Improving Teacher Professionalism trough Lesson Study

AbstractBeing professional teacher is a process of acting and reflecting continuously developed by the teachers collaboratively. Lesson Study facilitates teacher to experience learning through collaborative work among them. This enables teachers to establish professional development and create a community for learning. This paper aims at elaborating the experience of senior high school at Yogyakarta in implementing Lesson study as a break-through to enhance the teachers’ professional development incorporating with three mechanisms of Lesson Study. This school has conducted Lesson Study for about 5 years. The study resulted that 80 percent of teachers achieve their competence in planning, doing and reflecting the lesson through observing other teachers performance and being observed interchangeably

Eloquent Evidence: Arts at the Core of Learning

Provides a user-friendly brochure summarizing important and compelling rationales for integrating the arts in K-12 education. An effective advocacy tool for anyone who needs to prove that the arts are critical to education and learning

Examining the Connections within the Startup Ecosystem: A Case Study of St. Louis

This paper documents the resurgence of entrepreneurial activity in St. Louis by reporting on the collaboration and local learning within the startup community. This activity is happening both between entrepreneurs and between organizations that provide support, such as mentoring and funding, to entrepreneurs. As these connections deepen, the strength of the entrepreneurial ecosystem grows. Another finding from the research is that activity-based events, where entrepreneurs have the chance to use and practice the skills needed to grow their businesses, are most useful. St. Louis provides a multitude of these activities, such as Startup Weekend, 1 Million Cups, Code Until Dawn, StartLouis, and GlobalHack. Some of these are St. Louis specific, but others have nationwide or global operations, providing important implications for other cities

Can You Hear Me Now? : The Role of Hip-Hop in the Identity and Personal Epistemology of Black Girls

Hip-hop has been shown to be a significant force of identity, knowledge, and cultural development, particularly for Black youth (Brown, 2009; Emdin, 2010; Hill, 2009; Love, 2012). Building on research surrounding identity and knowledge development within hip-hop, this Black/hip-hop feminist research study seeks to understand the role that hip-hop plays in the lives, identity and personal epistemology of Black adolescent girls. The following research questions guided this study: (1) What role does hip-hop (i.e., rap, dance, and graffiti) play in the lives of Black girls? (2) How does hip-hop inform racial and gendered identity for Black girls? (3) How do Black girls negotiate their racial and gender identities through hip-hop? (4) How does hip-hop inform Black girls personal epistemologies and worldviews? 6 Black girls from an urban city in the mid-southern region of the United States participated in this study. Semi-structured interviews, non-participant observations, and researcher journals were collected and analyzed using thematic analysis (Saldana, 2016) to understand how these cultural mechanisms influence identity, worldview, and knowledge for Black girls. Results showed the following themes: hip-hop as a coping mechanism, hip-hop as a critique of hegemonic ideologies of Blackness and Black girl/womanness, hip-hop as community, and hip-hop as negotiating knowledges. This research study demonstrates the importance of hip-hop in promoting resiliency, challenging/critiquing/creating racial and gender identities, and using hip-hop as a community for learning. This study also demonstrates the importance of identity development in the epistemic process

Learning partnerships : maximising the contribution of learning to local regeneration

"The aim of this study was to identify practice which can support Learning Partnerships (LPs) to develop their regeneration role. It also aims to help the Learning and Skills Council (LSC) to clarify how LPs can maximise the contribution of learning to local regeneration" -- page 3

BISON: we're in this together

Librarians involved in assisting researchers with planning, execution and documentation of systematic literature searches are well aware of the considerable amount of practice required to conduct reliable, transparent, and reproducible literature searches. In addition to building the necessary skills and knowledge, factors such as changes in databases, updates in standards or methodologies, and development of new tools makes it difficult to keep up to date. In response an online community of practice has been established in Norway to serve as a platform for facilitating knowledge sharing in these areas. However, building and maintaining an active community is not an easy task. This article describes the development, the activities, the challenges, and the possible future for the community

Schooling in Cultural Context

A child\u27s culture may be the mainstream or dominant culture, or it may be one of many subcultures that can be found in almost any country. Children\u27s experiences and expectations are determined by their local communities, particular political and economic strata, and specific ethnic or cultural groups. Therefore, children need educational services that take into account their diverse cultural, economic and ethnic backgrounds. More than ever, those responsible for educational planning and delivering educational services must be responsive to children\u27s diverse needs. They must consider both the learners and the learning context when defining what type of education to produce. To be effective, education agendas must be provided in ways that focus upon sameness and difference, that recognize children\u27s uniqueness as well as their common ground, and that are rooted in each child\u27s primary frames of reference like family, society, and culture. Children\u27s development and learning can only be fully understood when viewed in the larger cultural context Today\u27s diverse, heterogeneous societies demand culturally responsive education practices and programs that can actively engage learners, help them build upon their own sense of identity, and increase their meaningful participation in and contribution to society

Can restorative supervision positively impact the emotional wellbeing of HEI lecturers in healthcare?

Staff wellbeing is crucial to providing a high standard of education for students. Restorative Supervision has been shown to have positive impacts on staff wellbeing including feeling 'valued', reductions in stress and burnout, increased job satisfaction and improved retention. It enables staff to reflect on the emotional and psychological impact of their work and explore and understand the challenges and rewards that are intrinsic to providing high quality teaching. Aim To explore whether restorative supervision can be used to support health care professionals working in a higher education setting. Methods 1. Monthly restorative supervision sessions over six months with 15 multidisciplinary health professional academic staff 2. Focus groups exploring the implications of restorative supervision on perceived and experienced stress and wellbeing Findings Participants identified numerous sources of compassion and emotional burden including self, colleagues, students, and families. Restorative supervision allowed participants to feel supported in their roles and able to reflect on the emotional and psychological impact of their multifaceted working. In particular, the challenges of moving from a clinician to an academic role were explored by several of the participants who felt that they had embarked on a second and completely different career with little support

Sandspur, Vol. 56 No. 21, April 10, 1952

Rollins College student newspaper, written by the students and published at Rollins College. The Sandspur started as a literary journal.https://stars.library.ucf.edu/cfm-sandspur/1907/thumbnail.jp