scholarly journals Observation och återkoppling med fokus på utvecklad undervisning: Professionsutveckling med hjälp av PLATO

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael Tengberg ◽  
Marie Wejrum
Keyword(s):  
Professional Development ◽  
Large Scale ◽  
Instructional Quality ◽  
Quality Criteria ◽  
School Level ◽  
Language Arts Instruction ◽  
Practice Based Research ◽  
Research In Education ◽  
Efficient Learning ◽  
Observation Protocol

De senaste åren har stor uppmärksamhet riktats mot behovet av praktiknära, eller praktikutvecklande, forskning i skolan. Tillsammans väntas forskare och lärare utarbeta ny kunskap och vetenskapligt underbyggda metoder för höjd kvalitet och ökad måluppfyllelse. Föreliggande artikel rapporterar resultat från en kvalitativ pilotstudie tillsammans med fyra lärare i det så kallade ULF-projektet (Utbildning, Lärande, Forskning), där forskare och lärare på gemensamt initiativ prövar en modell för samarbete om utvecklad undervisningskvalitet. Studien bygger på tidigare storskaliga observationsstudier där särskilda observa­tionsprotokoll utformats för att identifiera kritiska aspekter av undervisningskvalitet. Syftet med studien är att pröva om observationer och videoinspelningar av undervisning följt av återkoppling till lärarna utifrån ett sådant observationsprotokoll (PLATO) kan användas för att stötta lärarnas undervisningsutveckling. Forskningsintresset riktas dels mot observationernas och återkopplingens eventuella påverkan på undervisningen eller på lärarnas tänkande om undervisningen, dels mot förutsättningarna för att underlätta och utvidga samarbetet och göra det mer långsiktigt hållbart. Resultaten antyder att de forskningsbaserade kvalitetsdimensionerna i PLATO syn­liggör relevanta utvecklingsområden som lärarna drar nytta av i planering och analys av sin undervisning. Samtidigt konstateras att ett fungerande forsknings- och utvecklings­samarbete fordrar mer tid i lärarnas schema för planering och reflexion och en lokalt placerad ämneskompetent mottagarresurs som kan driva och förankra utvecklings­arbetet på huvudmannanivå. Implikationer för ett utvecklat och uppskalat samarbete diskuteras i artikeln. Nyckelord: observation, PLATO, praktikutvecklande forskning, undervisning, återkoppling   Observation and feedback for improved instruction: Professional development by PLATO Abstract In recent years, increased attention has been devoted to the need for practice-based research in education. Together, teachers and researchers are expected to build new knowledge and arrive at evidence-based methods for improved quality and more efficient learning in schools. This article reports from a pilot study in the Swedish ULF project (Utbildning, Lärande, Forskning [Education, Learning, Research]), where researchers and teachers, on joint initiative and within the context of application, try out a model of collaboration for improved instructional quality. This research builds on previous large-scale studies where observation protocols have been used to identify critical aspects of instructional quality. The study aims to determine whether observations and video recordings of teaching followed by feedback to teachers, based on an observation protocol (PLATO), can be used to support the improvement of language arts instruction. Research interests concern both the effect caused by observation and feedback on teachers’ practice and their thinking about practice, and the potentials and pitfalls for a sustained collaboration. Findings indicate that the research-based quality criteria in PLATO pinpoint areas of development relevant for teachers’ planning and analysis of instruction. At the same time, the collaboration accentuates the need of more time for planning and reflection in teachers’ schedule as well as a local change agent to operate and authorize professional development at school level. Implications for an extended and large-scale collaboration are discussed. Keywords: collaborative research, feedback, instruction, observation, PLATO

scholarly journals Mitigating the global health threat of violent conflict: a preventive framework

2020 ◽  
pp. bmjnph-2020-000114
Author(s):  
Daniel Shapiro ◽  
Catherine Hua
Keyword(s):  
Global Health ◽  
Large Scale ◽  
Warning Signs ◽  
Violent Conflict ◽  
Physical And Mental Health ◽  
Educational Support ◽  
Early Warning Signs ◽  
Health Community ◽  
Practice Based Research ◽  
Preventive Role

Objective To examine the problem of large-scale violent conflict and the unique preventive role that the global health community can play.Methods We conducted a comprehensive literature review and extrapolated insights from practice-based research and consultation with leaders and grassroot organisations confronting emergent and ongoing large-scale conflict.Results The field of global health has thoroughly investigated the physical and mental health consequences of violent conflict, yet there is a dire need for preventive research and action.Conclusions Global health scholars and practitioners are well-positioned to track early warning signs of violence, construct predictive models of its outbreak, lobby for policy reform to address the structural roots of conflict, and provide mediation and educational support to mitigate emerging conflict.

scholarly journals Neotecnicismo - a Retomada do Tecnicismo em Novas Bases

2018 ◽  
Vol 19 (1) ◽  
pp. 10
Author(s):  
Andréa Villela Mafra da Silva
Keyword(s):  
Information And Communication Technologies ◽  
Large Scale ◽  
Quality Criteria ◽  
Educational Process ◽  
Educational Policies ◽  
Present Moment ◽  
Total Quality ◽  
Use Of Technology ◽  
Information And Communication ◽  
Technical Rationality

Trata-se de um artigo de revisão, que busca estudar o contexto neotecnicista mais recente, apresentado agora sob a forma de um processo de ensino e aprendizagem centrado nos resultados, em que se propõe a mesma racionalidade técnica dos anos setenta, para assim garantir a efciência e a produtividade na educação. Fazendo um resgate da história da educação brasileira, já na década de setenta, a confguração do discurso pedagógico estava atrelada aos princípios de racionalidade, efciência e produtividade. A pedagogia tecnicista estruturava o processo educativo em uma perspectiva operacional. Reportando-se ao momento atual, ao se examinar as políticas educacionais se encontra a ideia do neotecnicismo atrelada às avaliações de larga escala, com base nos conceitos de efciência, de produtividade e de qualidade total. Nesse contexto, a estratégia parece ser a incorporação das tecnologias na educação no primado da dimensão técnica. Em outras palavras, o neotecnicismo pedagógico se faz presente nas atuais políticas educacionais, que enfatizam o critério da qualidade com base na utilização das tecnologias como estratégia de adequação da educação escolar à sociedade da informação. A pesquisa é bibliográfca com aportes em artigos científcos e documentos ofciais. O estudo conclui que o paradigma neotecnicista poderá trazer novas formas de racionalização do sistema educativo, especialmente, através de concepções educacionais ancoradas no discurso da qualidade total na educação.Palavras-chave: Políticas Educacionais. Neotecnicismo. Tecnologias de Informação e Comunicação.AbstractThis is a review article that seeks to study the latest neotechnical context, now presented in the form of a teaching and centered learning results, which proposes the same technical rationality of the seventies in order to ensure the efciency and productivity in education. Making a rescue of the history of Brazilian education, already in the seventies, the confguration of the pedagogical discourse was associated with the principles of rationality, efciency and productivity. The technicist pedagogy structured the educational process in an operational perspective. Referring to the present moment, as the educational policies are examined is the idea of linked neotechnicism to the large-scale assessments based on the concepts of efciency, productivity and overall quality. In this context, the strategy seems to be the incorporation of technology in education in the primacy of the technical dimension. In other words, the pedagogical neotechnicism is present in the current educational policies that emphasize the quality criteria based on the use of technology as a strategy of adaptation of education to the information society. The research is literature with contributions in scientifc papers and ofcial documents . The study concludes that the neotechnical paradigm can bring new ways of streamlining the education system, especially through educational conceptions anchored in total quality discourse in education.Keywords: Educational Policies. Neotechnicism . Information and Communication Technologies.

scholarly journals Hastening slowly: insights about teacher development from an evaluation of courses at the WCED’s Cape Teaching and Leadership Institute

2015 ◽  
Author(s):  
Susan Meyer ◽  
Lydia Abel
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Western Cape ◽  
Leadership Institute ◽  
Service Training ◽  
Education Administrators ◽  
The Impact

In the area of teacher professional development, South African education administrators face the challenge of reconciling two imperatives that have entirely different implications for programme time frames and budgets. On the one hand, there is an urgent need to improve the pedagogic content knowledge of many teachers to improve the overall standard of teaching and learning in the public school system. Considering the scale and urgency of the matter, centralised course-based in-service training seems to be the only affordable alternative. On the other hand, researchers have long warned that once-off course-based training on its own has limited impact on teachers’ practice, and has to be accompanied by further professional support in the school and classroom, or be abandoned in favour of more enduring professional learning communities. The Western Cape Education Department (WCED) has grappled with this dilemma in the Department’s various professional development initiatives for teachers, a mainstay of which is the training offered by the Cape Teaching and Leadership Institute (CTLI). This paper presents some of the data and findings from an external evaluation that ORT SA CAPE conducted in 2011–2012 of courses offered by the WCED at the CTLI. The hierarchy of INSET outcomes proposed by Harland and Kinder (1997) was applied to record changes in the practice of 18 teachers at eight schools. The progress of five of the teachers is discussed to illustrate the interplay between school-level factors and the experiences of individual teachers which influenced the impact of CTLI training on their teaching.

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

scholarly journals Pratiques de production et caracteristiques physiques et chimiques du shô basi, un couscous de niebe (Vigna unguiculata) produit au Mali

2021 ◽  
Vol 21 (02) ◽  
pp. 17509-17528
Author(s):  
A Timitey ◽  
◽  
L Adinsi ◽  
YE Madodé ◽  
F Cissé ◽  
...  
Keyword(s):  
Vigna Unguiculata ◽  
Large Scale ◽  
Chemical Properties ◽  
Quality Criteria ◽  
Scale Production ◽  
Production Flow ◽  
Cowpea Seeds ◽  
Steam Cooking ◽  
End Products ◽  
Cowpea Varieties

In West Africa, cowpea is processed into several end-products among which the most consumed in Mali is a steamed granulated product known as cowpea couscous or Shô basi, in Bambara. Organoleptic properties ofShô basi are variable, probably as a consequence of the diversity of the practices of production. This study aims at determining these practices, their constraints and the physico-chemical characteristics of Shô basi as sold on Malian markets. A survey using focus group discussions, and involving eighteen (18) Shô basi production cooperatives, each gathering 8 to 32 members, was conducted in South Mali. The information collected was related to cowpea varieties used for production, flow diagrams, constraints of production, and quality criteria of the end-products. Eighteen (18) Shô basi samples were collected from the interviewed groups and used for the determination of the physical and chemical properties of Shô basi. Results showed that most of the processors were married, non or moderately literate and aged between 20 and 59 years women. The main cowpea varieties used for the production are sangaraka and wilibali, both from the species Vigna unguiculata. Both varieties of cowpea are characterized by a white or cream color. Shô basi is produced using a single process with two major technological variants. One involves a wet total dehulling (VDT), whereas the second involves a dry partial dehulling (VDP) of cowpea seeds. Regardless of the technological variant and cowpea variety used, interviewees indicated that a good qualityShô basi must have a light color, a soft mouthfeel texture, a homogeneous granule size and lacking beany flavor. Protein(25,0g/100g) and polyphenol (24,3mg/100g)contents as well as swelling level were similar for Shô basi from both variants. However, Shô basi from technology involving partial dehulling (VDP) was less bright, richer in fiber and minerals, and contained more fine granules thanShô basi involving whole dehulling(VDT). Cowpea dehulling, flour granulation, steam cooking and drying are the mean constraints for quality standardization and large-scale production of Shô basi in Mali.

scholarly journals Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

2020 ◽  
Author(s):  
Christian Fischer ◽  
Brandon Foster ◽  
Ayana McCoy ◽  
Frances Lawrenz ◽  
Christopher Dede ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Student Performance ◽  
Science Teachers ◽  
Curriculum Reform ◽  
The United States ◽  
School Level ◽  
High Stakes ◽  
Reform Implementation ◽  
School Teaching

Background: Many students enter into postsecondary education without the college readiness skills that allow them to face the demands of postsecondary education. Increasingly, policymakers and educational researchers are responding to calls for reforming secondary education to provide more opportunity for all students to receive high quality education and to become career and college ready. Purpose: This study attempts to identify levers to increase student performance in secondary education. In particular, it examines relationships of school, teaching, teacher, and teacher professional development characteristics with student scores on high-stakes Advanced Placement (AP) examinations in the sciences.Setting: This study is situated in the context of the large-scale, top-down, nationwide AP curriculum and examination reform in the sciences (Biology, Chemistry, Physics) in the United States. This is an unprecedented opportunity to analyze changing educational landscapes in the United States with large-scale national student-, teacher-, school-, and district-level data sets across multiple science disciplines and different stages of the curriculum reform implementation connected to a standardized and high-stakes student outcome measure.Population: This study analyzes nationwide data samples of the AP Biology, AP Chemistry, and AP Physics population during the first, second, and third year of the curriculum reform implementation. Across disciplines and years, the analytical samples include a total of 113,603 students and 6,046 teachers. Research design: This empirical quantitative study uses data from web-based surveys sent to all AP science teachers. Additionally, College Board provided student- and school-level data for all students taking AP examinations. Data preparation methods included exploratory and confirmatory factor analysis. Associations towards student achievement were analyzed through multi-level ordered logistic regression analysis separately by science discipline and year of the curriculum reform implementation. Afterwards, the results were aggregated through a meta-analysis. Findings: Student performance is not pre-determined by students’ background, leaving roughly 60% of the AP score variance potentially malleable for teacher and school-level factors. In particular, teachers’ perceived administrative support, self-efficacy, teaching experience, and elements of classroom instruction were related to student performance. Notably, teachers’ professional development participation has a small, mixed impact on student achievement. Conclusion: The identified levers for improving student achievement provide a strong rationale for the continued efforts of policy makers to improve school environments and to support science teachers to ultimately both increase student learning and help all students graduate prepared for college and ready for their future careers.

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