A Foundation Goes to School

Traces and analyzes the results of Ford's Comprehensive School Improvement Program to improve public education, which was developed to legitimize the concept of innovation in public school programs and test various kinds of innovation

For the Public Good: Quality Preparation for Every Teacher

The goal is to ensure that teachers enter the profession ready for the demands of the 21st-century classroom. The first report from Bank Street College of Education's Sustainable Funding Project  looks at ways of reaching that goal through yearlong co-teaching experiences, commonly referred to as residencies, in classroom settings with experienced mentors.The report—"For the Public Good: Quality Preparation for Every Teacher"—also identifies public funding streams to support residency programs nationwide and outlines how teacher preparation providers and school districts can establish mutually beneficial partnerships to support high-quality teacher preparation

The development of the digital teaching competence from a sociocultural approach

En la actualidad, la competencia digital docente trasciende de la formación individual del profesorado en materia TIC. El marco europeo DigCompEdu incide en que el profesorado tiene que capacitar al alumnado en la aplicación de las tecnologías digitales de forma crítica y responsable en cuanto a información, comunicación, generación de contenido, bienestar y resolución de problemas. Pese a las buenas intenciones para sistematizar un modelo común de desarrollo de la competencia digital, se detecta que las propuestas carecen de un enfoque pedagógico que sirva de base teórica de los mismos. Este trabajo propone un modelo de desarrollo de la competencia digital docente basado en el enfoque sociocultural mediante cuatro constructos: Dominio, Preferencia, Reintegración y Apropiación. Para ello, se elaboró una escala ad hoc para registrar la competencia digital docente a través del desarrollo de esta en sus estudiantes, aportando evidencias empíricas. Se plantea un diseño de tipo cuestionario. La muestra se compone de 1.881 estudiantes de educación obligatoria de Andalucía. Para el análisis de datos se utilizó SPSS. Los resultados promedios generales por cada una de las dimensiones estudiadas revelan un nivel medio de desarrollo de la competencia digital. Se concluye que aún existe mucho por hacer en cuanto a la formación del profesorado en materia TIC, siendo necesario facilitarles estrategias para el desarrollo de esta en sus estudiantes.Abstract Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical © COMUNICAR, 61 (2019-4); e-ISSN: 1988-3293; Preprint DOI: 10.3916/C61-2019-02 framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students

Cinco dimensiones para estudiar los cambios de la educación del maestro para mejorar el aprendizaje creativo

Today, creative pedagogical practices in Music Teacher Education need an intense dialogue between the worlds of practice and practice research in order to respond to constantly evolving educational, artistic and cultural needs. How can we develop favourable conditions to improve the creative learning of music? What are the dimensions that should be considered to improve creative and innovative teaching practices within the context of Teacher Education? In this reflection, I explore five dimensions of changing practices in teaching aimed at improving and developing creative music education. First, I will discuss creativity as the purpose of the change as educational reform (curriculum) or as pedagogical innovation. I will consider teachersʼ reactions to change as a prediction of acts or representations of actors and their action in the process of change (acts, roles and skills). I will examine the interaction or relationship between individuals and partnerships for training and developing professionals. And finally, I will discuss the forms of contribution to change (teacher adaptation or adjustment activities or practices for educational purposes.El lugar concedido a la creatividad musical en la formación docente necesita un intenso diálogo entre el mundo de la práctica y la investigación para responder a la constante evolución de los campos educativos, artísticos y culturales. ¿Cómo podemos desarrollar ciertas condiciones favorables para mejorar el aprendizaje creativo de la música? ¿Cuáles son las dimensiones que deben tenerse en cuenta para mejorar las prácticas de enseñanzas innovadoras y creativas en el contexto de la formación docente? En esta reflexión sobre mis diferentes trabajos de investigación, exploro cinco dimensiones de la práctica y la investigación que deberían tenerse en cuenta para mejorar y desarrollar la educación musical creativa. En primer lugar, me referiré a la creatividad como aspecto importante de cambio en reformas educativas, o como innovación pedagógica. Considero las reacciones de los docentes tanto como una predicción de sus acciones que como sus propias representaciones y acciones en el proceso de cambio (actos, roles y conocimientos profesionales). Examino las interacciones o relaciones entre los individuos y los grupos en la formación profesional del docente. Y, por último, me referiré a las formas de contribución al cambio (adaptación del docente, sus actividades y sus prácticas con fines educativos

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)

The purpose of this evaluation is to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2006, 2007, 2008) and to record emerging changes in laptop use. This evaluation report presents findings from the three annual cycles of national focus groups and questionnaires with Years 1 to 3 teachers in New Zealand primary schools. In this evaluation, two methods of data collection were used: first, three focus groups were held with teachers in face-to-face meetings and second, a questionnaire was sent to teachers in a range of schools. The focus groups allowed teachers to talk about changes in their use of the laptop over the three years. Focus groups were held in the Taranaki, Wellington and Marlborough areas. The questionnaire asked teachers about various aspects of their laptops experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from the focus groups held over three years

As early as possible

McKenney, S. (2013). As early as possible. Invited key message address at the Inclusive Education in Europe conference November 18, Brussels.Regardless of whether a child develops special needs over time or has them from birth, research clearly indicates that the sooner special needs are detected and tended to, the greater the impact of services. Thus, for both the quality of care to children, and the rate of return on investment, timely action is crucial. Success or failure in achieving timely action hinges on many factors, but three processes in particular are highly influential for enabling children’s needs to be addressed as early as possible: detection and assessment; intervention; and support