This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder…
This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals.
This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry.
Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings.
Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general.
Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor.
This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.
This study puts focus on teaching and learning attitudes in two schools, one in England and other in Sweden. The purpose is to highlight and problematize teaching and…
This study puts focus on teaching and learning attitudes in two schools, one in England and other in Sweden. The purpose is to highlight and problematize teaching and learning in a changing society and find out what happens when two school cultures learn from each other. In Sweden, the attitude is “entrepreneurial learning” and in England “personal learning and thinking skills,” different names, but the same underpinning approach to teaching and learning. This chapter is based on an “open” questionnaire, classroom observations and group interviews with teachers. In our way of analyzing the material, we have chosen the concepts dualistic and integrative perspective on knowledge and school development. Following themes was visualized: authority – authoritarian, interest – meaninglessness, and control – trust. Results show both similarities and differences between the two countries. However, the most unexpected result was what the teachers focused on in the classroom. The Swedish teachers paid more attention to the relationship to the students, while the English teachers focused more on the relationship to learning.
This chapter focusses on the complexity of observation, considering its role in lesson study, following a broader discussion of how observation is generally understood in teaching contexts. The authors argue that lesson study observation is formative and should not be performative in focus. In lesson study cycles, observation is a process conducted among peers ideally in a spirit of mutual support and collaborative inquiry, seeking to find answers to pedagogic challenges rather than measuring the effectiveness of individual teachers.
The purpose of this paper is to test a multilevel, cross-classified model that seeks to illuminate the dynamic nature of relationships among leadership, teaching quality…
The purpose of this paper is to test a multilevel, cross-classified model that seeks to illuminate the dynamic nature of relationships among leadership, teaching quality, and student learning in school improvement. The study's primary goal is to shed light on the paths through which leadership influences student learning. At the school level, the model examines the mediating effect of the school's instructional environment on leadership and student learning. At the classroom level, it examines how instructionally focussed leadership can moderate teacher effects on student learning. Then these multiple paths are examined in a single model that seeks to test and highlight the means by which leadership contributes to school improvement.
The current study employed a multilevel longitudinal data set drawn from 60 primary schools in one state in the USA. Using a cross-classification approach to quantitative modeling, the research analyzes the complex cross-level interactions that characterize school-level and classroom level practices that contribute to school improvement and student learning.
The results illustrate the utility of specifying multilevel relationships when examining the “paths” that link school leadership to student learning. First, leadership effects on student learning were fully mediated by the quality of the school's instructional environment. Second, the findings indicated that the classroom-related paths examined in this study directly influenced the measures of student math achievement. Third, the research found that instructionally focussed school leadership moderated the effect of individual teachers on student learning. Fourth, the results suggest that school leaders can enhance student outcomes by creating conditions that lead to greater consistency in levels of effectiveness across teachers.
The study makes substantive contributions to the global knowledge base on school improvement by testing and elaborating on the “paths” that link school leadership and student learning. More specifically, the findings offer insights into strategic targets that instructional leaders can employ to enhance teacher effectiveness and school improvement. Thus, these results both support and extend findings from prior cross-sectional and longitudinal studies of leadership and school improvement.
This is the first study that has tested a conceptualization of leadership for learning in a single “cross-classified longitudinal model” capable of capturing interactions among leadership, classroom teaching processes and growth in student learning. The research illustrates one “state-of-the-art” methodological approach for analyzing longitudinal data collected at both the school and classroom levels when studying school improvement.
Practitioner research is now widely used in different programs of teacher preparation. It is expected that teachers conducting research on their own work will become more…
Practitioner research is now widely used in different programs of teacher preparation. It is expected that teachers conducting research on their own work will become more reflective and develop the skills required to become life-long learners. Even though many programs for teacher preparation include some form of teacher research it is not common to find tools to assess teachers and to allow for peer- and self-assessment. In this chapter, we present a pedagogy that uses heuristic diagrams as a mean to assess teachers’ research. We have used such heuristics with teachers participating in a Research Methods Course in a Master Degree and have found that it allows teachers to engage in a constant interplay between the theoretical and the practical and encourages the development of better research questions. Teachers have systematically found this tool very useful in advancing their research projects in the different scenarios where teachers are trying to improve their practice through research.
Narrative assessment is a strengths-based approach that stories children’s learning and makes visible teaching and relationships that are critical to quality education…
Narrative assessment is a strengths-based approach that stories children’s learning and makes visible teaching and relationships that are critical to quality education. This case study explores narrative assessment in the learning area of literacy in a New Zealand primary school. Listening to a child’s voice means, he can be an active participant in his learning and engage in the rich curricular opportunities alongside his peers. As his capabilities and communicative skills are made visible, meaningful relationships develop within the classroom community. In this case study, narrative assessment supports authentic belonging in a culture where care and respect are valued.