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Article
Publication date: 4 August 2020

Alireza Moghaddam, Christine Arnold, Saiqa Azam, Karen Goodnough, Kimberly Maich, Sharon Penney and Gabrielle Young

The purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of…

Abstract

Purpose

The purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.

Design/methodology/approach

This study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.

Findings

Challenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.

Originality/value

While lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 11 December 2007

Renee R. Anspach and Sydney A. Halpern

Let us return to Nancy Cruzan's story. Hopeful that Nancy would eventually recover, her parents, Lester and Joyce Cruzan, agreed to have doctors insert a feeding tube to deliver…

Abstract

Let us return to Nancy Cruzan's story. Hopeful that Nancy would eventually recover, her parents, Lester and Joyce Cruzan, agreed to have doctors insert a feeding tube to deliver artificial hydration and nutrition – a decision they would one day regret. Although the Cruzans visited frequently, Nancy was unable to respond to their attention. After four years had elapsed, the Cruzans concluded that Nancy would never regain consciousness and should be allowed to die.

Details

Bioethical Issues, Sociological Perspectives
Type: Book
ISBN: 978-0-7623-1438-6

Article
Publication date: 10 May 2011

Karen L. Sanzo, Steve Myran and Jennifer K. Clayton

The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has helped to…

1693

Abstract

Purpose

The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has helped to bridge the theory to practice divide and strengthen university‐district ties.

Design/methodology/approach

A design‐based research paradigm was utilized to investigate how creating more authentic and contextually relevant university‐school partnerships and embedding leadership preparation in the context of practice may help build stronger bridges between theory and practice.

Findings

The findings highlight that holistic approaches to leadership preparation, developing relationships, coordinating meaningful professional development, realism in design and experiences, and introspection are all ways that cohort members, as well as other district personnel, have been able to build stronger bridges between theory and practice.

Practical implications

The findings can assist universities and districts in developing and supporting partnerships that contribute to relevant, practical, and meaningful leadership preparation.

Originality/value

The authors' analysis highlights that aspiring leadership students who do not engage in meaningful and contextually relevant activities will not be able to bridge the theory to practice gap when working in the actual leadership field. Authentic experiences provide realistic views and understandings of the requirements, challenges, and rewards of educational leadership positions.

Details

Journal of Educational Administration, vol. 49 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 29 October 2012

Karen L. Sanzo and Steve Myran

This chapter provides an overview of the development of a USDE SLP-funded leadership preparation partnership between a local school division and our university. We specifically…

Abstract

This chapter provides an overview of the development of a USDE SLP-funded leadership preparation partnership between a local school division and our university. We specifically describe our efforts to cultivate an authentic and purposeful partnership that would allow us to move beyond the limitations of the traditional leadership preparation programs that have been so widely criticized in the literature. This chapter describes the research and development efforts which involved iterative cycles of design, implementation, reflection, and redesign that helped to identify problems of practice and develop meaningful solutions to these identified areas of need. We also discuss four key elements of effective university–school partnerships that grew out of our efforts to build and refine an effective partnership.

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

Article
Publication date: 6 April 2012

Matthew James and Karen Card

The purpose of this paper is to determine what factors contributed to three universities achieving environmental sustainability.

5417

Abstract

Purpose

The purpose of this paper is to determine what factors contributed to three universities achieving environmental sustainability.

Design/methodology/approach

A case study methodology was used to determine how each factor contributed to the institutions' sustainability. Site visits, fieldwork, document reviews, and interviews with administration, faculty, staff, and students from the participating institutions were employed as primary data collection strategies.

Findings

The six factors identified in the literature as contributing to environmental sustainability were present at all three institutions: green campus operation measures; campus administration, organization, and leadership; teaching, research, and service; campus‐wide actions and activities; institutional assessment of campus sustainability measures; and established methods for overcoming barriers.

Research limitations/implications

This study was delimited to the six factors that were identified in the literature and the three institutions that participated in this study. The research will add to the literature on creating sustainable campuses and will also provide a foundation for further study on the progress and impact of campus sustainability efforts.

Originality/value

A number of individual case studies have described what certain institutions have done. A smaller number of case studies have identified what factors have contributed to certain institutions' achieved environmental sustainability.

Details

International Journal of Sustainability in Higher Education, vol. 13 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Content available
Book part
Publication date: 29 October 2012

Abstract

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

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