaten Bantul, Sleman, Kulonprogo, Bantul dan Kota Yogyakarta melibatkan 32 orang guru. Pengumpulan data menggunakan focus group discussion dan kuisioner. Analisis data secara deskriptif kualitatif dan kuantitatif. Penelitian ini membuktikan bahwa model pendidikan nilai pada anak usia dini melalui lagu dan dolanan memiliki lima karakterisik sebagai inovasi yakni memiliki keunggulan relative, kompatibilitas, kompleksitas, dapat diujicoba dan dapat diamati. Selain itu dalam proses penyebarluasan kepada guru melewati lima tahap difusi yakni: pengetahuan, persuasi, keputusan, implementasi, dan konfirmasi. Guru juga cenderung menggunakan lagu dan permainan tradisional untuk menanamkan nilai-nilai keagamaan yang merupakan kekhasan sekolah.

Measures in curbing poor compliance to building control regulation among renovated terrace houses

2017 ◽  
Vol 9 (3) ◽  
pp. 256-271
Author(s):  
Bibi Khairani Mohamed Sabri ◽  
Norsidah Ujang ◽  
Afida Mastura Muhammad Arif ◽  
Srazali Aripin
Keyword(s):  
Focus Group ◽  
Qualitative Methodology ◽  
Poor Compliance ◽  
Local Authorities ◽  
Building Control ◽  
Content Type ◽  
Face To Face ◽  
Interview Session ◽  
Control Regulation ◽  
Data Collection And Analysis

Purpose The purpose of this study is to explore measures taken by local authorities in curbing poor compliance among renovated terrace houses in the state of Selangor, Malaysia. Design/methodology/approach A qualitative methodology was selected in the data collection and analysis of the study. Seven local authority officers from seven selected local authorities were invited to participate in a face-to-face interview session to share their experience. A focus group was conducted for the purpose of confirming the validity of the data collected during the interview session. The focus group consisted of 32 officers in charge of building control enforcement invited from 11 local authorities within Selangor State. Findings The results show that collecting revenue rather than ensuring compliance is the main objective among the authorities responsible for enforcing the regulations. There are four common tools adopted to penalize the offenders, which are compounds, demolition, prosecution and court orders, with a mix of opinions on their objective achievement. Major obstacles identified in the implementation of the enforcement task are low staffing capacity in monitoring and inspection, difficulties in preparing investigation paper and problems carrying out the demolition of illegal extensions. Originality/value The study uncovers obstacles to enforcing regulations on home renovations. The findings contribute toward improving the enforcement practices of local building control authorities.

The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants

2012 ◽  
Vol 114 (12) ◽  
pp. 1-37
Author(s):  
Jennifer K. Adair ◽  
Joseph Tobin ◽  
Angela E. Arzubiaga
Keyword(s):  
United States ◽  
Early Childhood ◽  
Focus Group ◽  
Research Method ◽  
The United States ◽  
Focus Group Interviews ◽  
Recent Immigrants ◽  
Immigrant Teachers ◽  
Education And Care ◽  
Group Interviews

Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design The research method used in the CCB project is a variation of the multi-vocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent–staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities.

Iterative Usability Evaluation for an Online Educational Web Portal

2012 ◽  
pp. 271-289
Author(s):  
Xin C. Wang ◽  
Borchuluun Yadamsuren ◽  
Anindita Paul ◽  
DeeAnna Adkins ◽  
George Laur ◽  
...  
Keyword(s):  
Adult Learners ◽  
Focus Group ◽  
Online Education ◽  
Continuing Education ◽  
Usability Evaluation ◽  
Multiple User ◽  
Education Environment ◽  
Simultaneous Testing ◽  
Web Developers ◽  
Usability Evaluation Methods

Online education is a popular paradigm for promoting continuing education for adult learners. However, only a handful of studies have addressed usability issues in the online education environment. Particularly, few studies have integrated the multifaceted usability evaluation into the lifecycle of developing such an environment. This paper will show the integration of usability evaluation into the development process of an online education center. Multifaceted usability evaluation methods were applied at four different stages of the MU Extension web portal’s development. These methods were heuristic evaluation, focus group interview and survey, think-aloud interviewing, and multiple-user simultaneous testing. The results of usability studies at each stage enhanced the development team’s understanding of users’ difficulties, needs, and wants, which served to guide web developers’ subsequent decisions.

scholarly journals 3015 Enhancing Outcomes in Childcare Settings for Young Children with Behavior Disorders: An Examination of Conscious Discipline Implementation

2019 ◽  
Vol 3 (s1) ◽  
pp. 88-88
Author(s):  
Sufna Gheyara John ◽  
Nicola Edge ◽  
Michael Cucciare ◽  
Nicholas Long
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Groups ◽  
Positive Impact ◽  
Teacher Perspectives ◽  
Self Control ◽  
Barriers And Facilitators ◽  
Full Implementation ◽  
Perceived Impact ◽  
The Impact

OBJECTIVES/SPECIFIC AIMS: 1. Identify the extent of CD implementation for trained childcare teachers. 2. Explore teacher perspectives on the impact of CD. 3. Explore teacher perspectives on barriers and facilitators to full implementation of CD. METHODS/STUDY POPULATION: We conducted a survey with 267 childcare teachers who had been trained in CD across the state, representing early childhood educational environments in urban and rural settings. Specific questions were asked related to level of CD implementation, perceived benefit, and facilitators/barriers to full implementation. A random subset of the sample (8 teachers) participated in a subsequent focus group to explore survey themes in greater depth. Focus group members were asked about their rationale for attending CD training, CD implementation (including barriers/facilitators to full implementation), and perceived impact on their classrooms. The focus group was recorded and transcribed to capture questions and comments. RESULTS/ANTICIPATED RESULTS: Objective 1: 1. 30% of teachers reported full implementation of CD. 2. 50% of teachers reported partial implementation of CD. Objective 2: 1. The vast majority of teachers (95%) agreed that CD had a positive impact on their classroom, including better structure and enhanced relationships with the children. 2. The vast majority of teachers (85%) agreed that CD had a positive impact on the children in their classroom, including increases in problem-solving abilities and self-control. Objective 3: 1. Most teachers (71%) reported experiencing barriers to CD implementation, with the majority of those surveyed (93%) stating that additional implementation support would be helpful. 2. The top three barriers to implementation elicited in survey and focus groups included uncertainty regarding how to begin implementing CD in the classroom, lacking materials for CD implementation, and lacking time to focus on applying knowledge from training into the classroom. 3. The top three facilitators for implementation elicited in survey and focus groups included coaching support for teachers, training agency leadership in CD, and greater perceived impact of CD. DISCUSSION/SIGNIFICANCE OF IMPACT: Childhood disruptive behaviors are among the most frequent reasons for referral to specialized services in and out of the classroom (Sukhodolsky, Smith, McCauley, Ibrahim, & Piasecka, 2016). Disruptive and aggressive behaviors are problematic, not only for victims of children who are aggressive but also for aggressive children as they age. Although effective treatments exist, the level of effective implementation of these interventions are understudied. These results demonstrate that 2/3 of teachers trained in CD are not fully implementing the model and provides concrete barriers and facilitators to current implementation. These data will provide the initial foundation for the development of a targeted implementation strategy that supports full implementation of CD within early childhood education settings.

scholarly journals Interfunctional coordination: the role of digitalization

2019 ◽  
Vol 35 (3) ◽  
pp. 404-419 ◽  
Author(s):  
José L. Ruiz-Alba ◽  
Rodrigo Guesalaga ◽  
Raquel Ayestarán ◽  
Javier Morales Mediano
Keyword(s):  
Focus Group ◽  
Design Methodology ◽  
Qualitative Methodology ◽  
Content Type ◽  
Top Executives ◽  
Main Driver ◽  
Negative Side Effects ◽  
Depth Interviews ◽  
Integrated Study

Purpose This paper aims to investigate interfunctional coordination (IC) in a B2B context. More specifically, it explores the role of digitalization as a strategic driver for an effective IC. Design/methodology/approach Following a qualitative methodology, three studies have been integrated: Study 1 (focus group with 5 participants), Study 2 (31 in-depth interviews with top executives) and Study 3 (online focus group with 9 experts). Findings One finding is that digitalization is the main driver for IC and can be considered strategic. Other findings show that digitalization can enhance IC, but it was also found that digitalization can have negative side effects on IC. Originality/value This study contributes to the understanding of the importance of digitalization on IC and also contributes to the conceptualization of IC as a dynamic capability.

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