“Design For Enterprises”: Developing European Smes Capabilities For Design-Driven Innovation, Marinella Ferrara, Chiara Lecce

Markets, Globalization & Development Review

This article aims to present Design for Enterprises (DfE) tender project, founded by the European Commission, designed and provided by the Consortium composed by D’Appolonia, MIP/Politecnico di Milano and ADI. DfE has been settled as a training program on design-driven innovation customized in order to prepare intermediary business development organizations to support SMEs managers and entrepreneurs. After a short introduction of the topic and a general presentation of the project, the article proposes a follow-up on the ADI contribution to support design thinking processes during the entire set-up of the training course. The article reports also the critical points that …

Eportfolio For Physical Education Teacher Education In Kinesiology, Hosung So

Q2S Enhancing Pedagogy

The ePortfolio as a High Impact Practice (HIP) was implemented to Physical Education Teacher Education (PETE) course in Kinesiology during Winter 2020. Preservice physical education teachers enrolled in the course (i.e., KINE473 - Instructional Strategies for Physical Education) were required to create an individual ePortfolio, a framework for individual learning experiences to collect and compile evidences of learning experiences in the course of PETE program. The course, KINE473, is a senior level with extensive prerequisite courses for graduation and requirement to meet the California Commission on Teaching Credentialing (CCTC). Prior to graduation and preparation to advance to credential programs, ePortfolio …

Poverty, According To Gorski, Kristyna M. Rudio

The Montana English Journal

In this poem, "Poverty, According to Gorski", the main points of Paul Gorski's book Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap (Second Edition) are outlined. The poem discusses and summarizes topics heavily researched by Gorski such as meritocracy, equality, equity, equity literacy, ideologies, and strategies to help classroom teachers, administrators, and leaders in literacy help to break down barriers for students and families experiencing poverty.

Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida

Educational Leadership & Technology Faculty Publications

This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …

Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris

West Chester University Doctoral Projects

Transitioning from their training programs to their own classrooms, new teachers may feel a disconnect between what they learned and what they experience. To help with this transition and to promote teachers’ abilities to respond to the varying and unique needs of their students and schools, teacher training programs, beginning in the 1980s, have incorporated the use of reflective practice. Reflection provides teachers an opportunity to engage with their experiences in such a way that prereflective understandings, assumptions, biases, and beliefs may be identified. Reviewed literature suggests that teacher training programs do not clearly define and implement reflection instruction into …

Deschooling Deficit Perspectives: An Exploration Of Culture And Place For Educators, Madison Dorschutz

West Chester University Master’s Theses

The purpose of this critical action research is to increase awareness of deficit perspectives that damages the academic outcomes of diverse students while offering approaches to address them. Theories of decolonialism, culturally responsive pedagogy, and place-based education will be discussed as they are able to pull back the raciallyinformed curtain of bias development. These theories come together in a 4-day series of workshops that seeks to inform educators of their damaging thinking in an effort to negate it before they enter their classrooms. Through reflection, cultural-perspective taking, and relationship building, educators can gain skills to acknowledge systems of oppression that …

Self-Efficacy Of Endorsed And Nonendorsed Elementary Teachers Of Gifted Students In Stem Education, Lianna L. Moss-Everhart

Theses and Dissertations

This study compared elementary endorsed and nonendorsed teachers of gifted students in science, mathematics, and STEM self-efficacy as well as self-reported use of STEM instructional strategies in central Virginia. The survey, adapted from the T-STEM survey by the Friday Institute at NC State University, focused on self-efficacy and use of STEM instructional strategies. ANOVAs, univariate linear analyses, were conducted on 39 responses to compare teachers’ self-efficacy and use of STEM instructional strategies. ANCOVA and moderated regressions were used to compare the groups of teachers while controlling for the variables of grade level, years of experience, and recent STEM training. Multiple …

The Impact Of Training And Development On Employees In The Northeast Region Of Florida State Government: An Evaluation Of The Northeast Region Professional Development Training Program, Sandy Beaumont

West Chester University Doctoral Projects

Critical positions in state government are oftentimes understaffed. Researches have studied the factors that lead to staff shortage such as low salary, high caseloads, and a stressful environment. Therefore, it is challenging to keep those positions filled at maximum capacity. In state government, employees are the organization’s human capital requiring investment to retain a quality workforce. Investment of training and professional development in addition to training of normal work duties are vital to the endurance of employees. Government seeks for ways to improve its workforce and to obtain long-term quality employees without salaries and other financial incentives that are comparable …

Critical Appraisal Institute For Librarians (Caifl): Lessons From The Inaugural Class, Marie Ascher, Amy Blevins, Sarah Cantrell, Deborah A. Crooke, Diana Delgado, Sarah Jewell, Joseph Nicholson, Rachel Pinotti, Abe Wheeler

NYMC Faculty Posters

CAIFL aims to enhance critical appraisal institute skills in health sciences. Many health sciences librarians. Provide evidence based medicine (EBM) training at their home institutions, mostly limited to teaching about asking and acquiring; with only a rudimentary coverage of critical appraisal of clinical information. The goal is to enhance the abilities of health sciences librarians to take EBM training to the next level; and to enhance confidence and comfort of librarians in the realm of critical appraisal.

Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa, Chelsea Mabie

Northwest Journal of Teacher Education

Through a comparative analysis, the previous Oregon Teacher Work Sample Methodology utilized to assess preservice educators' competency is compared to the edTPA performance assessment, which formally replaces the later assessment system for newly minted Oregon educators as of the 2018-2019 school year. While Oregon Work Sample Methodology was cutting edge from the 1980s onward, the state legislature adopted edTPA in 2016. Many educators, administrators, and other hiring committees are not familiar with the new assessment system as they hire new educators coming out of state-accredited programs. After a comparison of both assessment systems' components in regards to InTASC standards, it …

A Phenomenological Study Of The Transition To Retirement Of P-20 Educators In The State Of Kentucky, Chanel M. Schwenck

Murray State Theses and Dissertations

This phenomenological research study explored the physical, mental, social, emotional, and financial experiences of P-20 educators in their transition from teaching into retirement. A grand tour question and three research questions guided this study. Data collected from interviews with retired educators provided a thorough understanding of the issues experienced during the transition into retirement from the Kentucky public school system. The experiences of recently retired P-20 educators showed that stress was a motivating factor for retirement but not chronic illness, disease, or other serious physical health concerns. Public educators in Kentucky may retire after 27 years of service, and many …

Factors Predictive Of Self-Efficacy In First Year Teachers, Jessica Leigh Hamelin

UNF Graduate Theses and Dissertations

Research demonstrates that there are increased teacher burnout rates within the first 5 years of entering the field (Darling-Hammond, 2003; Skaalvik & Skaalvik, 2010; Yost, 2006). Consistent with those findings is that teacher preparation matters when conversing about recruitment and retention (Brown, Lee, & Collins, 2014). As more research is conducted in the area of teacher preparation it has become clear that teacher effectiveness is directly related to preparation (Darling-Hammond, 2010). As teachers enter their first-year teaching, philosophical stances can change, inflated beliefs about the teaching profession can be altered, and self-efficacy is influenced. Drawing from Hoy and Spero’s (2005) …

“I Actually Felt More Confident”: An Online Resource For Enhancing Pre-Service Teacher Resilience During Professional Experience, Caroline F. Mansfield, Susan Beltman, Noelene L. Weatherby-Fell

Australian Journal of Teacher Education

One responsibility of teacher education is to provide opportunities for pre-service teachers to build skills and strategies to develop confidence for overcoming challenges and build their professional resilience, yet how students learn these skills is not clearly understood. This study examines how engaging with online modules influenced participants’ efficacy and resilience during their final professional experience practicum. Interviews with 13 Australian pre-service teachers revealed that the module content and design reactivated existing knowledge, taught new emotional regulation and coping strategies, encouraged self-awareness and reflection, and built confidence. While further research is needed, participants used their new found knowledge during their …

Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor

Australian Journal of Teacher Education

A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the …

“In Lantite, No One Can Hear You Scream!” Student Voices Of High-Stakes Testing In Teacher Education., Alison L. Hilton, Rebecca Saunders, Caroline Mansfield

Australian Journal of Teacher Education

This article investigates pre-service teachers’ experiences of undertaking LANTITE, a high-stakes literacy and numeracy test for initial teacher education students. In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews. Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety. This study provides a unique insight into the experiences of completing this high-stakes test.

Evidence-Based Reasoning Processes In Education: A Model To Support Interventionist Practice., Natasha Ziebell, Jemma Skeat

Australian Journal of Teacher Education

The Evidence-based Reasoning model is a systematic inquiry into student learning to determine what interventions are required in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.

Effective Teacher Professional Learning On Classroom Behaviour Management: A Review Of Literature, Pramesti P. Paramita, Angelika Anderson, Umesh Sharma

Australian Journal of Teacher Education

Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. …

The Impact Of A Research Methods Course On Teacher Candidates’ Epistemological Beliefs, Menşure Alkiş Küçükaydin, Yasin Gökbulut

Australian Journal of Teacher Education

The epistemological beliefs of teachers impact both their in-class practices and the perceptions and beliefs of the students whose learning is the responsibility of teachers. Therefore, this study aims to investigate and discuss the impact of a course entitled “research methods” which is taught in education faculties in Turkey, on the epistemological beliefs of teacher candidates. The study adopted the mixed-methods sequential explanatory design. Forty-three teacher candidates participated in the study. The data for the study were collected through the “Scientific Epistemological Beliefs Scale (SEBs)”, a semi-structured interview form, and another form that included the written opinions of teacher candidates. …

Teacher Wellbeing In Remote Australian Communities, Alison S. Willis, Peter R. Grainger

Australian Journal of Teacher Education

_{^{This paper reports on a project aimed at investigating teacher wellbeing in remote communities in Australia. It utilised a multiple case study methodology to investigate the lived experiences of remote Australian teachers, particularly how remote teachers simultaneously manage the wellbeing and academic needs of their students. Findings show how the challenges of working in remote places impact teacher wellbeing and provides six practical recommendations about how to better support remote teachers. There is a present need to develop a framework of remote teachers thriving, so systems and communities are not over-reliant upon teachers’ individual resilience in hard-to-staff places.}}

Safe Spaces For Enabling The Creative Process In Classrooms, Monique Fuss, Graham R. Daniel

Australian Journal of Teacher Education

Based on interviews with five creative professionals this article looks to investigate the creative experience as a source of data on how educators might create space for enabling the creative process in the classroom. Looking toward professional artists who are also committed educators provides core commentary on how to maximise creative experiences in the classroom. Whilst acknowledging the importance of physical space, the following article looks purposefully toward how to enable space as an internal state of being, with the intent toward establishing transdisciplinary discussions that stimulate and provoke creative pedagogical research across an interdependent continuum. The research concludes that …