Lesson Study and Service Learning in Teacher Preparation

The aim of this paper is to share an teacher preparation experience that combines Lesson Study (LS) with a Service Learning methodology. This experience is interdisciplinary and includes three subjects from first-grade Childhood Education, carried out at University of Malaga since academic year 2014-2015. Within this framework, our students carry out Service Learning projects for schools in our area that are designed and developed following the LS methodology. Service Learning projects go through the following phases (Puig, J., Martín, & Batlle, 2008): 1) Preparation by the teachers involved in the project; 2) Implementation, i.e. developing the project with the students; 3) Evaluation. The implementation phase also has three sub-phases: preparation, implementation, and round-up. It is here that the LS is developed through the following phases (Soto & Pérez, 2015): 1. Define the problem; 2. Co-operatively design an experimental lesson and its observation process; 3. First experimental lesson; 4. Analyse and review the lesson; 5. Second experimental lesson; 6. Analysis and drafting of conclusions; 7. Presentation in extended context. We were able to gather evidence on how students teachers resolved different cognitive conflicts during the process. We saw how the LS process, with its phases and cooperative work, allows them to combine creativity and unique talents in a common project that acquires meaning and relevance thanks to Service Learning. This provides a framework that facilitates the construction of solid structures related to the meaning of the educational process, and which can be used to recalibrate what it means to be a Childhood School teacher: a creative, relevant, complex experience that requires recreating the knowledge and experience that students bring with them to the University about what it means to be a Childhood School teacher.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Beyond Penrose: A Cognitive Theory of the Firm

This paper uses a cognitive theory of firms and organizations, with a focus on learning and innovation.Here, cognition is a wide notion, including value judgments and corresponding feelings and emotions.This paper focuses on the relation between that cognitive theory and Penrose's theory of the growth of the firm.As in Penrose's work, the focus is on learning, rather than on efficient utilization of resources or appropriation of returns from them.Also as in Penrose, the underlying view of cognition is a constructivist one, according to which people with different experience view the world differently.So far, the paper is consistent with Penrose.However, it also adopts and further develops some of the criticism of her views, concerning the role of other human resources than managers in organizational learning, problems of conflicts of interest and governance within the firm, dynamic capabilities for developing new capabilities, and, above all, the alternative of collaboration between firms, for learning and innovation, in the combination of capabilities between rather than within the firm.In particular, it argues that, in contrast with Penrose, there are limits to firm size.theory of the firm;Penrose;knowledge;learning;innovation;dynamic capabilities;firm size;growth of the firm

異文化接触のクリティカルな瞬間におけるコトバの理解―社会文化論の観点から―

Inspired by a story told by Professor Saito about an EFL learner\u27s intercultural conflict experience in post-war Japan, the author analyzes critical moments in intercultural communication from the perspective of socio-cultural theory. In these moments, the learner understands the conceptual meaning or cultural and historical significance of words to the interlocutor. In other words, the learner\u27s knowledge of the dictionary meaning of a word becomes enriched through interpersonal communication. Since intercultural conflicts usually involve emotional reactions, the language embedded in the scene is likely to be memorized as an embodied experience. The author further discusses the nature of language learning in intercultural contact scenes as lived experience and demonstrates how these scenes can compliment structured classroom learning

Epistemology Shock: English Professors Confront Science

This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of facts and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning

How does experience change firms' foreign investment decisions to non-market events?

We examine how experience with two types of non-market risks (e.g., natural disasters and armed conflicts) changes foreign direct investment (FDI) decisions. Extending research on organizational learning and FDI, we hypothesize that the greater the experience with recent, frequent and high-intensity risk, the more likely that experience can moderate the relationship between non-market risks and firm international expansion. Given a sample of 625 Fortune Global 500 firms and their investments in 117 countries between 1999 and 2008, we find that experience with recent, frequent, and high-intensity risk can change a firm?s FDI decision from risk avoidance to risk management

Systematic Literature Review: Efektivitas Pemecahan Masalah melalui Model Pembelajaran Inovatif

Learning according to this view is more a process of self-regulation in resolving cognitive conflicts that often arise through concrete experience, collaborative discourse, and interpretation. The purpose of this research is to analyze the effectiveness of problem solving through innovative learning models. The method used in qualitative research with library studies or System Literature Review (SLR). The purpose is to analyze the comparison of existing theories with previous theories in the research literature. The literature used is literature from research results or studies presented in scientific articles. All articles used were sourced from the electronic data literacy search engine Mendeley and Google Scholar. Based on the description of the results and discussion above, there are innovative learning models that can solve problems such as: Posing and Soving Learning Model, competency-based learning, problem-based learning, Group Science Learning model, simulation model learning and inquiry learning model

Conflict within Special Education for Mothers of Children with Invisible Disabilities: A Case Study

In the United States, children with disabilities receive special education services under the Individuals with Disabilities Education Act (IDEA), which provides free appropriate public education (FAPE) in the least restrictive environment (LRE). Evidence shows that parents of children who receive special education (SPED) experience conflict within the school system. Invisible disabilities (NVD) are unseen but affect learning or behavior in school, include attention deficit hyperactivity disorder and learning disabilities, are eligible for special education. There is evidence that parents of children with NVD experience conflict while accessing the system and receiving services and mothers are often the primary advocate for SPED services for their child. What is not fully understood is how NVD influences the conflict process and influences the experiences for mothers. This study explored the experience of mothers of children with NVD who experienced conflict in the special education system using a qualitative case study methodology. Interviews and Kawa River Model drawings of the conflict experiences provided insight into the conflict experience, using Deutsch’s model of conflict as the primary theoretical framework. The findings included the following themes: Square Peg in a Round Hole, Bear the Brunt, Adding Insult to Injury, Game Changer, and Sea Change. Key findings include NVD-related conflicts involve identification and eligibility, the conflict experiences evolve from intrapersonal, interpersonal, and structural level conflicts, which influence their advocacy, and the paradoxical experience of being both a professional in the workplace and a mother advocating for her child in special education, and how that influences conflict

Professional Learning Community Conflicts and Teacher Leader Conflict Management From Multiple Stakeholder Perspectives

This qualitative, phenomenological study examined the nature of conflict within professional learning community (PLC) collaborative groups and the teacher leader’s management of the conflict from the teacher, teacher leader, and administrator perspective at suburban secondary schools. Purposive, criterion sampling based on job title and having at least one year of experience at a PLC campus qualified participants to capture the phenomenon’s characteristics. Semistructured interviews of three administrators, four teacher leaders, and two teachers were recorded and transcribed before an initial round of open coding. After analyzing open codes, the data were analyzed using closed coding, which established common themes. The findings described conflicts resulting from curriculum differences, personality differences, and external pressures with campus structures directly affecting the level of conflict. Participants described teacher leaders as managing the conflict by absorbing, tackling, or deferring the conflict, with rationales for the choices being levels of experience, levels of clarity, lack of options, and lack of training. The conflicts and the teacher leader’s conflict management affected task completion, relationships, and the overall function of the PLC, resulting in productive or destructive conflicts. The results of this study could be used to improve the training and support of teacher leaders guiding the day-to-day functions within PLC collaborative groups

The Role of Nestling Acoustic Experience in Song Discrimination in a Sparrow

Oscine songbirds are an ideal system for investigating how early experience affects vocal behavior. Young songbirds face a challenging task: how to recognize and selectively learn only their own species’ song, often during a time-limited window. Because birds are capable of hearing birdsong very early in life, early exposure to song could plausibly affect recognition of appropriate models; however, this idea conflicts with the traditional view that song learning occurs only after a bird leaves the nest. Thus, it remains unknown whether natural variation in acoustic exposure prior to song learning affects the template for recognition. In a population where sister species, golden-crowned and white-crowned sparrows, breed syntopically, we found that nestlings discriminate between heterospecific and conspecific song playbacks prior to the onset of song memorization. We then asked whether natural exposure to more frequent or louder heterospecific song explained any variation in golden-crowned nestling response to heterospecific song playbacks. We characterized the amount of each species’ song audible in golden-crowned sparrow nests and showed that even in a relatively small area, the ratio of heterospecific to conspecific song exposure varies from 0 to 20%. However, although many songbirds hear and respond to acoustic signals before fledging, golden-crowned sparrow nestlings that heard different amounts of heterospecific song did not behave differently in response to heterospecific playbacks. This study provides the first evidence that song discrimination at the onset of song learning is robust to the presence of closely related heterospecifics in nature, which may be an important adaptation in sympatry between potentially interbreeding taxa

From Opportunity to Necessity: Development of an Asynchronous Online Interprofessional Learning Experience

Incorporating interprofessional collaboration competencies into both undergraduate pre-licensure and graduate health science students poses challenges for academic health science centers. Certain student groups may have less opportunity to participate in interprofessional learning experiences due to demands of individual programs of study and conflicts in scheduling time with other disciplines. A group of interprofessional higher education faculty members created an innovative online asynchronous interprofessional experience with the primary goals of meeting accreditation standards for specific programs and providing interprofessional education (IPE) to students who were unable to participate in traditional face-to-face IPE experiences already established at the institution. This guide will highlight the process of design and development of the learning opportunity, from conception to implementation. The pilot of the asynchronous online IPE experience served as a model for the transition of the original in-person model to virtual IPE during the COVID-19 pandemic