Exemplars revisited: Building primary teachers’ capability in assessment for learning

2020 ◽  
Vol 14 ◽  
pp. 137-161
Author(s):  
Jenny Poskitt ◽  
Keyword(s):  
Differentiated Instruction ◽  
Professional Learning ◽  
Primary Teachers ◽  
Assessment For Learning ◽  
Education Systems ◽  
Positive Effects ◽  
Learning Practices ◽  
Building Capability ◽  
Over Time ◽  
Learning And Achievement

Building capability in assessment for learning is a goal of education systems internationally, though difficult for nations to successfully implement and sustain over time (Laveault & Allal, 2016). Evidence about the positive effects of assessment for learning practices on students’ learning and achievement is convincing, but implementation is made difficult by the realities for teachers to balance the multiple demands of pedagogy, curriculum and assessment, differentiated instruction, and time for professional learning

scholarly journals Weaning Holstein Calves at 17 Weeks of Age Enables Smooth Transition from Liquid to Solid Feed

Animals ◽  
2019 ◽  
Vol 9 (12) ◽  
pp. 1132
Author(s):  
Sarah Schwarzkopf ◽  
Asako Kinoshita ◽  
Jeannette Kluess ◽  
Susanne Kersten ◽  
Ulrich Meyer ◽  
...  
Keyword(s):  
Metabolic Stress ◽  
Live Weight ◽  
The Other ◽  
Smooth Transition ◽  
Blood Metabolites ◽  
Positive Effects ◽  
Weaning Age ◽  
Holstein Calves ◽  
Positive Effect ◽  
Over Time

Development of calves depends on prenatal and postnatal conditions. Primiparous cows were still maturing during pregnancy, which can lead to negative intrauterine conditions and affect the calf’s metabolism. It is hypothesized that weaning calves at higher maturity has positive effects due to reduced metabolic stress. We aimed to evaluate effects of mothers’ parity and calves’ weaning age on growth performance and blood metabolites. Fifty-nine female Holstein calves (38.8 ± 5.3 kg birth weight, about 8 days old) were used in a 2 × 2 factorial experiment with factors weaning age (7 vs. 17 weeks) and parity of mother (primiparous vs. multiparous cows). Calves were randomly assigned one of these four groups. Live weight, live weight gain and morphometry increased over time and were greater in calves weaned later. Metabolic indicators except total protein were interactively affected by time and weaning age. Leptin remained low in early-weaned calves born to primiparous cows, while it increased in the other groups. The results suggest that weaning more mature calves has a positive effect on body growth, and calves born to primiparous cows particularly benefit from this weaning regimen. It also enables a smooth transition from liquid to solid feed, which might reduce the associated stress of weaning.

scholarly journals diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC

2017 ◽  
Vol 12 (03) ◽  
pp. 197 ◽  
Author(s):  
Jihane Sophia Tahiri ◽  
Samir Bennani ◽  
Mohamed Khalidi Idrissi
Keyword(s):  
Differentiated Instruction ◽  
Success Rate ◽  
Learning Outcomes ◽  
Deep Understanding ◽  
Theoretical Framework ◽  
Learning Practices ◽  
Key Concepts ◽  
Learning Paths ◽  
Differentiated Learning

Diversifying learning practices and situations helps learners to better regulate their learning with deep understanding, which improves learning outcomes. Accordingly, this paper presents our vision of a differentiation system of learning paths within MOOC. Promising beginning point for this vision would be to determine new factors that directly affect the success rate. Then, we introduce the theoretical framework of differentiated instruction, which represents the key component of the proposed system. Finally, we implement some key concepts in differentiation and some techniques for assigning learners into groups in order to differentiate learning paths. The main purpose of the proposed contribution is to optimize learning situations of each learner according to his needs. As a result reducing the proportion of learners in a situation of failure and thereby improving the success rate.

scholarly journals Making sense of international variations in lesson study and lesson study-like practices

2018 ◽  
Vol 7 (3) ◽  
pp. 201-216 ◽  
Author(s):  
Brahm Norwich
Keyword(s):  
Conceptual Framework ◽  
Professional Learning ◽  
Lesson Study ◽  
Learning Approaches ◽  
Content Type ◽  
Group Problem Solving ◽  
Making Sense ◽  
Learning Practices ◽  
Learning Development ◽  
Definition Of

Purpose The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches, professional development models, professional learning communities and group problem-solving approaches. Questions are addressed about the relationships between different professional learning approaches in terms of definitions and frameworks. Design/methodology/approach Academic databases and website sources were searched in a purposive way to identify 20 practices associated with these traditions for comparative analysis. Findings A conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved. By illustrating how specific practices fitted within this framework it is concluded that the variations within the LS tradition are wide enough to make it difficult to identify a set of necessary and sufficient features of LS to distinguish LS practices from the other non-LS professional learning practices. Reasons are also given for considering whether a polythetic type of definition of professional learning/development practices might be constructed. Research limitations/implications The possibility for a more systematic review of professional learning approaches for the construction of a conceptual framework is discussed. Practical implications Ways in which this kind of conceptualisation can be useful in promoting clarity about professional learning practices and in developing these practices are discussed. Originality/value The originality of this paper lies in the construction of a conceptual framework to analyse similarities and differences within and between various professional learning traditions.

scholarly journals The Effects of Networked Professional Learning Communities

2018 ◽  
Vol 70 (5) ◽  
pp. 441-452 ◽  
Author(s):  
Rilana Prenger ◽  
Cindy L. Poortman ◽  
Adam Handelzalts
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Early Stage ◽  
Positive Effects ◽  
Stage Of Development ◽  
Perceived Satisfaction ◽  
Teacher Professional

Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers’ perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers’ participation in networked professional learning communities seems promising for enhancing their professional learning.

scholarly journals Educational Leadership Training, the Construction of Learning Communities. A Systematic Review

2018 ◽  
Vol 7 (12) ◽  
pp. 267 ◽  
Author(s):  
Inmaculada García-Martínez ◽  
Miguel Díaz-Delgado ◽  
José Ubago-Jiménez
Keyword(s):  
Systematic Review ◽  
Educational Leadership ◽  
Instructional Leadership ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Training Model ◽  
Shared Responsibility ◽  
Education Systems ◽  
Head Teachers

Instructional leadership notions and practices allow educators to engage in relevant roles within schools. Instead of implementing these concepts in professional programs, Mexican and Spanish education systems still preserve a “technically oriented” training model that separates educational and professional aims. Diverse studies have identified the benefits of implementing instructional leadership orientations within “Educational cooperation”, “Cooperative education”, “Team teaching” and “Teacher leadership” at schools. This systematic review conducted using Web of Science—contributes by organizing the produced knowledge and identifies the main findings reported by the academic literature on this topic. It seeks to answer the following questions: (1) What are the contributions of this research to the education systems examined? (2) What kind of knowledge about educational leadership and professional learning communities can be inferred from them? Results from the majority of studies found that instructional leadership offers a useful tool to promote shared responsibility between teachers and head teachers and supports professional learning communities. A main conclusions of the present study is that it highlights the importance of bypassing existing bureaucratic practices within schools in order to replace the traditional “technical orientation” of training programs. Instructional leadership may facilitate some of the required transformations in the context of global educational reform.

Single-Sex Versus Mixed-Sex Classes and Gender Schemata in Children and Adolescents: A Longitudinal Comparison

1996 ◽  
Vol 20 (4) ◽  
pp. 599-607 ◽  
Author(s):  
Margaret L. Signorella ◽  
Irene Hanson Frieze ◽  
Susanne W. Hershey
Keyword(s):  
Children And Adolescents ◽  
Empirical Support ◽  
Parochial Schools ◽  
Positive Effects ◽  
Single Sex ◽  
Women And Girls ◽  
Longitudinal Comparison ◽  
And Gender ◽  
Academic Year ◽  
Over Time

Positive effects for women and girls of all-female schools have been proposed, although there is relatively little clear empirical support for these beneficial results. Much of the cited research is based on elite all-female institutions or on parochial schools. This study takes advantage of the change of a private, nonparochial school from all girls to both sexes. Longitudinal data from grades 2 through 12 were collected over the course of the academic year to study the results of this transition. Stereotyping declined with age and over time in both types of classrooms. Girls in single-sex classrooms showed some tendency to be more stereotyped in their perceptions of mixed-sex classrooms than did the girls who were actually in that setting. Thus, none of the measures showed any significant increase over time in stereotyping among girls in mixed-sex classes. Implications of these findings are discussed.

scholarly journals The Effects of Video Feedback on Coaches’ Behavior and the Coach-Athlete Relationship

2010 ◽  
Vol 4 (4) ◽  
pp. 323-340 ◽  
Author(s):  
Mathieu Simon Paul Meeûs ◽  
Sidónio Serpa ◽  
Bert De Cuyper
Keyword(s):  
Repeated Measures ◽  
Intervention Group ◽  
Video Feedback ◽  
Assessment System ◽  
Control Group ◽  
Positive Effects ◽  
Frequency Table ◽  
Coaching Behavior ◽  
Intervention Condition ◽  
Over Time

This study examined the effects of video feedback on the nonverbal behavior of handball coaches, and athletes’ and coaches’ anxieties and perceptions. One intervention group (49 participants) and one control group (63 participants) completed the Coaching Behavior Assessment System, Coaching Behavior Questionnaire, and Competitive State Anxiety Inventory-2 on two separate occasions, with 7 weeks of elapsed time between each administration. Coaches in the intervention condition received video feedback and a frequency table with a comparison of their personal answers and their team’s answers on the CB AS. Repeated-measures ANOVAs showed that over time, athletes in the intervention group reported significantly less anxiety and perceived their coaches significantly more positively compared with athletes in the nonintervention condition. Over time, coaches in the intervention group perceived themselves significantly more positively than coaches in the nonintervention condition. Compared with field athletes, goalkeepers were significantly more anxious and perceived their coaches less positively. It is concluded that an intervention using video feedback might have positive effects on anxiety and coach perception and that field athletes and goalkeepers possess different profiles.

scholarly journals Iranian EFL teachers’ assessment for learning practices and barriers: Do textbooks taught and teaching context matter?

2019 ◽  
Vol 6 (1) ◽  
pp. 1646691 ◽  
Author(s):  
Mohammadreza Nasr ◽  
Mohammad Sadegh Bagheri ◽  
Firooz Sadighi ◽  
Ehsan Rassaei ◽  
Jeroen van de Weijer
Keyword(s):  
Assessment For Learning ◽  
Teaching Context ◽  
Learning Practices ◽  
Efl Teachers
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