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Article
Publication date: 21 June 2022

Muhammad Fauzan Ansyari, Wim Groot and Kristof De Witte

Professional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper…

Abstract

Purpose

Professional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes.

Design/methodology/approach

In this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use.

Findings

The results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers’ data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17.

Research limitations/implications

The authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies.

Practical implications

Policymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers’ understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers’ classroom practices; therefore, political and practical support is necessary.

Social implications

The authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices.

Originality/value

This article provides a proposed framework for studying teacher PDIs for data use and sheds light on several goals, a variety of facilitation strategies and conditions and the effect of the interventions on student outcomes.

Details

Journal of Professional Capital and Community, vol. 7 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 7 February 2024

Maria Vrikki and Elena C. Papanastasiou

The study assesses pre-service teachers' attitudes, confidence in research and intentions to use research by comparing the effectiveness of practical versus theoretical training…

Abstract

Purpose

The study assesses pre-service teachers' attitudes, confidence in research and intentions to use research by comparing the effectiveness of practical versus theoretical training in research methods courses.

Design/methodology/approach

This natural experiment examines the impact of the adaptations made to a research methods course for 848 pre-service teachers, due to the COVID-19 pandemic. The participants were naturally divided into two cohorts, each attending either the applied version, which required the completion of a whole research study, or the theoretical version, which did not require data collection and analyses. The data were collected through three questionnaires measuring attitudes, confidence and intentions toward research.

Findings

Inferential statistics revealed that pre-service teachers in the theoretical course (1) had more positive attitudes toward research and less anxiety, (2) had more intentions to integrate research in their daily practice and (3) had more confidence in engaging in educational research, compared to the pre-service teachers who completed the applied version of the course.

Originality/value

This study uniquely capitalizes on course adaptations, imposed due to the pandemic, to compare attitudes toward research. This is an ideal comparison because comparing attitudes of participants from different contexts involves many confounding variables. The study’s significance is amplified as, it not only elucidates the variances in attitudes, but also underscores the intricate relationship these attitudes share with the design of research courses. The insights yielded by this study offer substantial potential for reshaping pedagogical strategies in research methods instruction, thereby serving as a cornerstone for future educational innovations.

Details

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

Keywords

Book part
Publication date: 31 January 2022

Wakio Oyanagi

We first outline the history of the relationship between lesson study in Japan and research evidence. This explanation is meaningful for understanding the situation of EIP in…

Abstract

We first outline the history of the relationship between lesson study in Japan and research evidence. This explanation is meaningful for understanding the situation of EIP in Japan and how to utilise it. We then consider examples of educational efforts of two local governments to identify the ways in which the social cohesion/social regulation matrix is found in each case, what rules and norms are used as the basis for the activities of the organisation, and the extent to which teachers implement research evidence in their teaching practice. Finally, we take generalisable lessons from education in Japan that can be applied to improve evidence-informed practice (EIP) in other areas.

Open Access
Article
Publication date: 6 February 2024

Tiprawee Tongtummachat, Attasak Jaree and Nattee Akkarawatkhoosith

This article presents our experience in implementing the assessment for learning process (AfL) to enhance the teaching–learning quality, which has faced numerous challenges…

Abstract

Purpose

This article presents our experience in implementing the assessment for learning process (AfL) to enhance the teaching–learning quality, which has faced numerous challenges impacting educational quality. The effectiveness of this technique is demonstrated through a case study conducted in a core course of chemical engineering.

Design/methodology/approach

The article shares insights into the systematic course design and planning processes that were discussed and developed through AfL practices. Significant emphasis is placed on implementing formative and summative student self-assessment surveys as simple yet effective methods to meet this purpose. Quantitative data were collected and analyzed over three consecutive academic years (2020–2022) using various statistical parameters such as percentage, interquartile range and the program’s numerical goal (%G).

Findings

The AfL process via formative and summative surveys could significantly and effectively improve teaching–learning quality. These findings assist educators in identifying appropriate teaching methods and recognizing areas of weakness and strength, thereby facilitating continuous improvement in the teaching–learning quality. Validation methods, including quizzes and numerical grades, were employed to practically verify the outcome obtained from the questionnaires.

Practical implications

The AfL techniques demonstrated in this study can be directly implemented or adapted for various educational fields to enhance the teaching–learning quality.

Originality/value

The practical implementation of AfL in an engineering context has hardly been reported, particularly in chemical engineering. This work represents the practical implementation of AfL to enhance engineering field education.

Details

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

Keywords

Article
Publication date: 11 January 2016

Mireille D. Hubers, Cindy L. Poortman, Kim Schildkamp, Jules M. Pieters and Adam Handelzalts

In this study, Nonaka and Takeuchi’s socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of…

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Abstract

Purpose

In this study, Nonaka and Takeuchi’s socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of knowledge creation in data teams. These teams are composed of school leaders and teachers, who work together to improve the quality of education. They collaboratively create knowledge related to data use and to an educational problem they are studying. The paper aims to discuss these issues.

Design/methodology/approach

A qualitative micro-process case study was conducted for two data teams. The modes, transitions and content of the knowledge creation process were analyzed for all data team meetings over a two-year period. In addition, all team members were interviewed twice to triangulate the findings.

Findings

Results show that the knowledge creation process was cyclical across meetings, but more iterative within meetings. Furthermore, engagement in the socialization and internalization mode provided added value in this process. Finally, the SECI model clearly differentiated between team members’ processes. Team members who engaged more often in the socialization and internalization modes and displayed more personal engagement in those modes gained greater and deeper knowledge.

Research limitations/implications

The SECI model is valuable for understanding how teams gain new knowledge and why they differ in those gains.

Practical implications

Stimulation of active personal engagement in the socialization and internalization mode is needed.

Originality/value

This is one of the first attempts to concretely observe the process of knowledge creation. It provides essential insights into what educators do in professional development contexts, and how support can best be provided.

Details

Journal of Professional Capital and Community, vol. 1 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

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