Cascading training down into the classroom: The need for parallel planning

Cascade models of in-service training are widely considered to be a cost effective means of introducing educational change to large numbers of teachers. Data from 511 teachers completing a cascade training programme that introduced current ideas about and procedures for teaching English to young learners, suggests that provision of training alone is no guarantee that cascade training aims will actually be applied in classrooms. The paper considers implications for cascade projects, suggesting that planning needs to be a parallel process if an adequate return on outlay, in the sense of teachers applying skills introduced in training in their classrooms, is to be achieved

The integration of computer use in education

There is an increasing awareness that disappointing experiences with the introduction of computers in education are a consequence of insufficiently taking into account factors that are crucial when introducing change in educational settings. Many of the problems in the literature show great similarity with the kind of problems often experienced in curriculum implementation. In this context the endeavors to make computer use an integrated part of classroom activities are analyzed. Emphasis will be laid on the interaction between teachers and courseware; elements for a more effective strategy for the integration of computer use in educational practice will be presented, with special attention to the design of support materials as an essential part of courseware

Part II: Professional Development Activities and Professional Learning Community in the Mid-America Region of the Association of Christian Schools International

Current trends in the education literature currently point to school leadership as responsible for the professional growth of the faculty (Fullan, 2010; Reeves, 2006) leading to the desired academic growth of the students. The Christian school community, however, has limited resources compared to those in the public sector. Unfortunately, the literature rarely includes the 400,000 teachers or the school leaders who have chosen to work in private education and their influence on the lives of over 5 million children (Broughman & Swaim, 2006). By examining effective professional development and its relationship to the development of professional learning communities specifically for Christian schools, this study’s findings provide much needed research for leadership in the private school community. Because participating in professional development is important to continued teacher growth and quality as well as student achievement (Darling-Hammond, 2004; Haycock, 1998; National Commission on Teaching and America’s Future, 1996), it is hoped this study will lead to improved teacher and student performance under the guidance of school leadership. While Headley’s (2003) work surveyed 60 ACSI schools, providing an overview of professional activities most commonly provided for teachers in those schools, additional knowledge is needed about which activities are of most value to professional learning community development, leading to teacher growth and student success

Giving TESOL change a chance: supporting key players in the curriculum change process

The language of ‘western’ planned and managed TESOL curriculum change aid projects of the 1980–1990s continues to have a strong influence on the terms in which the objectives of 21st century, nationally planned TESOL curriculum change projects are expressed. It is apparently assumed that teachers worldwide will be able to make the cultural and professional adjustments necessary to enable such objectives to be achieved. Many 20th century TESOL aid projects achieved their stated objectives only partially, if at all. The same remains true of much nationally planned and managed TESOL curriculum change today. One important reason for such limited success, is change planners’ failure to adequately consider what support classroom teachers will need, when, and for how long, if they are to be helped to make the above adjustments. This paper does not intend to make value judgements regarding the beliefs about teaching and learning underlying any particular culture, or the classroom behaviours that these give rise to. It represents a pragmatic attempt to present some questions that those responsible for planning TESOL curriculum change might ask, before finally deciding on the objectives of such change in their own contexts. Answers to these questions can, it is suggested, help provide information about how key players (classroom teachers) are likely to experience the implementation of objectives. Based on this information, planners can try to establish systems that will support teachers during the critical first few years of the change process, so making it more likely that the process will ultimately begin to achieve its hoped-for outcomes

Towards a strategy for the introduction of information and computer literacy (ICL) courses

An important goal of the national policy on computers in education in the Netherlands is the familiarization of all citizens with information technology. This policy was a plea for some basic education in information and computer literacy. In the beginning of the implementation of this basic education for all a national survey (about grassroots developments) in Dutch junior secondary education was executed (Spring, 1984) with the following objectives: (i) to collect information which can serve as a baseline for the evaluation of future developments and (ii) to perform a context analysis to provide policy makers, innovation planners and curriculum developers with information about the state-of-the-art on information and computer literacy in the schools. The survey instruments were partly developed with as underlying structure some of the factors which are influencing the implementation of educational changes. The instruments were submitted to a sample of 462 schools representing the different types of junior secondary schools. Variation between the schools was obtained by distinguishing different levels of involvements of schools in information and computer literacy. This paper analyses how far in the schools, which are experimenting with information and computer literacy on their own initiative, some of the implementation factors of Fullan are fulfilled. Based upon this analysis a recommendation for a policy strategy for introducing this new domain in the schools is formulated

Passionate and proactive: the role of the secondary principal in leading curriculum change.

It is widely recognised that the leadership of school principals is a crucial factor in school-based curriculum change. With the recent introduction of a new national curriculum in New Zealand, schools will need to develop strategies to incorporate this new curriculum into their programmes. This paper outlines evidence from international literature about how the leadership of principals is linked to change. It also examines evidence from case studies of early adopter schools. A major finding is that there appear to be common factors at work across effective secondary school principals, in particular an enthusiasm for proactive leadership of changes in school culture involving fundamental shifts in thinking and behaviour

Digital learning resources and ubiquitous technologies in education

This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator’s perspective. Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a step-wise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.peer-reviewe

Evolving perspective(s) of Teacher Leadership: an exploration of Teacher Leadership for inclusion at preservice level in the Republic of Ireland

There is an increasing body of literature that extols the virtues of teacher leadership despite the concept remaining underdeveloped and under-theorised (King & Stevenson 2017; Torrance 2013). Acknowledging the dearth of literature exploring the development of teacher leadership at preservice level, this article reports on results from a qualitative study which employed Bond’s (2011) theoretical framework for preparing preservice teachers in the Republic of Ireland (ROI) to become teacher leaders for inclusion. This study adopted a self-study approach (Vanassche & Kelchtermans 2015) involving two teacher educators, in the ROI, where the researcher, being relatively new to teacher education, was supported by a critical friend in the design, implementation and evaluation of the modules. Results strongly indicate that student teachers felt prepared to exercise leadership for inclusion through lived experiences of leadership, understanding change, being research informed and having many opportunities for reflection. This article argues for unlocking the potential for leadership for inclusion to begin with student teachers and concludes by suggesting that this article may help to address the paucity of literature around teacher leadership at preservice level and in particular teacher leadership for inclusion

Managing innovation in English language education, state of the art review.

Innovation in English language education (ELE) has become a major ‘growth area’ in recent years. At the same time, an ELE innovation management literature has also developed, based on insights from innovation theory and their application, both from outside and within ELE, and concerned with attempting to critically evaluate and inform ELE innovation practice. Thus, using a well-established three-part framework for distinguishing the main stages involved in innovation project management, this review describes and discusses the main features of this body of work. After defining terms and clarifying its scope, it considers what is said about the innovation ‘initiation’ phase, in terms of innovation causes, characteristics and contexts. It then examines conceptualisations of the innovation ‘implementation’ stage, by distinguishing main overall approaches, frameworks for identifying and configuring roles, underlying psychological processes, and the use of evaluation techniques. Lastly, the literature relating to innovation ‘institutionalisation’ stage is analysed. The article concludes by identifying overall trends and areas for further development. In particular, it is argued that ELE innovation work needs to become more informed by many of the concepts and procedures which the ELE innovation management literature contains