Search results

1 – 10 of over 176000
Book part
Publication date: 15 July 2015

Joseph Calvin Gagnon and Brian R. Barber

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth…

Abstract

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

Article
Publication date: 2 May 2023

Anja Overggaard Thomassen

The aim of this paper is to outline how public managers' reflective thinking capacity is developed through integration of education and practice using a real-life organizational…

Abstract

Purpose

The aim of this paper is to outline how public managers' reflective thinking capacity is developed through integration of education and practice using a real-life organizational problem as the educational starting point. Managers' reflective thinking capacity becomes important due to an increasing organizational complexity and the growing trend of introducing post-new public management paradigms.

Design/methodology/approach

Inspired by Brinkmann's (2012) approach to the inquiry on everyday life materials, semi-structured interviews were conducted with public managers taking a public management program. A phenomenologically inspired content analysis was applied in the process of scrutinizing the findings, subsequently informing the discussion on the development of problem solving through public management education.

Findings

The analysis indicates that the managers' pre-understanding of continuing education at the university level, managers' personal objectives, along with a growing experience with and insights into problem-based learning (PBL), appear to facilitate managers' integration of theory and practice. As revealed in this paper, an inquiry that integrates daily organizational practice and theoretical models and terms, as the origin of the personal development module, seems to facilitate managers' reflective thinking and self-reflexivity.

Originality/value

This paper illustrates that learning processes facilitated by seminars like the personal development module (PDM) not only facilitates the development of reflective thinking, but managers also seem to develop competencies in self-reflexivity – the latter being an underdeveloped element of Dewey's (1933) notion of reflective thinking. Thus, further theoretical and empirical research is needed to explore the potentials of developing a pragmatically inspired notion that offers an understanding of managers' self-reflexivity. By inquiring about managerial puzzlements through a personal development lens, a self-reflective focus adds to the Dewey-inspired approach to reflective thinking.

Details

International Journal of Public Sector Management, vol. 36 no. 4/5
Type: Research Article
ISSN: 0951-3558

Keywords

Article
Publication date: 8 July 2014

Halcyon St Hill and Hulya Julie Yazici

The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’…

Abstract

Purpose

The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration.

Design/methodology/approach

A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized.

Findings

The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience.

Research limitations/implications

Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study.

Practical implications

The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service.

Originality/value

This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

Details

Education + Training, vol. 56 no. 5
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 25 November 2013

Anna Marie Johnson, Claudene Sproles and Robert Detmering

– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

8950

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 41 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Open Access
Article
Publication date: 14 April 2022

Robert Holmgren and David Sjöberg

The purpose of this study is to explore Swedish police education teachers’ informal workplace learning and its perceived value for their professional development. Two categories…

1343

Abstract

Purpose

The purpose of this study is to explore Swedish police education teachers’ informal workplace learning and its perceived value for their professional development. Two categories of teachers, police teachers and university teachers, with different professional knowledge and experience, work together at the police education unit.

Design/methodology/approach

The method used was in-depth interviews with teachers working at a Swedish police education unit.

Findings

Informal workplace learning was perceived by both teacher groups to be of great value for gaining knowledge about the local practice and for their professional development. Their learning emerged in discussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, the teachers’ informal workplace learning was socially and practice-oriented and learning emerged in a collaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in the teachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the local practice to become a professional teacher in this kind of education. Fourthly, an educational structure where academic knowledge and experience can be integrated with police knowledge and experience constitutes an important basis for teachers’ professional development in police education and training.

Originality/value

The study’s focus on police education and the professional development of teachers in this specific practice contributes to increased knowledge of the social, practice-oriented and embodied nature of informal workplace learning.

Details

Journal of Workplace Learning, vol. 34 no. 7
Type: Research Article
ISSN: 1366-5626

Keywords

Book part
Publication date: 1 December 2014

Mary Lynn Hamilton and Stefinee Pinnegar

In this chapter, we present Self-Study of Teaching and Teacher Education Practices (S-STEP) as a research methodology that can be used pedagogically to explore the practices of…

Abstract

In this chapter, we present Self-Study of Teaching and Teacher Education Practices (S-STEP) as a research methodology that can be used pedagogically to explore the practices of teacher educators for their professional development. It can be seen as a pedagogic practice that enlists reflection to enable teacher educators to explore and explicate practice and make explicit what they know about teaching and teacher education in order to improve practice and contribute to larger conversations in research on teaching and teacher education. After providing a succinct interpretation of the origins of S-STEP work, we suggest that historical context, along with the understanding of the theoretical underpinnings, makes it viable as a research methodology and a potentially valuable pedagogy for teacher education research. S-STEP is an intimate research methodology (Hamilton, 1995) in which the person conducting the research is both the focus and the author of the research and provides an insider’s perspective into practice and experience.

We provide examples to demonstrate how others and we take up S-STEP as pedagogy for teacher educator professional development that allows us to grapple with what we know either explicitly or tacitly from and about our practice. International S-STEP research has the power to inform the professional development of teacher educators across these boundaries, because it attends carefully to the particular of the practice and context from which it emerged.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Book part
Publication date: 24 June 2013

John Loughran, Fred A.J. Korthagen and Tom Russell

Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of…

Abstract

Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

Book part
Publication date: 3 June 2008

Mary T. Brownell, Melinda M. Leko, Margaret Kamman and Laura King

Research over the last decade or so has made it clear that quality teachers matter to student achievement. What is less clear is the ways in which they matter and how we can…

Abstract

Research over the last decade or so has made it clear that quality teachers matter to student achievement. What is less clear is the ways in which they matter and how we can prepare such high-quality teachers. Nowhere is this lack of clarity more evident than in special education, where we have few studies on teacher quality and even fewer studies on the type of preparation opportunities that would lead to high quality. Thus, it is difficult to make evidence-based decisions about how quality special education teachers should be defined and prepared. As a field, we have to turn to research in general education to provide a sense of some of the dimensions of teacher quality and effective teacher education. In this chapter, we provide a summary of the research on characteristics of highly qualified teachers and what we know from the research on teacher education and professional development that might foster these qualities, both in general and in special education. Part of our discussion centers on the concerns surrounding this body of research and the challenges of applying the findings to the field of special education. Although these challenges pose considerable problems, we are optimistic that potential solutions exist and can be reached through an alignment of initial teacher education and induction.

Details

Personnel Preparation
Type: Book
ISBN: 978-1-59749-274-4

Book part
Publication date: 26 November 2015

Joseph Seyram Agbenyega and Sunanta Klibthong

The past three decades have witnessed an upsurge in inclusive education research and practice informed by a variety of epistemologies. This chapter is set against the backdrop of…

Abstract

The past three decades have witnessed an upsurge in inclusive education research and practice informed by a variety of epistemologies. This chapter is set against the backdrop of contemporary theorising of inclusive education research and practice. The key focus is to discuss the habitus, capital, doxa and field concepts of Pierre Bourdieu and their place in previous, present and future inclusive education scholarship. In the light of this undertaking, the chapter makes contribution to knowledge in terms of making theory visible through practice.

Details

Foundations of Inclusive Education Research
Type: Book
ISBN: 978-1-78560-416-4

Keywords

Book part
Publication date: 4 August 2021

Rajashree Srinivasan

At the heart of educational work is the teacher; and, everybody in the society from parents to the federal government, school administrators, industry, policy-makers, teacher…

Abstract

At the heart of educational work is the teacher; and, everybody in the society from parents to the federal government, school administrators, industry, policy-makers, teacher educators, and not-for-profit organizations carry certain notions about the practice of teaching and work of teachers. Each constituency desires to have able, committed, and qualified teachers to care for the young ones of their society. Developing quality teachers is intricately linked to the quality of teacher education. Teacher educator professionalism is central to the improvement of teacher education and therefore school learning, and needs greater emphasis in the context of India. This chapter begins by outlining the work of teacher educators in higher education-based initial teacher preparation programs. It then gives a brief overview of the changes in initial teacher education in the early twenty-first century. This chapter further analyses the various dimensions of teacher educators’ quality of practice as framed by educational documents to gather insights about their practice among the diverse contexts in India. This chapter makes a plea to teacher educators in India to come together as a collective and take responsibility for strengthening quality teaching in India. This chapter concludes with a proposal for a framework of professional practice of teacher educators.

Details

Building Teacher Quality in India: Examining Policy Frameworks and Implementation Outcomes
Type: Book
ISBN: 978-1-80071-903-3

Keywords

1 – 10 of over 176000