Final report of 2008-2009 sustainable strategic partnerships of scale : SPEEAD (sporting prosthetics for everyday and elite athletes with a disability)

In considering a strategy for research development in prosthetics in the National Centre for Prosthetics and Orthotics, the importance of making involvement in sport more accessible to those athletically inclined became apparent. In preparation for the 2014 Commonwealth Games in Glasgow, there was also a clear need to herald a renewed focus on sport for those with mobility challenges and empower those who might never have participated to become involved1. There was a desire to build an enhanced national profile in terms of expertise and research in sporting prostheses and to promote our field of prosthetics. SPEEAD continues to have two aims: - To build the level and nature of expertise and research capacity in the wider prosthetics practitioner community - To address a postgraduate instructional course need in the UK prosthetics practitioner communit

Advancing a Democratic Pedagogy and Supervision Framework: An Illustrative Case of Teacher Questioning in Secondary Mathematics Instruction

This article pushes back against the evalu-centric view of improvement (Hazi, 2018; 2020) in the supervision literature by advocating for a democratic pedagogy and supervision framework developed to support instructional supervision and evaluation dialogue between teachers and leaders. This democratized approach honors and centers the teacher’s expertise and learning as well as the leader’s in the observation, debrief, and reflection process. Through this decentering of expertise in the instructional supervision cycle, our goal is to build leaders’ and teachers’ mutual capacity to develop, implement, and sustain democratic instructional supervision cultures in classrooms and schools. Additionally, we illustrate our framework through a subject/discipline-specific case of instructional supervision in secondary mathematics instruction. Through this illustrative case, we demonstrate how the framework provides school leaders and teachers with specific, shared pedagogical language to engage in standards-based mathematical dialogue during the instructional supervision process. Finally, we discuss the implications of our questioning framework for democratic school leadership, supervisors’ leadership content knowledge, teachers’ discipline-specific work of teaching, and instructional supervision practices, which are often stifled by accountability-driven teacher evaluation education policies that suppress schools’ leadership capacity to apply democratic instructional supervision standards and principles

Komunikasi Instruksional Guru pada Kelas Khusus di Smk Labor Binaan Fkip Universitas Riau (Studi pada Program Keahlian Teknik Komputer dan Jaringan)

Every teacher has hope for improvement of student's learning achievement. Therefore, teachers use instructional communication in order to change student behavior to be a better direction. Instructional communication is an interaction used by teachers in the learning process to improve student achievement in Computer and Engineering skills programs network. The purpose of this research is to know the instructional communication process, methods and instructional media that teachers use when teaching productive subjects.This research uses qualitative research method. Informers at this research are the head of program expertise, teachers, and students on the Computer Network Engineering expertise program. While the object in this study is instructional communication of teachers on Computer Engineering and programming skills Network at Vocational High School Teachers Training Faculty of Labor University of Riau. Data collection techniques used are observation, interview and documentation. In achieving the validity of data in this study, the authors used extension of participation and triangulation.The results showed that instructional instructional process of teacher who taught productive subjects on Computer Engineering programming skills and Network includes content specifications and instructional objectives, early behavioral assessment, the establishment of instructional strategies, the organization of instructional units, and feedback. Instructional communication is done using method lectures, discussions, demonstrations, field trips, experiments, exercises, and problems solving. To support instructional communication to run smoothly, then media of learning are required. The media used by teachers are books, computers, pictures, modules, internet, e-learning, applications, video, projectors, and other tools students need when practicing like utp cable, crimping tool, lan tester, rj45 connector, wireless card, hub, router, switch, cd installation, screwdrivers plus minus, pliers, brushes

Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants

The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010 -- 11 to 2012 -- 13 school years). This brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs), describing their efforts to improve teachers' capacity for serving ELLs through staffing strategies and professional development (PD). Key findings that emerged from the ELL case study data collected during the 2011 -- 12 and 2012 -- 13 school years include:Few schools reported leveraging staffing strategies to improve teacher capacity for serving ELLs. Administrators in 3 of the 11 schools reported considering ELL expertise and experience when hiring classroom teachers, while respondents in 2 of the 11 schools reported that teachers' ELL expertise and experience purposefully factored into assignment of teachers to specific classrooms.Most teacher survey respondents (54 to 100 percent) in all 11 schools reported participating in ELL-related PD during the 2011 -- 12 school year. On average, teachers reported that ELL-related PD accounted for less than 20 percent of their total PD hours.Teacher survey respondents in schools that reported a greater PD focus on ELL-related topics, such as instructional strategies for advancing English proficiency or instructional strategies to use for ELLs within content classes, also generally appeared more likely to report that PD improved their effectiveness as teachers of ELLs

Coaching Conversations: Enacting Instructional Scaffolding

This study analyzed coaching conversations and interviews of four coach/teacher partnerships for specific ways in which kindergarten and first-grade teachers, and coaches, conceptualized instructional scaffolding for guided reading. Interview transcripts were coded for coaches’ and teachers’ specific hypotheses/ ideas regarding instructional scaffolding. Coaching session transcripts were analyzed for coaches’ and teachers’ actual use, or enactment, of instructional scaffolding. Significant tensions were evident between hypotheses describing the need for high levels of instructional support versus opportunities for students to read independently. Teachers’ expertise for effective instructional scaffolding appeared to be assisted by coaching conversations that enacted instructional scaffolding, demonstrating an analytic, evidence-based approach to instructional problem solving

Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the “expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical framework of deliberate practice have given us a better understanding of the principles and activities that are essential in order to excel in a domain. This article explores how these activities and principles can be used to design instructional formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed

Becoming an Expert Instructional Designer

Instructional design requires practitioners to integrate best practices, use appropriate tools, and strategically apply current and emerging technologies to meet clients’ and organizations’ needs. Many practitioners achieve high levels of technical expertise in this way. However, the author of this poster suggests that, to become a leader in instructional design, practitioners must develop as experts through a process of acquiring horizontal expertise via two concepts described by Engeström, Engeström, & Kärkkäinen (1995). Polycontextuality describes how experts accomplish multiple simultaneous tasks within multiple communities of practices. Boundary crossing occurs when two different activities are linked together.https://fuse.franklin.edu/ss2018/1084/thumbnail.jp

Instructional intelligence, professional development and VET teachers: A mixed methods study of educational change

In the Australian vocational education and training (VET) sector teachers are drawn primarily from industry and work in a system which appears to privilege vocational expertise over that of teaching expertise. Debate surrounds the adequacy of the benchmark VET teaching qualification (Certificate IV in Training and Assessment - TAA40110) and many argue that qualification and professional development in the sector are preoccupied with promoting VET system compliance instead of teaching capability. This study examines the effects of a systemic change professional development program for VET teachers in the technical and further education (TAFE) system in Western Australia. Designed to refine and extend the instructional practices of VET teachers, the Instructional Intelligence Professional Development Program took place over four years. In examining its effects, a sequential mixed methods approach was used. Findings revealed that teachers' beliefs and instructional practice changed as a result of the program. Further, teachers reported that their use of new instructional processes had a positive impact on student learning. These findings have the potential to inform the future design and implementation of professional development programs, contribute to the debate on the pedagogical requirements for VET teachers and contribute to a growing body of research on instructional intelligence