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1 – 10 of over 31000This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected…
Abstract
Purpose
This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.
Design/methodology/approach
Narrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.
Findings
The initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.
Originality/value
This study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.
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Gro Næsheim-Bj⊘rkvik and Deborah Lynn Sorton Larssen
This chapter focusses on the role of reflective practices within initial teacher education courses and the context of the practicum and the role that school-based mentors have in…
Abstract
This chapter focusses on the role of reflective practices within initial teacher education courses and the context of the practicum and the role that school-based mentors have in helping student-teachers to learn the skills of ‘reading’ the classroom. It will also discuss how lesson study can support student-teachers and their school-based mentors in their collaborative planning, execution and discussions so that their reflections can be used to further their professional development. Finally, suggestions will be made to support the reflective development of student-teachers.
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Anne Mette Færøyvik Karlsen and Nina Helgevold
The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of…
Abstract
Purpose
The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of noticing.
Design/methodology/approach
The study has dug deeply into post-lesson discussions in the context of two different LS groups at a Norwegian lower secondary school.
Findings
The paper provides empirical insights about crucial elements of teachers’ learning processes pertaining to their professional noticing. Sharing of rich descriptions of evidence of student learning appeared to be a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of teacher groups’ openness and attention to the collected data and a shared willingness to go deep into the interpretations. Interthinking and exploratory talk (Littleton and Mercer, 2013) are emphasised as important social interaction and talk modes to deepen the analytic stance and depth of noticing.
Research limitations/implications
Even though this is a small study, it brings to light important knowledge about how interactions in post-research lesson discussions in LS can influence teachers’ professional noticing.
Practical implications
An implication of the study is to design observation forms that capture student learning as tools for teachers’ professional noticing.
Originality/value
This paper fulfils an identified need to investigate teachers’ learning processes in LS, including how interactions within a teacher group influence noticing.
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Jennifer Suh, Melissa A. Gallagher, Laurie Capen and Sara Birkhead
The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers…
Abstract
Purpose
The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.
Design/methodology/approach
Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.
Findings
Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.
Research limitations/implications
Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.
Practical implications
Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.
Originality/value
The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.
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Mustafa Suphi Erden and Aude Billard
The purpose of this study is to develop a robotic training system for the hand movements during manual welding. The system provides real-time notice-feedback with sound or light…
Abstract
Purpose
The purpose of this study is to develop a robotic training system for the hand movements during manual welding. The system provides real-time notice-feedback with sound or light alarms, whenever the welding hand vibrates beyond the nominal level observed with professional welders.
Design/methodology/approach
The large variations of hand movements are detected by monitoring the deviation of the tool position from a smooth curve estimated in real time by a Kalman filter. An alarm is generated in the form of a flashing light or beep sound whenever the deviations exceed a predetermined threshold. The performance of hand movements is measured in terms of the variations of the position data. Twelve novice and five professional welders took part in the experiments and answered a questionnaire that assessed the usability and work load of the system.
Findings
Compared to the sound alarms, the light alarms resulted in a larger and statistically significant decrease in the variation of hand movements of the novice welders and brought the level of variation close to that of the professional welders. The alarms did not result in a significant decrease in the variation of hand movements of the professional welders. The responses to the questionnaire indicated that both professional and novice welders found the system useful and they did not experience any significant work load.
Social implications
The system developed in this study can ease the training of novice welders, by speeding up the learning and reducing the need for human tutors.
Originality/value
This study is first to provide real-time notice-feedback for training while manual welding, based on a comparison of the performances of novice and professional welders.
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Jijing Qian, Jialing Shang and Lianyi Qin
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining…
Abstract
Purpose
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.
Design/methodology/approach
This study combines scoping and systematic review based on the PRISMA paradigm.
Findings
This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.
Research limitations/implications
First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.
Practical implications
Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.
Originality/value
The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.
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Alain Guiette and Koen Vandenbempt
This paper seeks to develop a mid-range theory of how change recipient sensemaking processes affect the realization of strategic flexibility during simultaneous change in…
Abstract
Purpose
This paper seeks to develop a mid-range theory of how change recipient sensemaking processes affect the realization of strategic flexibility during simultaneous change in professional service firms.
Methodology/approach
The research presented is based on an exploratory embedded case study adopting a qualitative interpretive methodology, conducted at a professional service organization. A sensemaking lens was adopted in order to study organizational change processes. Data was collected through semi-structured open-ended in-depth interviews, and analyzed using first and second order analysis, inspired by the methodology used by Corley and Gioia (2004).
Findings
We identified four determinants of change recipient sensemaking: professional identification, dominant organizational discourse, equivocality of expectations, and cross-understanding between thought worlds. Case findings indicate that cognitive and affective dimensions of change recipient sensemaking are strongly interwoven in their effect on realizing strategic flexibility.
Research implications
We contribute to the competence-based strategic management literature by introducing the concept of change recipient sensemaking in understanding the realization of strategic flexibility; by identifying four major determinants in a context of simultaneous change in a professional service organization; and by highlighting the interwoven and mutually reinforcing cognitive and affective dimensions of professional’s process of constructing meaning.
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Kristien Daems, Ingrid Moons and Patrick De Pelsmacker
This study aims to explore which media 9- and 10-year-old children and 12- and 13-year-old teenagers encounter and which campaign elements (media, spokesperson, appeal and…
Abstract
Purpose
This study aims to explore which media 9- and 10-year-old children and 12- and 13-year-old teenagers encounter and which campaign elements (media, spokesperson, appeal and message) are most appreciated by these target groups in awareness campaigns to raise their advertising literacy.
Design/methodology/approach
The study applies a methodology that is commonly used in design sciences to the field of advertising. Co-creation workshops with minors and professionals are used for the development of awareness campaign stimuli. In the first study, four co-creation workshops with 19 children (11 girls and 8 boys) of the fourth grade and four co-creation workshops with 16 teenagers (10 girls and 6 boys) of the seventh grade were organised. In the second study, nine professionals who work for and/or with minors or have experience in product design or marketing participated in a co-creation workshop.
Findings
Children are best approached though traditional media, whereas social media are used best to reach teenagers. Children prefer cartoons, whereas the results for the most appealing spokesperson in teenagers are mixed. Humoristic campaigns with a short message are preferred by both target groups.
Research limitations/implications
The results offer implications for practice and public policy with respect to awareness campaign building and social media marketing campaigns targeted at children and teenagers. To further corroborate the findings of this study, more pupils from different schools and different age groups should be studied. Moreover, the method used in this study can be applied in future research on awareness campaigns aimed at minors for other causes.
Originality/value
The methodological contribution of the study is the application of co-creation tools and techniques on the development of advertising campaigns for minors.
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This chapter estimates a regime switching Taylor Rule for the European Central Bank (ECB) in order to investigate some potential nonlinearities in the forward-looking policy…
Abstract
This chapter estimates a regime switching Taylor Rule for the European Central Bank (ECB) in order to investigate some potential nonlinearities in the forward-looking policy reaction function within a real-time framework. In order to compare observed and predicted policy behavior, the chapter estimates Actual and Perceived regime switching Taylor Rules for the ECB. The former is based on the refi rate set by the Governing Council while the latter relies on the professional point forecasts of the refi rate performed by a large investment bank before the upcoming policy rate decision. The empirical evidence shows that the Central Bank’s main policy rate has switched between two regimes: in the first one the Taylor Principle is satisfied and the ECB stabilizes the economic outlook, while in the second regime the Central Bank cuts rates more aggressively and puts a higher emphasis on stabilizing real output growth expectations. Second, the results point out that the professional forecasters have broadly well predicted the actual policy regimes. The estimation results are also robust to using consensus forecasts of inflation and real output growth. The empirical evidence from the augmented Taylor Rules shows that the Central Bank has most likely not responded to the growth rates of M3 and the nominal effective exchange rate and the estimated regimes are robust to including these additional variables in the regressions. Finally, after the bankruptcy of Lehman Brothers the policy rate has switched to a crisis regime as the ECB has focused on preventing a further decline in economic activity and on securing the stability of the financial system.
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Johnson Olayiwola, Anthony Olukayode Yusuf, Abiola Abosede Akanmu, Homero Murzi, Xinghua Gao and Kereshmeh Afsari
As video-based interventions are continuously utilized as alternatives to physical site visits, directing students' attention to specific learning contents within videos could…
Abstract
Purpose
As video-based interventions are continuously utilized as alternatives to physical site visits, directing students' attention to specific learning contents within videos could increase their comprehension and stimulate their interest. Students' knowledge of construction practice can be reinforced, misconceptions and improper inferences can be reduced by calling out significant learning concepts. However, few studies have formalized practice concepts that could be beneficial in preparing students for the workplace. This paper presents an investigation of construction practice concepts, based on site visits that would be beneficial in complimenting classroom teaching to prepare students for the realities of practice.
Design/methodology/approach
A mixed methods research approach was employed combining qualitative and quantitative data collection and analysis. An online questionnaire, semi-structured interviews and a focus group were conducted with industry practitioners and instructors to identify the topics and practice concepts significant for supporting classroom teaching with site visits.
Findings
The findings suggest that the most relevant topics typically supported with site visits are preconstruction management, excavation and foundation work, construction equipment, construction means and methods, project management, road construction, sustainability, building systems, structures, construction technology, building construction, capstone, site logistics and safety. Practice concepts were identified for each of these topics.
Research limitations/implications
The study will guide researchers in the design of video-based pedagogical tools to be used as an effective complement of or alternative to site visit experiences. The findings will support instructors on how to structure their teaching practices to prepare students for some of the complexities of the workplace.
Originality/value
This study adds value to the existing literature by providing insights into industry perception of practice concepts for complementing classroom teaching.
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