A framework for developing and implementing an online learning community

Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts

Behavior Management

Behavior management strategies are extremely influential in a successful classroom setting. Curriculum is obviously a major concern of education reform, but can students really learn the curriculum in a classroom that is not well managed? Having a classroom that is well managed allows for students to take the risks they need to in order to access new knowledge and grow as citizens of our communities. Carefully designed survey questions were distributed to multiple educators in a school of poverty to gauge the feelings of those working in the classroom on the successes and hardships of behavior management programs. Data collection occurred anonymously. Completed surveys were then analyzed for common themes of successful strategies found among educators of students living in poverty. Keywords: behavior management, poverty, Positive Behavior Management Strategies, PBI

Distributed Leadership: A Review of Literature

A review of empirical research studies of distributed leadership from public and private sector settings completed since 1995

Human Resource Information Systems for Competitive Advantage: Interviews with Ten Leaders

[Excerpt] Increasingly, today\u27s organizations use computer technology to manage human resources (HR). Surveys confirm this trend (Richards-Carpenter, 1989; Grossman and Magnus, 1988; Human Resource Systems Professionals 1988; KPMGPeat Marwick, 1988). HR professionals and managers routinely have Personnel Computers (PCs) or computer terminals on their desks or in their departments. HR computer applications, once confined to payroll and benefit domains, now encompass incentive compensation, staffing, succession planning, and training. Five years ago, we had but a handful of PC-based software applications for HR management. Today, we find a burgeoning market of products spanning a broad spectrum of price, sophistication, and quality (Personnel Journal, 1990). Top universities now consider computer literacy a basic requirement for students of HR, and many consulting firms and universities offer classes designed to help seasoned HR professionals use computers in their work (Boudreau, 1990). Changes in computer technology offer expanding potential for HR management (Business Week, 1990; Laudon and Laudon, 1988)

Marketing Your Knowledge: A Report to Philanthropy's R&D Organizations

Examines obstacles to the sharing of knowledge among philanthropic organizations. Identifies ten effective approaches that foster communication and knowledge sharing

The Way Forward: From Sanctions to Supports

The New York City Working Group on School Transformation brought together education practitioners, school reformers, policy-makers, advocates, and parent and student leaders to propose alternatives to the school closings policy of the New York City Department of Education (DOE). (See the list of Working Group members in Appendix 1.) The group was initiated by the New York City Coalition for Educational Justice and coordinated by the Annenberg Institute for School Reform following the fall 2011 conference Effective Alternatives to School Closings: Transforming Struggling Schools in New York City. This report presents the Working Group's conclusions about the limitations of school closings and a set of recommendations for systemic responses to the needs of struggling schools

Meeting the Challenge: Fiscal Implications of Dropout Prevention in Massachusetts

In 2009, for the first time in a decade, Massachusetts' dropout rate fell below three percent. While this progress is promising, there remain nearly 8,300 students who did not earn their high school diplomas during the 2009-2010 school year. Given that these individuals face significantly lower earning potential, fewer prospects for employment, much higher rates of incarceration and health problems, and are much more likely to utilize public assistance than those who graduate, there is continued cause for concern and attention to the goal of ensuring that every student receives their high school diploma.In the current environment of constrained resources, many districts are reluctant to launch new programs or improve existing services that provide additional supports for students at risk of dropping out. Declines in revenue combined with rising costs have constricted local education budgets, forcing superintendents and school business officers to make tough decisions about which programs to fund and which must be cut. It is within this context that the Rennie Center for Education Research & Policy engaged in a study to not only explore promising dropout reduction approaches across Massachusetts, but to also examine the costs and benefits of promising practices for reducing the number of students dropping out of school.Meeting the Challenge: Fiscal Implications of Dropout Prevention in Massachusetts, conducted with support from the Massachusetts Association of School Business Officers (MASBO), explores the approaches, costs and potential financial benefits of implementing dropout reduction strategies. It highlights a diverse group of five Massachusetts districts that have substantially reduced their dropout rates over the past three years and identifies the district-wide policies and school-based strategies that superintendents and principals indicate have contributed to reducing the number of students dropping out of school. The brief also presents two scenarios that illustrate how, for some districts, per pupil funding obtained from increased enrollment due to successful dropout prevention strategies can be allocated to serve at-risk students.Considerations for School and District LeadersIncorporate strategies that promote engagement and student success into every aspect of the school experience.Support staff in taking on new roles and responsibilities.Analyze data to determine what works and allocate resources accordingly.Use the Department of Elementary and Secondary Education's Early Warning Indicator Index to budget for dropout prevention initiatives for incoming high school students.Formalize strategies for reaching out to and re-engaging students who have dropped out.Considerations for State PolicymakersWork to establish sustainable funding streams for districts' dropout prevention initiatives.Continue to promote, provide and seek ways to expand data collection and analysis tools for schools and districts.Strengthen the ability of districts to establish partnerships with community based social service agencies, local businesses and institutions of higher education.Facilitate outreach to dropouts.Expand alternative education options.This policy brief was released at a public event on March 1st, 2011