Actes de la conférence BDA 2014 : Gestion de données - principes, technologies et applications

International audienceActes de la conférence BDA 2014 Conférence soutenue par l'Université Joseph Fourier, Grenoble INP, le CNRS et le laboratoire LIG. Site de la conférence : http://bda2014.imag.fr Actes en ligne : https://hal.inria.fr/BDA201

Proceedings of the Fifth Mediterranean Conference on Information Systems: Professional Development Consortium

Collection of position statements of doctoral students and junior faculty in the Professional Development Consortium at the the Fifth Mediterranean Conference on Information Systems, Tel Aviv - Yafo

Effectiveness of Trek-21 model of professional development on changes in teacher practices with respect to instructional technology integration

The purpose of this study was to investigate the relationship between key factors of Trek-21 professional development model and resulting changes in teacher practices with respect to the integration of instructional technologies into participants\u27 classrooms. The Trek 21 professional development was a three-year project designed to bring about a deep and lasting change in educators through the integration of instructional technologies. The project was funded as an implementation grant through the U.S. Department of Education\u27s Preparing Tomorrow\u27s Teachers to Use Technology (PT3) grant program. The Trek-21 professional development was developed around research-based practices that enabled participants to develop IT skills necessary to integrate what they learned.;Participants included 27 PK-12 teachers from schools in West Virginia, who took part in the second year (2001) of Trek-21 professional development training from January 2001 to January 2002. Data were collected using the Stages of Concern Questionnaire, the Principles of Adult Learning Scale (PALS) Questionnaire, the Survey of Computer Use Questionnaire, the Final-Daily Evaluation Questionnaire, and Indicators of Instructional Change Instrument (also known as the Lesson Sweep Instrument). Three key factors of the Trek-21 model were considered as potential factors affecting integration of instructional technologies into the classroom. These three factors include duration of training, instructional design, and evaluation. Descriptive analysis, paired t-test, correlation analysis and simple regression analysis were the quantitative statistical procedures that were used to compile the results.;Crucial key factors of the model found to be significant in affecting the integration of ITs into the classroom included duration of training and evaluation. The results indicated that teachers did make significant gains in integrating ITs learned during training over the duration of training suggesting that the period of training was sufficient enough to facilitate change in teacher practice. The study did not find Instructional Design as a crucial key factor of the Trek-21 professional development model

Well-being for whom? Unpacking the teacher well-being discourse of the South African Department of Basic Education

Neoliberalism has adjusted society’s role allocations related to who is responsible for looking after the welfare of whom. Based on the assumption of advancing human well-being, the neoliberal narrative renders the individual free, autonomous, and self-sufficient, but also with the obligation to assume responsibility for their own welfare. This duty is also shared with non-state agents such as employers. This article analyses the well-being discourse evident in two reports of the South African Department of Basic Education (DBE) to establish how the department as employer and as public service department understands its role in taking care of the well-being of teachers. The analysis indicates that the texts portray a relationship of care and a desire to create a well-resourced and safe learning organisation in which teachers can be inspired to grow professionally and personally. However, this is a transactional relationship, and in return for investing in teacher well-being, the employer expects commitment to the aims and objectives of the state. The neoliberal rationality necessitates balancing the well-being of teachers as autonomous persons with teachers as economic-rational actors transforming well-being into self-care, which is defined and controlled by the employer.Keywords: discourse analysis; individualisation; instrumentality; neoliberalism; professional development; self-reliance; teacher well-bein

Capacity enhancement of the indigenous Qur'anic schools in Somalia : an alternative model to deliver basic formal education

In any country, formal education plays a major, or even vital role in transforming the aspirations and needs of its people into reality. Somalia today, represents an underdeveloped nation where the state-run formal schooling system had once failed to provide basic education to the deprived nomadic peoples who constitute 60 percent of the population. Since the outbreak of Civil War in 1991, that formal schooling system had become almost non-existent. Yet, throughout its long history, the indigenous Qur'anic schools, with its few variations, continue to provide the necessary Islamic education to the children and young adults of the country. Given the setting, the overall aim of this case study is to look closely at the possibility of using the "Hybrid" Qur'anic School (HQS) system -- an indigenous institution that has remained largely intact and continued operating during this long conflict - as a viable alternative mode for providing access to formal basic education to a large number of children in urban and semi-urban centers

eHealth interventions for family carers of people with long term illness: A promising approach?

Family carers of people who have long term illness often experience physical and mental health morbidities, and burden. While there is good evidence to suggest that carers benefit from psychosocial interventions, these have primarily been delivered via face-to-face individual or group-formats. eHealth interventions offer a novel, accessible and self-paced approach to care delivery. Whether these are effective for carers' wellbeing has been little explored. This paper reports the first comprehensive systematic review in this area. A total of 78 studies, describing 62 discrete interventions, were identified. Interventions commonly aimed to promote carers' knowledge, self-efficacy, caregiving appraisal, and reduce global health morbidities. Interventions were offered to carers of people with a wide range of long term illness; dementia has been the most researched area, as reported in 40% of studies. Clinical and methodological heterogeneity in interventions precluded meta-analyses, and so data were analysed narratively. The most popular approach has comprised psychoeducational interventions delivered via an enriched online environment with supplementary modes of communication, such as network support with professionals and peers. Overall, carers appreciate the flexibility and self-paced nature of eHealth interventions, with high rates of satisfaction and acceptability. More studies using robust designs are needed to extend the evidence base

1994-1995 Academic Catalog

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