Search results
1 – 10 of 29This article, written by a multilingual learner program (MLP) specialist, provides a first-hand account of how a professional development school (PDS) (school–university…
Abstract
Purpose
This article, written by a multilingual learner program (MLP) specialist, provides a first-hand account of how a professional development school (PDS) (school–university partnership school) promotes teacher advocacy.
Design/methodology/approach
Due to the subject of the piece, no research methods were necessary.
Findings
Due to the subject of the piece, there are no findings.
Originality/value
The teacher details the teacher's educational journey from intern to doctoral candidate.
Details
Keywords
Patrice Silver, Juliann Dupuis, Rachel E. Durham, Ryan Schaaf, Lisa Pallett and Lauren Watson
In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received…
Abstract
Purpose
In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.
Design/methodology/approach
Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.
Findings
Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.
Originality/value
This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.
Details
Keywords
Long Thang Van Nguyen, Donna Cleveland, Chi Tran Mai Nguyen and Corinna Joyce
This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and…
Abstract
Purpose
This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.
Design/methodology/approach
Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.
Findings
The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.
Practical implications
Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.
Originality/value
Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.
Details
Keywords
Karin Dyason and Pamisha Pillay
This case study will illustrate how the Southern African Research and Innovation Management Association (SARIMA) set in motion a professionalisation journey through close…
Abstract
This case study will illustrate how the Southern African Research and Innovation Management Association (SARIMA) set in motion a professionalisation journey through close collaboration with its members while leveraging strategic partnerships and funding opportunities. The case study will highlight the impetus that inspired the journey, and the outputs aimed at accelerating the professionalisation of research management and administration (RMA) beyond Southern Africa.
Details