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Book part
Publication date: 16 November 2018

Abstract

Details

Strategies, Policies, and Directions for Refugee Education
Type: Book
ISBN: 978-1-78714-798-0

Open Access
Article
Publication date: 29 November 2021

Fathmath Nishan and Ahmed Mohamed

The purpose of this study is to explore educational policy directions in the Maldives to continue learning in public schools during the coronavirus disease 2019 (COVID-19…

1618

Abstract

Purpose

The purpose of this study is to explore educational policy directions in the Maldives to continue learning in public schools during the coronavirus disease 2019 (COVID-19) pandemic and identify policy changes that could improve the preparedness of the schools for future pandemics.

Design/methodology/approach

This qualitative study is descriptive in nature with an analytical methodology of document and interview data analysis. The purposively selected participants for the interviews included senior officials of the Ministry of Education, school leaders and teachers of public schools in the Maldives.

Findings

This study identified significant policy changes for public schools in the Maldives during the COVID-19 pandemic. These were early response and timely policy directions to continue education during the COVID-19 pandemic. Another finding was the effective change communication of the educational policies for its implementation. Following the policy changes, the teachers were trained for online teaching, hence increasing their competency in information and communications technology. As a result, this led to resilient teachers who were determined to provide education through the challenging times of the pandemic. Hence, it is evident that the school system of the Maldives will emerge stronger beyond COVID-19.

Originality/value

The education policy changes for public schools in the Maldives during the global COVID-19 pandemic have merits for education practices beyond the pandemic.

Details

Fulbright Review of Economics and Policy, vol. 1 no. 2
Type: Research Article
ISSN: 2635-0173

Keywords

Content available
Book part
Publication date: 25 September 2020

Abstract

Details

Assistive Technology to Support Inclusive Education
Type: Book
ISBN: 978-1-78769-520-7

Content available
Book part
Publication date: 20 July 2022

Abstract

Details

The Digital Transformation of the Fitness Sector: A Global Perspective
Type: Book
ISBN: 978-1-80117-861-7

Open Access
Article
Publication date: 31 March 2023

Christiane Caneva, Emilie Monnier, Caroline Pulfrey, Laila El-Hamamsy, Sunny Avry and Jessica Delher Zufferey

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the…

1698

Abstract

Purpose

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.

Design/methodology/approach

Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.

Findings

The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.

Practical implications

Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.

Originality/value

This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Open Access
Article
Publication date: 17 March 2020

Jessa Henderson and Michael Corry

A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

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Abstract

Purpose

A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

Design/methodology/approach

A systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on “data literacy” for K-12 teachers or leaders.

Findings

Results demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy.

Research limitations

The scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall.

Originality/value

Data literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 10 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 15 February 2022

Katharina Resch, Andrea Hoyer-Neuhold and Ilse Schrittesser

This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its…

Abstract

Purpose

This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its implementation after a short-term training. Service-learning connects theory and practice by allowing students to participate in a service that meets community needs, reflect on this experience and gain an enhanced sense of civic engagement.

Design/methodology/approach

The evaluation study drew on data from four focus group discussions with n = 21 lecturers from five European countries following a Winter School on service-learning in 2020. The qualitative data were analyzed using reflexive thematic analysis.

Findings

The findings indicate four themes of preparedness: (1) overall conceptions of service-learning, (2) continuum of preparedness for service-learning, (3) influential factors for preparedness and (d) transfer to home universities. The participants viewed themselves as multipliers for service-learning in their home universities; however, they were skeptical about being able to fully implement the service-learning approach after only one training and without a community of practice with lecturers with similar experiences in their home universities.

Originality/value

This study complements previous studies by adding a cross-national perspective of higher education lecturers. It underlines the importance of continuing training in didactics of university lecturers and a support network for the implementation of complex teaching concepts in higher education.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 5 May 2023

Li Hsien Ooi and Juliana Othman

The purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of…

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Abstract

Purpose

The purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of higher learning in Malaysia. Many in-service ESL teachers who do not have the necessary teaching qualifications are seeking to obtain their teaching qualifications via the ODL mode of studies as it allows them to work as teachers while obtaining their teaching qualifications at the same time. They face multiple challenges which lead to high attrition rates, a concern for ODL institutions of higher learning worldwide.

Design/methodology/approach

A qualitative research design using a case study approach was used in this study where in-depth interviews were conducted with four in-service ESL teachers who are currently enrolled in an undergraduate Teaching English as a Second Language (TESL) programme conducted via ODL.

Findings

The research is exploratory in nature. Findings highlighted four major challenges by these in-service ESL teachers: (1) financial difficulties, (2) work commitments, (3) family sacrifices and (4) emotional stress. However, technological use was not considered a challenge as mentioned by literature.

Practical implications

Findings from the study may be useful to ODL institutions to provide relevant support to ODL students to improve student retention rates in ODL institutions.

Originality/value

This study may be considered as a baseline analysis on the challenges experienced by in-service ESL teachers in ODL institution of higher learning in Malaysia. Further in-depth studies are needed to understand how ODL institutions can better support their education programme students to complete their teacher education programmes.

Details

Asian Association of Open Universities Journal, vol. 18 no. 2
Type: Research Article
ISSN: 1858-3431

Keywords

Content available
Article
Publication date: 1 June 2003

158

Abstract

Details

Measuring Business Excellence, vol. 7 no. 2
Type: Research Article
ISSN: 1368-3047

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