Bridging between Research and Practice

This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory—through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially.; Readership: The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes—springboarding teachers’ further critique and professional learning

Bridging between Research and Practice

This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory—through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially.; Readership: The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes—springboarding teachers’ further critique and professional learning

OER4Schools: Outcomes of a Sustained Professional Development Intervention in Sub-Saharan Africa

© Copyright © 2020 Haßler, Hennessy and Hofmann. Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context

A pilot study of children's problem-solving processes

This paper reports the preliminary results of an investigation into the nature of 'problem-solving' activity in technology education. The research focuses on the relationship and potential mismatch between teachers' and children's agendas, aims, and perceptions concerning design and technology activities in the context of the National Curriculum. A case study approach involving in-depth classroom observation is used to chart pupils' and teachers' interactions during design and technology activities at Key Stage 3. Our analysis focused on the influence of teachers' task structuring and interventions on children's problem-solving behaviour. The results so far show that the design process underlying the curriculum is highly complex and not easily communicated. Children encounter different problems, requiring different approaches, according to the kind of task and the stage reached in its solution. The results indicate that 'problem solving' in technology may proceed in a very different way to that characterised by a holistic 'design-and-make' process

Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries

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A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies

The study reported in this article investigated the influence of a researchinformed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB, through a model of active participation of students, collaborative knowledgebuilding, learning through inquiry and evaluating ideas. Ten professional development workshops based on video-stimulated discussions of practices were co-developed and conducted with an ‘ambassador’ within each of five school clusters. In total, 80 teachers from 15 schools, ranging from infant to secondary schools, participated. Data were collected through surveys, semi-structured interviews with teachers and ambassadors, teachers’ posters created during workshop activities, lesson observations and a portfolio of dialogic classroom practices, mediated by the IWB. Findings strongly support the potential of this ambassador-led workshop model to involve teachers in developing their understandings of classroom dialogue and devising new approaches to support it. The research additionally confirms the potential of the IWB as a tool to support dialogic teaching.This work was supported by the UK Economic and Social Research Council (ESRC) Impact Acceleration Pilot Programme from February-August 2014. It built on previous work carried out as part of a personal Research Fellowship programme of work by Sara Hennessy in 2007-2010 under ESRC Grant RES063270081; the 'IWBs and Dialogic Teaching' project (http://dialogueiwb.educ.cam.ac.uk/) was conducted in collaboration with Neil Mercer and Paul Warwick

MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings

MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders\u27 perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023

Does reperfusion injury still cause significant mortality after lung transplantation?

ObjectivesSevere reperfusion injury after lung transplantation has mortality rates approaching 40%. The purpose of this investigation was to identify whether our improved 1-year survival after lung transplantation is related to a change in reperfusion injury.MethodsWe reported in March 2000 that early institution of extracorporeal membrane oxygenation can improve lung transplantation survival. The records of consecutive lung transplant recipients from 1990 to March 2000 (early era, n = 136) were compared with those of recipients from March 2000 to August 2006 (current era, n = 155). Reperfusion injury was defined by an oxygenation index of greater than 7 (where oxygenation index = [Percentage inspired oxygen] × [Mean airway pressure]/[Partial pressure of oxygen]). Risk factors for reperfusion injury, treatment of reperfusion injury, and 30-day mortality were compared between eras by using χ2, Fisher's, or Student's t tests where appropriate.ResultsAlthough the incidence of reperfusion injury did not change between the eras, 30-day mortality after lung transplantation improved from 11.8% in the early era to 3.9% in the current era (P = .003). In patients without reperfusion injury, mortality was low in both eras. Patients with reperfusion injury had less severe reperfusion injury (P = .01) and less mortality in the current era (11.4% vs 38.2%, P = .01). Primary pulmonary hypertension was more common in the early era (10% [14/136] vs 3.2% [5/155], P = .02). Graft ischemic time increased from 223.3 ± 78.5 to 286.32 ± 88.3 minutes in the current era (P = .0001). The mortality of patients with reperfusion injury requiring extracorporeal membrane oxygenation improved in the current era (80.0% [8/10] vs 25.0% [3/12], P = .01).ConclusionImproved early survival after lung transplantation is due to less severe reperfusion injury, as well as improvements in survival with extracorporeal membrane oxygenation