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This document discusses using action research and collaborative communities as a means of professional development and improved teaching practice. It proposes: 1) Developing a network of student teachers, probationary teachers, and experienced "action research" teachers who would conduct classroom-based research on improving pupil outcomes. 2) This network would be supported by universities and local authorities to facilitate collaborative action research projects, conferences, and professional development opportunities. 3) Examples of potential action research topics mentioned include using drama in media studies, introducing ICT skills to young students, and applying problem-solving approaches in mathematics. The goal is to directly measure changes in pupil performance and learning.
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The document summarizes the results of a common course evaluation conducted on the Scottish Teachers for a New Era (STNE) programme, which aims to prepare teachers for the 21st century. Student teachers across the four years of the programme felt they were developing skills in areas like collaboration, social justice, reflection, and understanding curriculum. Field placements were widely seen as significant learning experiences. The evaluation also identified areas for further improvement. Engaging in these evaluations is important for continuously improving teacher education based on evidence.
Bes exemplar 3
This document provides background information on an exemplar that demonstrates effective teaching practices for writing. It summarizes a study that showed improved student outcomes when teachers focused on clearly explaining learning goals and ensuring students understood them. The exemplar contrasts classrooms where this was done well versus poorly. It also features a literacy facilitator who helped transform two teachers' ineffective practices into practices that dramatically improved student achievement in just four months by using collaborative inquiry and evidence to support teacher learning. The exemplar illustrates high-impact practices of feedback, teacher clarity, and scaffolding metacognitive strategies. It is based on research from New Zealand's Literacy Professional Development Project, which found that focusing on writing goals and success criteria can accelerate student progress, especially for
Leadership Dialogues Presentation.pptx
This document summarizes a research project on leadership dialogues that aimed to improve outcomes for all stakeholders in schools. The project was conducted over three phases from 2014-2015 using a mixed methods approach. It developed a leadership for learning model to facilitate active engagement, collaboration, and improved teaching quality over time. Data collection methods included observations, questionnaires, and analyzing teaching quality. The research claims leadership directly impacts outcomes and that teacher mindset and competency determine teaching quality improvements. It concluded the leadership model provides an effective framework for change that could create dialogic schools with improved student and teacher outcomes.
Sams Journey Eastern Arterial Cluster
The document discusses action research conducted by teachers at a middle school to improve teaching quality and student learning. It describes how the teachers engaged in action research projects over several years, learning that teachers need to see the necessity for change themselves and that data is needed to support modifying practices. Teachers now collaborate to set clear curriculum, assess student learning, and provide evidence of quality teaching through improved student achievement, engagement, and teacher engagement in a community of learning.
Scholarship of Teaching: Advancing your career
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
Teacher-Teacher Collaboration in Higher Education: EFL Teachers' Professional...
Recently teacher - teacher collaboration as means of professional development has gained a lot of importance. However, data driven research of how collaboration takes place particularly in the Saudi Arabian EFL context is nonexistent. Based on this premise, this empirical study presumes that is first of its kind to investigated the effect of collaborative initiatives on English as foreign language teaching and learning in higher education. To this end, 15 teachers of intensive English program at a private university in Saudi Arabia took part in the study and data was obtained over the period of 2 semesters. A lab classroom was used to conduct needs based Collaborative Learning Sessions (CLSs) and teacher interaction was kept informal. The success of this initiative was assessed with a help of a survey, interestingly results showed significant interest among the participants and positive outcomes of collaborations. The qualitative data analysis also revealed suggestive feedback for further facilitation of such ingenuities. Implications for educational practitioners and prospects of future research are discussed.
Building Foundations for Para-professionalism
Professional Development for Teaching Assistants
In Wales.
The Foundation Degree in Learning Support. SMU
Bera09 TAR
Presntation on the STNE Teacher Action research initiative at the British Educational Research Association conference in 2009.
SDO .pptx
This document discusses guidelines for conducting action research in education. It provides the rationale for action research, which is to help teachers address problems in their classrooms and improve teaching and learning. The setting is described as research done within school environments to study classroom issues. Previous literature establishes the importance of research skills and positive attitudes towards research for teachers. The general objective is to provide science teachers with a research manual to guide them through the action research process. This will help address commonly faced problems and lead to classroom improvements. The scope is limited to a specific school and subject area, and limitations include constraints of the research design and methodology. Hypotheses are proposed to test differences in students' writing skills before and after an educational intervention.
AHDS Conference November 2014 - Workshop; Dundee University
AHDS Annual Conference November 2014 'Teaching Scotland's Furture: What you need to know and do.' Workshop by Teresa Moran, Neil Taylor and Derek Robertson from Dundee University on partnership working.
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pepe432
The document summarizes a research program called GRIP (Growing Research in Practice) that aims to develop a culture of practitioner research among social workers in Auckland, New Zealand. The program brings together practitioners, academics, and agencies to conduct small-scale research projects on issues in their own practice. It provides mentoring, workshops, and resources to support practitioners in developing research skills and confidence. Early analysis finds the collaborative approach helped build research capacity and confidence among social workers, though challenges around time, knowledge, and resources remain. The program highlights the need for organizational support and commitment to further develop a culture of practitioner research in social work.
pepe121
The document discusses the impact of learning discourses on social work and examines the ideal of the learning organization. It presents findings from a study of continuing education in New Zealand social work. Key findings include: (1) practitioners acknowledge influential learning discourses but are cynical about their implementation; (2) viewing mistakes as learning opportunities is an ideal not always followed in practice; (3) feedback is unlikely in low-trust environments; and (4) continuous improvement is difficult due to unstable human services organizations. Practitioners want local, practical learning to meet needs rather than organizational priorities alone.
Keynote John Geates
The document discusses the training program for new police recruits in Scotland. It notes that the program focuses on developing knowledge, skills, attitudes and behaviors through a facilitative style. It has received several awards. Judges commented that the culture change and program could serve as a model for the rest of the UK. The program provides various certifications up to diploma and degree levels and aims to promote lifelong learning and professional development.
Pepe 2008 Keynote Myra Pearson
The document discusses the Scottish Teachers for a New Era (STNE) initiative, which aims to transform teacher learning and development. It outlines the goals and design principles of the STNE program, including developing teachers' curriculum knowledge, investigative skills, and ability to support all learners. The STNE model involves university-based learning, field experiences from years 1-6, and research on factors influencing the learning to teach process. Student reactions suggest the new collaborative and evidence-driven approach helps develop excellent, adaptive teachers who can tailor instruction to pupils' needs.
pepe351
This document summarizes a research study that examined the self-presentation styles and strategies used by beginning teachers during their internship. The study analyzed written cases produced by 51 teacher interns using Schütz's taxonomy of four self-presentation styles: assertive, offensive, protective, and defensive. The analysis found that interns used all four styles, with protective being less common. Interns sought to present themselves as competent teachers and encourage support through their cases. An example case demonstrated how one intern effectively used offensive, assertive, and defensive styles to establish an impression of competence in handling a classroom issue. The study suggests self-presentation styles may help explain teacher attrition and could be used to improve teachers' practice.
pepe321
The document summarizes a study that examined the needs and experiences of young people in residential care or who had left care in Saudi Arabia. The study used mixed methods including questionnaires, interviews, and observations across multiple residential care sites. Key findings included that many young people experienced multiple care placements and broken attachments, which impacted their identity development and self-esteem. The study concluded by considering policy and practice changes needed to better support these young people, such as exploring alternative family models and ensuring facilities are staffed by qualified caregivers.
pepe812
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1) The document summarizes a study exploring the illness experiences of individuals with chronic kidney disease through interviews over one year.
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The document discusses authentic learning and how it can address the divide between classroom learning and real-world problem solving. Authentic learning involves ill-structured problems that resemble real-life situations and promotes deep learning through strategies like case studies, role-playing, and collaborative problem solving. It also discusses how multimedia and digital technologies can support authentic learning by allowing students to engage with complex problems and collaboratively construct their own understanding.
pepe661
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pepe751
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pepe732
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pepe641
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pepe651
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pepe632
This document discusses research on using technology to enable peer supervision for social workers in rural and remote areas of Australia. It outlines the need for regular supervision, definitions of key terms, and the methodology used. Interviews and focus groups with participants provided largely positive feedback on the peer supervision experience and benefits like sharing knowledge and feeling less isolated. Challenges included costs, availability, and high turnover of rural social workers. The research aims to contribute to acceptance of peer supervision and use of technology to overcome geographic barriers to supervision.
pepe611
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pepe551
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pepe542
The document discusses the involvement of service users and carers in the qualifying programs at the University of Dundee. It outlines several modules where service user influence is incorporated, including policy, practice learning, and service user views. It also discusses the goals of the Multi-Cultural Family Base organization to enhance lives of vulnerable groups and involve stakeholders in planning. The research aimed to gather views of service users regarding their experiences with student social workers. Benefits of inclusion are highlighted such as helping students understand issues from a service user perspective.
pepe162
This document summarizes a study on developing communities of practice between schools and universities to support teacher professional development. It describes two case studies: one with a secondary school where workshops and ongoing support from university academics helped teachers develop learning plans together, and one with a primary school where regular meetings helped teachers improve assessment tasks. Interviews found that ongoing engagement within teams, a shared understanding of quality teaching frameworks, and collaboration between insider school staff and outsider university facilitators supported the formation of communities of practice in both schools.
pepe412
1. The document describes a co-operative inquiry project that explored how to develop an inter-professional model of learning for students from different professions.
2. Two workshops were held with nursing and social work students to evaluate effective communication, understanding of roles, and sharing of knowledge through group discussions.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
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Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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pepe341
- 1. ACTION RESEARCH AND COLLABORATIVE COMMUNITIES FOR LEARNING AS A MEANS OF PROFESSIONAL DEVELOPMENT AND IMPROVED PRACTICE Dr Donald Gray Dr Dean Robson Dr Laura Collucci-Gray School of Education, University of Aberdeen
- 2. Scottish Teachers for a New Era Scottish Executive Education Department Hunter Foundation University of Aberdeen Opportunity for Change Research Informed Development Developing teachers : increasing learner gains
- 4. Review of ITE Stage 2 ‘ I want universities, local authorities and others to work together … in a way which allows them to develop theory and practice simultaneously …’ (Peter Peacock, Minister for Education and Young People, Ministerial Response, 2005, p6)
- 6. Working in partnership to : Build a seamless continuum of teacher development from pre-service through induction to continuous professional development.
- 7. TTA: Teaching 2020 What sort of teachers will be needed then, and so what kind of teacher education and training? Whatever happens in 2020 schools and teachers will be very different. The teachers we are training now, and those currently teaching and engaging in CPD, need to be prepared to be flexible, to manage change, and more than that, to be agents of change.
- 9. Teaching and Research “ What constitutes the relevance of research, for instance, depends to a large extent on what questions are being asked, in what context, and for what practical ends.” Davies (1999) “ Teachers engaging in research is a third seed of professional knowledge creation.” Hargreaves (1999) “… the uniqueness of each classroom setting implies that any proposal needs to be tested and verified and adapted by each teacher in her or his own classroom.” McIntyre (2005) “ The evidence indicates how teachers’ involvement and confidence can be built in expansive learning environments characterised by specialist support, collaborative working, and the development of mutual trust.” Brown (2005)
- 13. ACTION research investigates everyday problems experienced by teachers PLANNING ACTION MONITORING REFLECTION
- 18. School based A-R projects B.Ed3 A-R classes CT, A-R teachers as tutors/participants in workshops B.Ed4 A-R project B.Ed4 B.Ed3 Teacher/B.Ed4 students A-R conference Training/support for A-R teachers Baseline pupil measures Baseline pupil measures Endpoint pupil measures Endpoint pupil measures Control? Baseline pupil measures Control? Induction Year