Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

The Boston University Photonics Center annual report 2016-2017

This repository item contains an annual report that summarizes activities of the Boston University Photonics Center in the 2016-2017 academic year. The report provides quantitative and descriptive information regarding photonics programs in education, interdisciplinary research, business innovation, and technology development. The Boston University Photonics Center (BUPC) is an interdisciplinary hub for education, research, scholarship, innovation, and technology development associated with practical uses of light.This has undoubtedly been the Photonics Center’s best year since I became Director 10 years ago. In the following pages, you will see highlights of the Center’s activities in the past year, including more than 100 notable scholarly publications in the leading journals in our field, and the attraction of more than 22 million dollars in new research grants/contracts. Last year I had the honor to lead an international search for the first recipient of the Moustakas Endowed Professorship in Optics and Photonics, in collaboration with ECE Department Chair Clem Karl. This professorship honors the Center’s most impactful scholar and one of the Center’s founding visionaries, Professor Theodore Moustakas. We are delighted to haveawarded this professorship to Professor Ji-Xin Cheng, who joined our faculty this year.The past year also marked the launch of Boston University’s Neurophotonics Center, which will be allied closely with the Photonics Center. Leading that Center will be a distinguished new faculty member, Professor David Boas. David and I are together leading a new Neurophotonics NSF Research Traineeship Program that will provide $3M to promote graduate traineeships in this emerging new field. We had a busy summer hosting NSF Sites for Research Experiences for Undergraduates, Research Experiences for Teachers, and the BU Student Satellite Program. As a community, we emphasized the theme of “Optics of Cancer Imaging” at our annual symposium, hosted by Darren Roblyer. We entered a five-year second phase of NSF funding in our Industry/University Collaborative Research Center on Biophotonic Sensors and Systems, which has become the centerpiece of our translational biophotonics program. That I/UCRC continues to focus on advancing the health care and medical device industries

Ever-Changing Big Science and Research Infrastructures: Evolving European Union Policy

This chapter analyzes ongoing European Union (EU) policy changes that affect Big Science and Research Infrastructures. These changes are part of a broader EU political agenda to strengthen the EU’s global position, facilitate growth and enhance coordination among EU member states. Important initiatives for Big Science and Research Infrastructures include the launch of large-scale research projects, support for e-infrastructures and the development of EU policy towards Research Infrastructures in the framework of the European Research Area initiative. To illustrate these EU policy changes, the chapter uses the example of the Human Brain Project – a large-scale research project that is turned into a research infrastructure. The chapter demonstrates that EU policy for Research Infrastructures supports a model of differentiated integration where a number of EU member states and non-members collaborate. While this model has the advantage of bringing together countries interested in particular Research Infrastructures, it can also present challenges when supranational projects are turned into Research Infrastructures

Understanding Coordination in the Information Systems Domain: Conceptualization and Implications

In this paper, we suggest a new conceptualization of coordination in the information systems (IS) domain. The conceptualization builds on neurobiological predispositions for coordinating actions. We assume that human evolution has led to the development of a neurobiological substrate that enables individuals to coordinate everyday actions. At heart, we discuss six activity modalities: contextualization, objectivation, spatialization, temporalization, stabilization, and transition. Specifically, we discuss that these modalities need to collectively function for successful coordination. To illustrate as much, we apply our conceptualization to important IS research areas, including project management and interface design. Generally, our new conceptualization holds value for coordination research on all four levels of analysis that we identified based on reviewing the IS literature (i.e., group, intra-organization, inter-organization, and IT artifact). In this way, our new approach, grounded in neurobiological findings, provides a high-level theory to explain coordination success or coordination failure and, hence, is independent from a specific level of analysis. From a practitioner’s perspective, the conceptualization provides a guideline for designing organizational interventions and IT artifacts. Because social initiatives are essential in multiple IS domains (e.g., software development, implementation of enterprise systems) and because the design of collaborative software tools is an important IS topic, this paper contributes to a fundamental phenomenon in the IS domain and does so from a new conceptual perspective

Explaining Cognitive Computing Through the Information Systems Lens

Cognitive computing (COC) aims to embed human cognition into computerized models. However, there is no scientific classification that delineates the nature of Cognitive Computing. Unlike the medical and computer science fields, Information Systems (IS) has conducted very little research on COC. Although the potential to make important research contributions in this area is great, we argue that the lack of a cohesive interpretation of what constitutes COC has led to inferior COC research in IS. Therefore, we need first to clearly identify COC as a phenomenon to be able to identify and guide prospective research areas in IS. In this research, a phenomenological approach is adopted using thematic analysis to the published literature in COC research. Then, we discuss how IS may contribute to the development of design science artifacts under the COC umbrella. In addition, the paper raises important questions for future research by highlighting how IS researchers could make meaningful contributions to this emerging topic

Guidelines for designing middle-school transition using universal design for learning principles

Transition from primary (elementary) to secondary school can be both an exciting and daunting prospect for young adolescents. Ensuring that students quickly settle into their new secondary school environment is the goal of transition programs employed by schools. These programs typically comprise a number of discrete and interrelated initiatives that often commence in the year prior to the move and continue during the initial months in the new school. These activities generally include specific initiatives for both the students and their parents. The needs of both groups are many and varied. It is critical that whatever transition events and strategies are planned, the needs of all students and parents are catered for. In this paper the authors propose that the principles of Universal Design for Learning (UDL) may provide a useful basis for the development of transition programs that address the needs of all participants. UDL is based on three principles which are; multiple means of engagement, multiple means of representation, and multiple means of action and expression. Examples outlining how these principles can be applied before, during and after transition are provided. The authors conclude with the proposition that research be conducted in a variety of cultural contexts and across countries to investigate whether transition programs based on UDL principles better enable schools to meet the needs of all transitioning students and their parents