52,991 research outputs found

    Collaborative Leadership Learning; Developing Facilitation Skills for Collaborative Learning in Leadership Learning Groups.

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    many organisations working for example, with less hierarchical structures, with cross- organisational partners, or in professional environments. Leadership at all levels must be supported by leaders in top executive positions who develop their own capabilities both as leaders and in their role of leading the learning of leadership throughout their organisations. Their ideas of their role in leading learning will be shaped by their own leadership development experiences. Collaborative learning for leadership may be a model of learning that reflects the new leadership required; it may enable leaders to develop their own leadership capability in such a way that they feel enabled to work with others on their leadership development

    ImpaCT2: learning at home and school: case studies

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    Strand 3 explored the nature of teaching and learning involving ICT in various settings, with a focus on the views of pupils, teachers, and parents. Working in 15 of the 60 schools selected for Strands 1 and 2, this project focused on: learning and teaching environments; learning and teaching styles; and the impact of networked technologies on the perceptions of teachers, managers, pupils and parents. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

    ImpaCT2 academic report: part 4 - case study evaluations

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    This report explored the ways in which the integration of ICT and networked technologies into the curriculum tends to produce changes in the patterns of teaching and learning. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

    The Impact of Using a Distance Learning Network on Building Teachers' Communities of Practice in Egypt

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    This research is a case study of using a distance learning network for teachers’ professional development in Egypt. It aims to investigate the impact of using Egypt’s National Network for Distance Training (NNDT) in developing teachers’ knowledge and on building communities of practice. It explores the role of professional development experts and teachers’ participation within the network. In addition, it draws attention to the teachers’ level of engagement in professional development programmes and, therefore, it reveals their modes of participation within the network. Moreover, it identifies the role of the technology in facilitating communication and collaboration between participants. Finally, this paper offers a number of recommendations that aim to develop the network capabilities to become a more ‘effective’ means for teachers’ professional development in Egypt

    Improvement Research Carried Out Through Networked Communities: Accelerating Learning about Practices that Support More Productive Student Mindsets

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    The research on academic mindsets shows significant promise for addressing important problems facing educators. However, the history of educational reform is replete with good ideas for improvement that fail to realize the promises that accompany their introduction. As a field, we are quick to implement new ideas but slow to learn how to execute well on them. If we continue to implement reform as we always have, we will continue to get what we have always gotten. Accelerating the field's capacity to learn in and through practice to improve is one key to transforming the good ideas discussed at the White House meeting into tools, interventions, and professional development initiatives that achieve effectiveness reliably at scale. Toward this end, this paper discusses the function of networked communities engaged in improvement research and illustrates the application of these ideas in promoting greater student success in community colleges. Specifically, this white paper:* Introduces improvement research and networked communities as ideas that we believe can enhance educators' capacities to advance positive change. * Explains why improvement research requires a different kind of measures -- what we call practical measurement -- that are distinct from those commonly used by schools for accountability or by researchers for theory development.* Illustrates through a case study how systematic improvement work to promote student mindsets can be carried out. The case is based on the Carnegie Foundation's effort to address the poor success rates for students in developmental math at community colleges.Specifically, this case details:- How a practical theory and set of practical measures were created to assess the causes of "productive persistence" -- the set of "non-cognitive factors" thought to powerfully affect community college student success. In doing this work, a broad set of potential factors was distilled into a digestible framework that was useful topractitioners working with researchers, and a large set of potential measures was reduced to a practical (3-minute) set of assessments.- How these measures were used by researchers and practitioners for practical purposes -- specifically, to assess changes, predict which students were at-risk for course failure, and set priorities for improvement work.-How we organized researchersto work with practitioners to accelerate field-based experimentation on everyday practices that promote academic mindsets(what we call alpha labs), and how we organized practitioners to work with researchers to test, revise, refine, and iteratively improve their everyday practices (using plando-study-act cycles).While significant progress has already occurred, robust, practical, reliable efforts to improve students' mindsets remains at an early formative stage. We hope the ideas presented here are an instructive starting point for new efforts that might attempt to address other problems facing educators, most notably issues of inequality and underperformance in K-12 settings

    Developing the scales on evaluation beliefs of student teachers

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    The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

    Broadening the learning community : key messages

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    Emerging technologies for learning (volume 2)

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    Some philosophical enquiries on E-learning: preparing the tomorrow business school

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    Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e-learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. The major objective of this research outlet is to examine the e-learning evolution in business schools. Our research intentions are to investigate: 1. if universities understand the market dynamics (regarding to segmentation and crossing the chasm); 2. mapping the s-curve to student needs and 3. how business schools will change the value map. From the analysis of existing empirical evidence and our research results from 140 business students of the University of Ioannina (Greece) and 50 business students of the University of Winchester (UK), we can summarize that: a. value is created when new technology is matched to student need; b. but student needs change: as the technology evolves existing students develop new needs and in addition the technology may appeal to new kinds of students, with new kinds of needs and c. understanding the structure of student needs may be particularly important at times of potential discontinuity, when existing students may reject new technologies (for excellent reasons!).  The authors suggest that business schools interested in being productive should invest in implementing performance tools for all educational methods in order to accomplish the educational objectives. Further research in this crucial field of the evolution of e-learning in business schools is the examination of anticipated benefits and the experiences by early e-learning adopters, return on investment and expectations for the future

    ImpaCT2: pupils' and teachers' perceptions of ICT in the home, school and community

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    The Strand 2 report of the ImpaCT 2 research describes the results of applying a range of research methods to explore, how pupils use ICT, in particular out of school and what had been gained from this use. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT
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