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Descriptors:
Teachers; Teaching Methods; Learning Processes; Professional Development; Personal Narratives; Evaluation; Foreign Countries; Social Psychology; Theories; Cultural Context; History; Formative Evaluation

Abstract:
Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with "high" and "very high" learning needs. Using Cultural Historical Activity Theory (CHAT), the analysis showed how various tensions arose across the activity system of participants during the initiative. Tensions were associated with the roles of those involved, the narrative assessment approach, and the rules of the initiative. While the new narrative assessment approach resulted in benefits for the students and their parents, role conflict emerged in relation to established assessment approaches already used by the educators. It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Children; Foreign Countries; Creativity; Student Diversity; Educational Policy; Inclusion; Professional Development; Innovation; Cooperation; Educational Change

Abstract:
This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children's services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and families to recognize the diversity of childhood and support children and families to collaboratively, creatively and flexibly develop solutions to their own life issues and their learning. It questions the extent to which schools are ready to be places that enable collaborative dialogue and considers whether targets and tests lead schools to stifle creativity. It draws from the CREANOVA project funded by the European Commission's Education, Audiovisual and Culture Executive Agency (EACEA) to demonstrate the quantitative basis for the argument that flexibility stimulates creativity, and demonstrates that creativity flourishes in environments that value autonomy, openness, supportive structures and collaborative relationships. This finding enables the article to conclude that a culture shift can be achieved that stimulates creativity and innovation in childhood if organizations recognize the abilities of children to stimulate each other's creativity, support children's freedom to learn collaboratively and challenge barriers to learning such as targets and top-down performance indicators. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Graduate Students; Research Universities; Self Concept; Measurement; Foreign Students; College Students; Higher Education; Doctoral Degrees; Graduate Study; Acculturation; Doctoral Programs; Scores; Professional Development; Evaluation; Tests

Abstract:
International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research university in the Midwestern United States. International students placed a higher value on research-related and other academic experiences than domestic students; they also reported a stronger sense of belonging. Advisor support was associated with a stronger sense of belonging and academic self-concept for both groups. However, while sense of belonging was related to academic self-concept among domestic students, there was no relationship between the two among international students. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Community Colleges; Community Programs; Empathy; Teacher Attitudes; Higher Education; Interviews; Professional Development; Cooperation; Teamwork; School Holding Power; College Students; Job Satisfaction

Abstract:
A study was undertaken to determine how teaching in learning communities (i.e., courses that are linked or intentionally integrated in terms of learning objectives and shared assignments) affects the perspectives and work of community college faculty members. Interviews with 14 faculty members who taught in learning communities at a Midwestern community college indicated that the benefits of participation included greater empathy for and awareness of students, the development of authentic relationships with students, enhanced engagement in the larger campus community, and active collaboration and professional development with faculty colleagues across disciplines. Study limitations and implications are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Educational Change; Student Behavior; Phenomenology; Grade 8; Academic Achievement; Computer Uses in Education; Middle Schools; Interviews; Student Attitudes; Teacher Attitudes; Educational Technology; Classroom Environment; Interpersonal Communication; Professional Development; Urban Schools; Laptop Computers

Abstract:
The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to illuminate how one-to-one computing changed students' learning experiences and teachers' instructional practices. Key themes that emerged were changes in teacher pedagogy, effect on student learning experiences, impact on classroom behavior and management, potential for improved communications, and suggestions to address professional development needs. The students demonstrated their learning in varied and creative ways through the use of computer-based lessons. However, the altered format presented new demands on teachers as a delivery model. Although some students were distracted by gaming and chatting opportunities, learning benefits were reported for students of varied ability levels. This study builds on the theoretical framework supporting the role and use of technology to foster learning and to prepare students for a global economy. The focus on student and teacher voices provided the opportunity to explore a new perspective and engage middle school students, teachers, and administrators in school change efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Development; Questionnaires; Semi Structured Interviews; Learning Motivation; Goal Orientation; Learning Activities; Self Evaluation (Individuals); Work Experience; Internal Medicine; Expertise; Self Management; Physicians; Workplace Learning; Learning Processes; Graduate Students; Medical Students; Physician Patient Relationship

Abstract:
This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants' learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient's sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transitional Programs; Professional Development; Course Content; Special Education Teachers; Secondary School Teachers; Predictor Variables; Teacher Surveys; Measures (Individuals); Statistical Analysis; Intervention; Program Implementation

Abstract:
This study examined critical features of secondary special educator's experiences with transition professional development to predict variables most likely to influence performance of transition planning and services. Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation. The results confirm that training matters if special educators are to implement transition interventions and services. Professionals with formal transition coursework and high rates of professional development were more likely to implement transition practices. Implications are offered for establishing specialized professional development originating from established course content sustained and supported with ongoing professional development. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Trainees; Technical Assistance; Educational Practices; Professional Development; Pervasive Developmental Disorders; Statewide Planning; Program Evaluation; State Programs; Pretests Posttests; Knowledge Base for Teaching; Self Efficacy; Best Practices; Mentors; Portfolio Assessment; Program Effectiveness; Improvement Programs; Teacher Improvement; Skill Development; Teaching Skills

Abstract:
Training and technical assistance programs for autism spectrum disorders (ASD) have emerged in many states as educators, administrators, and institutions of higher education attempt to address the increasing needs for enhancing the knowledge and skills of educators and disseminating the ever-growing knowledge of educational practices. This report provides data from an evaluation study of a professional development effort conducted by a state-sponsored autism spectrum disorders network. Results documented the positive impact of an 18-month, mentored professional development experience for school-based professionals throughout the state. Surveys of trainees' knowledge before and after training indicated shifts in their confidence, from basic knowledge of ASD characteristics and practices to confidence in their ability to implement ASD-related practices. In addition, mentors documented increased use of ASD practices in trainees' classrooms using a checklist of ASD evidence-based practices. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Semantics; Professional Development; Educational Research; Linguistic Theory; Teaching Methods; Biology; History; Discourse Analysis; Lesson Plans; Secondary Education; Concept Formation

Abstract:
The paper begins by arguing that knowledge-blindness in educational research represents a serious obstacle to understanding knowledge-building. It then offers sociological concepts from Legitimation Code Theory--"semantic gravity" and "semantic density"--that systematically conceptualize one set of organizing principles underlying knowledge practices. Brought together as "semantic profiles", these allow changes in the context-dependence and condensation of meaning of knowledge practices to be traced over time. These concepts are used to analyze passages of classroom practice from secondary school lessons in Biology and History. The analysis suggests that "semantic waves", where knowledge is transformed between relatively decontextualized, condensed meanings and context-dependent, simplified meanings, offer a means of enabling cumulative classroom practice. How these concepts are being widely used to explore organizing principles of diverse practices in education and beyond is discussed, revealing the widespread, complex and suggestive nature of "semantic waves" and their implications for cumulative knowledge-building. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Leadership; Foreign Countries; Strategic Planning; Facilities Management; Educational Administration; Professional Autonomy; Administrator Role; Colleges; Case Studies; Governance; Professional Development; Semi Structured Interviews; Department Heads

Abstract:
Middle-level academic managers play a central role in university management; however, their roles are not always clear and straightforward. Although this research subject has been comprehensively investigated in the last 40 years, most studies are western-biased. This study examines the roles of Heads of Department in a newly established university in Vietnam to fill this literature gap. Through 24 interviews and document analysis, the study finds that the main task areas of the Heads of Department centre on programme management, academic staff management and facilities management. Other areas such as strategic management and budget management appear to be neglected. The paper supports the findings of the existing literature that Heads of Departments' responsibilities vary in detail and the roles demanded are governed in large measure by departmental contexts. The study concludes that the Heads of Department enjoy a low level of autonomy and also act more as managers than as leaders. It is recommended that an enhanced leadership role should be given to the Heads of Department so that they can perform to the best of their ability, hence improving university performance. (Contains 1 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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