This document summarizes a study on a collaborative action research project using networked technologies to support online professional development for educators. The study involved researchers and practitioners from schools in several countries. It found that the professional development programs deepened teachers' understanding and engagement, and enhanced collaboration. Leaders reported being able to articulate their vision and take strategic action. Students reported greater engagement and understanding. While impacts on systems were gradual, several schools reorganized structures and modified tools and standards to reflect the frameworks. The study demonstrates how online professional learning communities can sustain efforts to improve instruction and student achievement through collaborative action research.
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell -...William Kritsonis
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982) - www.nationalforum.com
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell -...William Kritsonis
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982) - www.nationalforum.com
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
Barbour, M. K. (2014, February). Changing role of the teacher in K-12 online and blended learning. A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Lazarusy Folkman (1986) definen a afrontamiento como esfuerzos cognitivos y conductuales cambiantes que se desarrollan para manejar las demandas internas o externas evaluadas como desbordantes de los recursos de los individuos
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
Barbour, M. K. (2014, February). Changing role of the teacher in K-12 online and blended learning. A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Lazarusy Folkman (1986) definen a afrontamiento como esfuerzos cognitivos y conductuales cambiantes que se desarrollan para manejar las demandas internas o externas evaluadas como desbordantes de los recursos de los individuos
Человеко-компьютерное взаимодействие и юзабилити-инженерия: современное состо...Ivan Burmistrov
Доклад на семинаре «Юзабилити как новая и перспективная область инженерной психологии» в Институте психологии РАН, 23 сентября 2010 г. (серия «Актуальные проблемы психологии труда, инженерной психологии и эргономики», руководитель – проф. В. А. Бодров)
Плоский и традиционный дизайн интернет-сайтов: сравнительная оценка эффективн...Ivan Burmistrov
Доклад на конференции «Основные тенденции развития психологии труда и организационной психологии 2015» (Москва, 15-16 октября 2015 г.).
Статья: http://www.interux.ru/publications/Burmistrov_Zlokazova_Izmalkova_Leonova-Flat_vs_Traditional_Webdesign-2015.pdf
User interfaces for the next generation mobile POS-terminalsIvan Burmistrov
Presentation for Pan-Baltic World Usability Day 2012
In the nearest future, millions of customers will come to grips with a new class of mobile gadgets which are expected to invade retail and service environments soon, namely mobile POS-terminals and PIN-pads. The latest models of mobile POS-terminals have all functionality of a high-end smartphone (a variety of apps running under operating system, large touchscreen, powerful multimedia capabilities, and all types of wireless communication including GPRS, Bluetooth and Wi-Fi) plus NFC, the possibility to accept credit and loyalty cards of three types (magstripe cards, smartcards and contactless cards like MasterCard PayPass or Visa payWave) and a printer. Mobile POS devices can revolutionize the whole retail and service ecosystem and radically transform the behavior and social roles of customers and sales personnel. In our presentation, we describe our recent project on the user interface design for mobile POS-terminals and present guidelines for designing GUIs for this new class of gadgets.
CHAPTER 3. CulTivATiNg COllAbORATivE CulTuREs
Collaborative inquiry
Ontario Focused intervention Partnership
The Teaching-Learning Critical Pathway (TLCP) is a promising model used to organize actions for teaching and student learning. The basic idea of the pathway is that when classroom practice is examined collaboratively.
it leads to increased student achievement for all. The Ontario approach is based on collaborative inquiry that involves new ways of working together (Ontario Ministry of Education, 2007b).
In Ontario, the critical learning instructional path was adapted and used with over 800 low-performing schools to provide targeted, nonpu- nitive, and transparent support called the Ontario Focused Intervention Partnership (OFIP). The results were dramatic, with fewer than 100 schools designated as poor performing after three years of use.
The process involves four key steps (see Figure 3.3):
Assess:
A group of teachers, usually a grade team, gathers evidence of current student achievement to identify areas of need. They iden- tify curriculum standards related to that need and review current instructional practices. Together, they design a common assessment that will be administered at the conclusion of the six-week learning cycle.
Plan:
The team develops a six-week learning block based on the standards and selects high-yield instructional strategies. If needed, they engage in professional learning targeted to the identified needs.
Collaborative inquiry: Four Key steps
Act:
The team implements the learning design in their classrooms. Teachers select students to watch as “markers” and will share their progress with the grade team. Teachers monitor both the appropriateness of the instruction and the progress of students. They provide scaffolding and adjustments as needed over the six weeks. They administer the common assessment as a culminat- ing task and collect samples of student work.
Reflect:
In the final stage, the team conducts a teacher moderation cycle using the collected samples of work. Teachers collaboratively assess student work for the “marker” students and identify next steps needed in the student learning. These strategies can usu- ally be applied to groups of students. Next, the team engages in reflection to determine the effectiveness of the learning design and the high-yield strategies chosen and the next steps needed to deepen learning. Ways to support students who were not yet successful are identified, and the data on the learning design and student learning feed into the next six-week cycle.
The power of this model has been to focus transparently on a clear target in a way that motivates and builds capacity across the school. The provincial support included training in the processes and facilitation and fostered a sense of partnership to achieve a common goal of increased student achievement. Teachers, superintendents, and teacher-leaders describe the process as highly challenging but also as the best profession ...
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Running head Literature Review Resources 1TITLE GOES HERE6.docxwlynn1
Running head: Literature Review Resources 1
TITLE GOES HERE 6
Literature Review Resources
One of the most important aspects of your research will be how you organize your resources. RefWorks is an optional citation management software tool you can sign up to use that helps organize your citations. To find out more about how to sign up for your free, optional RefWorks account, review the information here:
http://libguides.gcu.edu/refworksandendnote.
Number
Article Information: Be sure entries are presented in alphabetical order.
Added to RefWorks? Y or N (optional)
1.
Reference
Barnham, C. (2015). Quantitative and qualitative research. International Journal of Market Research, 57(6), 837–854.
Y
Permalink
https://doi-org.lopes.idm.oclc.org/10.2501/IJMR-2015-070
Annotation
This study aims to uncover the assumptions that the way in which quantitative research and qualitative research are conventionally contrasted with each other runs along familiar lines and to identify how they are rooted in our underlying preconceptions about the perceptual process itself. It outlines a new platform upon which the distinction between quantitative and qualitative research can be established and which links the latter with semiotics. The way of distinguishing the two methodologies is rotted in quantitatively determined beliefs about human experience.
2.
Reference
Collins, J. D., & Rosch, D. M. (2018). Longitudinal Leadership Capacity Growth among Participants of a Leadership Immersion Program: How Much Does Structural Diversity Matter? Journal of Leadership Education, 17(3), 175–194. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1186931&site=eds-live&scope=site
Y
Permalink
https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1186931&site=eds-live&scope=site
Annotation
Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either "High," "Moderate," or "Low" with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.
3.
Reference
Munir, F. & Aboidullah, M. (2018). Gender Differences in Transformational Leadership Behaviors of School Principals and Teachers’ Academic Effectiveness. Bulletin of Education & Research, 40(1), 99–113..
An evaluation of_the_conditions,_processes,_and_consequences_of_laptop_comput...Cathy Cavanaugh
This article examines how laptop computing technology, teacher professional
development, and systematic support resulted in changed teaching practices
and increased student achievement in 47 K-12 schools in 11 Florida school
districts. The overview of a large-scale study documents the type and
magnitude of change in student-centered teaching, technology tool-based
teaching, and student learning that were observed in 440 classrooms over
the course of a school year. By employing multiple observations in all
schools, document analysis, interviews, and teacher inquiry, an account of the
conditions, processes, and consequences (Hall, 1995) of laptop computing
was generated. Based on the analysis of data, laptop computing had a positive
impact across districts, particularly in regard to changes in teaching practices.
Increases in student achievement were also demonstrated across districts.
This study calls attention to systemic issues associated with successful laptop
implementation and provides implications for statewide laptop programs.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Feedback as dialogue and learning technologies: can e-assessment be formative?
AERA paperfinal
1. Global Networked Learning: A New Form of Collaborative Action
Research
Mirny A., Wiske M.S., Joo J., Cunningham G., Daniels D., Farid A.B., Gordon F.,
Madani R., Nissen S.C.
Paper presented at AERA 2010 annual conference in Denver, CO
Purposes
Connecting educational research with practice on a wide scale is an essential process in
effective educational systems. Supporting inquiry toward continuous improvement is
especially important for 21st
century learning which emphasizes critical thinking,
complex communication, adaptive problem-solving, and teamwork over traditional
education’s focus on delivering and reproducing facts and formulas. Collaborative action
research that engages educators from universities and schools in efforts that both promote
and study educational improvement is a rich strategy for conducting this kind of inquiry.
Networked technologies offer new opportunities for supporting such collaborative action
research. They enable participants to overcome logistical barriers by creating
communication channels that bridge distance and time, make their thinking visible,
facilitate review and revision of draft products, promote collaborative construction of
knowledge, and create organized searchable archives of products.
This paper reports on the use of networked technologies to support a year-long
collaborative action research project, involving researchers at WIDE World online
professional development program based at Harvard University Graduate School of
Education and a group of practitioner researchers based in a range of schools and
educational agencies in several countries1
. The goals of the project were three-fold: study
the process and effects of online professional development structured by specific
research-based educational frameworks, refine a model of systemic educational
improvement that includes online professional development, and devise a new form of
collaborative action research to support such work.
Theoretical frameworks
Several frameworks guided this work. The content and process of the online professional
development programs were designed deliberately with research-based models of
Teaching for Understanding1
and Leading for Understanding2
. These frameworks
1
Participants in the project included A.B. Paterson College (Australia); Barker College (Australia);
Huntingtower School (Australia); Jordan Education Institute (Jordan);6 Kentucky Public Schools (USA);3
New York City Public Schools (USA); Ngee Ann Secondary School (Singapore); Victoria School
(Singapore). We acknowledge administrations of these institutions creating all the supports necessary for
the successful completion of this study.
p. 1
2. highlight strategies for fostering understanding as an adaptive performance capability that
is developed and demonstrated through rounds of applying knowledge effectively in
everyday situations with supportive coaching. They emphasize the role of teachers and
leaders as coaches who model effective feedback strategies and cultivate the distribution
of authority and shared responsibilities for teaching and learning among all members of
learning communities.
Research questions focused on the process and effects of these online professional
development programs in promoting improvement in professional performance, student
achievement, and systemic improvement in schools. The study was structured by a
theory of action about Systemic Educational Improvement (Fig. 1) distilled from ten
years of experience with online professional development for educators and an extensive
review of research on improving schools.
Initial Systemic ConditionsInitial Systemic Conditions Improved Systemic ConditionsImproved Systemic Conditions
Educational
Culture
Organizational
Structures
Visionary
Leadership
Educational
Standards & Tools
Educational
Culture Organizational
Structures
Visionary
Leadership
Educational
Standards & Tools
Improved Performance
•Engagement
•Flexible
Understanding
•Reflective
Collaboration
Teachers
Coaches
Leaders
TfU-based PD
•Multi-Tiered
Alignment
•Teamwork
•Job-related
Coaching
Students
A Model of Systemic Educational Improvement
Improved
Performance
Fig. 1
The study was guided by a conception of collaborative action research3
as a form of
inquiry in which participants negotiate meaning throughout the research process. The
university-based research team took the lead in proposing research questions, a
conceptual framework, methods and a schedule for conducting and analyzing the work,
but the school-based participants were consistently encouraged to amend and adapt these
suggestions to suit their own purposes and local conditions.
The use of networked technologies was based on years of experience in fostering the
development of professional learning communities through online courses that emphasize
co-construction of knowledge through coaching and teamwork.4
p. 2
3. Methodology
A team of researchers from WIDE World, the online professional development program
at Harvard Graduate School of Education guided this study. In September 2008, they
outlined goals and a proposed process for the study and described the work that
participating organizations would undertake. Long-term clients of the online professional
development program were invited to submit an expression of interest, including a
commitment by a local researcher/liaison. Eight organizations submitted the initial
proposal and sustained their commitment throughout the ten-month study: three schools
in Australia, two schools in Singapore, a group of three schools in New York City, an
educational development organization in Jordan working with a network of innovative
schools, and a program sponsored by the Kentucky Department of Education.
The WIDE World research team developed online environments to help guide and
coordinate the study. They used their organization’s online course platform as a means
for collaboratively planning and discussing the research with case study participants. This
platform included a threaded discussion area where participants exchanged ideas and
puzzles through each phase of the research. The university team also developed a wiki
where each participant had space to assemble and post interim reports, a final report, and
related materials about their own case study. The wiki also included a site for
participants to discuss and critique the evolving Systemic Educational Improvement
Model.
The study used mixed methods to analyze the process and effects of the online
professional development program and its educational frameworks in the schools. The
local researcher in each case study site conducted follow-up surveys with teachers who
had participated in the online courses, held individual and focus-group interviews with
teachers and leaders, surveyed students, and collected teacher portfolios, including lesson
plans, examples of student work, and classroom observations. Some of these research
instruments had been tested in previous evaluations of the professional development
program; others were developed specifically for this study.
Most research instruments—interview and focus group guides, observation protocols,
surveys of teachers and students-- were proposed by the WIDE World researchers.
However, local researchers at each site collaborated online in developing and refining the
tools and analysis strategies that best suited their own action research needs and contexts.
Data sources
A total of 251 teachers, 24 leaders and 969 students from three schools in Australia, five
schools in Jordan, two schools in Singapore, six schools in Kentucky and three schools in
New York City took part in the study. At each research site, data sources included
interviews, teacher and student surveys, teacher portfolios and observations, along with
artifacts of student, teacher, leader and organizational work. Analyses were guided by
the Systemic Educational Improvement Model, which was elaborated into a code book to
p. 3
4. structure organization of qualitative data and reports on findings. Action researchers at
each site shared their data and ongoing analyses online so that reflective networked
learning supported them and the Harvard-based research team in collaborative
interpretation of findings.
Results
The logic model guiding analysis of this study posited that online professional
development, supplemented by onsite support and action research, would generate
impacts on teachers and leaders. The impacts were expected to be the improved
engagement, understanding, and collaboration among educators, which would lead to
secondary impacts on student performance. The model assumed that participants would
be influenced by systemic conditions, including educational tools and standards,
leadership, organizational structures, and educational culture. Over time, the model
assumed that participants would gradually begin to influence these same systemic
conditions in ways that promote systemic improvement, defined in terms of the
frameworks for teaching and leading for understanding.
Among the important cross-cutting themes from the individual case studies was the
importance of a common language as provided by the Teaching for Understanding and
Leading for Understanding educational frameworks. The elements, criteria, and
terminology of these frameworks was essential in promoting focused and precise
conversations about improving instruction and leadership across levels within the case
study organizations and among all the project’s participating researchers.
Impact on teachers:
Across all cases, the study demonstrated that the professional development programs and
educational frameworks deepened teachers’ professional understanding and engagement
in their work and enhanced their involvement in collaboration with colleagues. For
example, one of the teachers from a Jordan Education Institute school noted: ''Clarifying
the understanding goals to my students helped me appreciate their role in the learning
process and I now work with rather than for my students, which has enhanced my
student-teacher relationship". In the Ngee Ann secondary school in Singapore the action
researcher reported, ”The majority (70%) of participants maintained that Teaching for
Understanding (TfU) course was helpful in their teaching and all agreed that TfU
terminology has assisted them in reflecting on their own approaches to teaching as well
as that of others.” The researcher from A.B. Paterson College in Australia noted, “One of
the main goals of the adoption of TfU within the College was to assist the teachers to
engage and cater to the needs of the individual students within their classes. The
reflection logs reveal that the teachers apply their lesson planning flexibly. There were
moments where each of the teachers adjusted the implementation of their initial lesson
planning according to the needs of the students in the classroom or responded to
suggestions from students about the best way to proceed during lessons.”
Impact on leaders:
p. 4
5. The leaders in the study explained that the online courses they took helped them
articulate their educational vision and undertake strategic action steps in their schools
with a coordinated focus on the improvement of instruction and student performance.
New York PS69, for example, enhanced vertical alignment of curricula by involving
cross-grade teams of teachers in learning how to differentiate instruction. Another New
York principal acknowledged that her leadership style shifted from “dictatorship” to
“understandingship,” by consciously promoting transparent communication practices
within her school. Several leaders also indicated that their schools developed systematic
ways to collect, analyze, and report student assessment data to guide data-driven school
improvement, thereby helping leaders address external accountability requirements. For
example, a principal in one of the Kentucky schools reflected, “I am much more focused on
understanding versus learning and my look-fors have changed to performances of understanding.
I also think more intentionally on what data we have and how to present it.” Effective leaders
used online courses to cultivate a collaborative professional learning community that
spanned boundaries within and across schools. By actively participating in online
professional learning with their colleagues, leaders became knowledgeable and inspiring
advocates for change who modeled risk-taking practices in constructive learning
environments and provided ongoing support for their teachers.
.
Impact on students:
Tracing the indirect results of professional development to identify impacts on students is
notoriously difficult5
, but participants in the research made this effort. In all case study
sites that surveyed students systematically, the majority of students whose teachers
completed online professional development positively evaluated their own engagement
with and understanding of classroom work. For example, the researcher at Barker College
in Australia reported, “In a percentage analysis of 282 responses, students strongly agreed
or agreed about the importance in the understanding of learning goals, of demonstrating
greater competence and an ability to apply knowledge creatively and appropriately in a
range of circumstances: item 4 “It is important to me to understand what I study in this
class” (91.7%), item 9 “I usually understand the goals for the lesson and why we are
studying this material” (82.3) and item 12 “I understand the material in this class pretty
well” (84.4%).” The findings from student surveys were confirmed by their teachers’
reflections and by external classroom observations collected in teacher portfolios. The
case study researcher in Huntingtower School in Australia conducted surveys with
students involved in lessons that teachers deliberately redesigned to reflect the principles
of Teaching for Understanding they learned in their online courses. She compared these
results with surveys from students whose teachers had not redesigned their lessons in this
way. Students in the lessons redesigned with Teaching for Understanding reported
greater engagement, understood the goals of the lesson, believed they could be
successful, and thought about the ideas they learned even after class, significantly more
than students in the non-Teaching for Understanding lessons.
Impact on systemic conditions:
This study demonstrated that the impact on school systems of the educational
frameworks, as mediated by online professional development, was a gradual process.
Participating sites called this work a “journey” and noted that the school which had been
p. 5
6. involved for ten years was much further along in building a coherent, supportive context
than schools which had been engaged for only a year or two. Furthermore, conditions
were usually less supportive in settings where leaders were not directly involved, than in
schools where leaders actively learned about teaching and/or leading for understanding.
Most sites where teachers and leaders were engaged for a year or more exhibited the
establishment of visionary and distributed leadership by developing a common language
for school improvement (e.g., Teaching for Understanding) and sharing leadership
responsibilities to accomplish system-wide improvement. Several schools also
reorganized their educational structures, e.g, created common time and space for coherent
professional development activities including online course work and collaborative
planning. Some sites applied ideas from the online courses to modify educational tools
and standards (e.g., a reporting system for periodic student assessment, a shared template
for designing curriculum units). Lastly, most sites in which teachers and leaders had
studied together for a year or more reported a positive shift in the educational culture
such as increased engagement and a collaborative culture of ongoing inquiry among
teachers and leaders.
Significance
Coherent, multi-level support for systemic educational improvement, affecting classroom
practice, distributed leadership, and educational culture, is exceedingly difficult to sustain
and to study. This project provides promising evidence of the power of online
professional development to promote systemic educational improvement in schools and
other educational systems. It demonstrates an approach for engaging teachers and
educational leaders in professional learning communities that sustain coherent efforts to
improve instruction and student performance.
The study also demonstrates the value of online collaborative action research to
illuminate and enhance the process and effects of sustained, coordinated systemic
educational improvement. The research instruments and methods, including the use of
networked technologies, are adaptable to other research questions and contexts.
Overall, the study illustrates the power of networked learning for sustaining collaborative
action research that crosses cultural borders by creating a shared language of inquiry and
building international professional learning communities of educators. This form of
inquiry enables school-based and university-based researchers to negotiate intellectual
authority and share responsibility for teaching and learning in ways that mirror and
promote the process of teaching and leading for understanding.
References:
p. 6
7. 1
Blythe, T. 1988. The Teaching for Understanding Guide. San Francisco: Jossey-Bass; Wiske, M.S. (Ed.) 1998.
Teaching for Understanding: Linking Research with Practice. San Francisco: Jossey-Bass.
2
Wilson, D. et al. 2005. Learning at Work: Research Lessons on Leading Learning in the Workplace. Cambridge,
MA: Harvard Graduate School of Education.
3
Somekh, B. Action Research: A Methodology for Change and Development. Maidenhead: Open University
Press, 2006.
4
Wiske, M.S. and Perkins, D. 2005. “Dewey Goes Digital: Scaling Up Constructivist Pedagogies and the Promise
of New Technologies,” pp. 27-47 in Dede, C., Honan, J.P. and Peters, L. (Eds.) Scaling Up Success: Lessons
Learned from Technology-Based Educational Improvements. San Francisco: Jossey-Bass.
5
Guskey ,T. and Sparks,D. 1997. Exploring the Relationship between Staff Development and
Improvements in Student Learning. Journal of Staff Development, Vol 17, NO 4.