Building Research-Informed Teacher Education Communities: A UCET Framework

©UCET December 201

A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

Sustainability and renewal: findings from the Leading Sustainable Schools research project

"A research study highlighting the characteristics of sustainable schools and the leadership qualities required to develop sustainable schools." - Page 1

Moving Jewish Educators to the Next Stage in Their Career: An Evaluation of New York University's Dual Master's and Doctoral Programs in Education and Jewish Studies

This study used a qualitative inquiry methodology to explore the experiences of students, which is a common methodological approach in research on higher education when a study's sample size is small and individuals' narratives are diverse (Anderson & Anderson, 2012; Golde & Dore, 2001; Maki & Borkowski, 2006). The evaluation team conducted initial and follow-up phone interviews with the 24 recipients of the Jim Joseph Foundation fellowships under this grant. The interviews inquired about professional experience and academic background, career goals, academic courses and other professional development, professional networking, current employment, and leadership experiences. In addition, the evaluation team conducted interviews with academic advisors and reviewed program materials. To validate the formation of a framework and quality indicators for the review of the programs, the team conducted comprehensive literature review and interviews with employers of the fellows. The evaluation team synthesized the data collected to determine the level of programs' capacity to prepare students for leadership roles in Jewish education and the impact of the programs on students to date

Building a Birth-to-College Model: Professional Learning Communities

The newest in a planned series of case studies on building a birth-to-college model of education released by the University of Chicago Urban Education Institute (UEI) and the Ounce of Prevention Fund this case study outlines how to create professional learning communities (PLCs) of teachers, administrators and family support staff spanning the early childhood to K-12 spectrum. The intent of the PLCs is to create environments where practitioners take the lead in collaboratively studying and piloting effective, developmentally informed practices that prepare children for college, beginning at birth.This teaching case study is intended to illustrate the evolutionary process of PLC development by UEI and the Ounce and inform the work of others interested in building similar birth-to-college systems to benefit children and families. It is based on interviews of 25 participants in the Birth-to-College Partnership, observations of PLC and other Birth to-College Partnership meetings over the six-month period between January 2012 and June 2012, and a review of Birth-to-College meeting notes and other documents dating back to June 2010

Curriculum implementation exploratory studies: Final report

Throughout the history of schooling in New Zealand the national curriculum has been revised at fairly regular intervals. Consequently, schools are periodically faced with having to accommodate to new curriculum. In between major changes other specifically-focused changes may arise; for example, the increased recent emphasis upon numeracy and literacy

Progress Being Made in Getting a Quality Leader in Every School

Reviews the progress made by the SREB states in improving their school leadership through redesigning the process of preparation and development of school principals. Describes promising practices being implemented, and offers practical guidance

Teaching and learning together: Making space for curriculum negotiation in higher education.

Research in compulsory sectors of education indicates that curriculum negotiation (sometimes termed co-construction) between teacher and students is beneficial for both students and teachers. It would seem, therefore, that this approach would be equally valuable in the tertiary context of initial teacher education, as a model of a good teaching approach for student teachers to observe and experience. However, enacting this approach in the context of an academic tertiary programme is often perceived as problematic. This paper discusses theoretical underpinnings of curriculum negotiation, its foundations, implementation and benefits. It then describes actions taken by a university teaching team which endeavoured to create spaces for the negotiation of curriculum, and to intentionally model curriculum negotiation. The ways in which staff and students have been able to work together collaboratively, giving both parties shared influence, input and control of learning, are explored. I contend that curriculum negotiation is an essential element within teacher education programmes if we hope to maximise learning engagement and outcomes and model an effective pedagogy