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Jakubowski, Lisa Marie, and Patrick Burman. "Teaching Community Development: A Case Study in Community-Based Learning." Teaching Sociology 32, no. 2 (April 2004): 160–76. http://dx.doi.org/10.1177/0092055x0403200202.
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Leon Guerrero, Rachael T., Neal A. Palafox, Margaret P. Hattori-Uchima, Hali R. Robinett, and Carl-Wilhelm Vogel. "Addressing Cancer Health Disparities in the Pacific Peoples of Hawai‘i, Guam, and the US Associated Pacific Islands Through Pacific-Focused Research Capacity Building." JCO Global Oncology, no. 6 (September 2020): 155–60. http://dx.doi.org/10.1200/go.19.00213.
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Sociocultural, geographic, and biologic factors contribute to cancer health disparities (CHDs) in Indigenous Pacific peoples (IPPs) in Guam, Hawai‘i, and the US Associated Pacific Islands (USAPI). IPPs experience a greater burden of CHDs that are associated with late-stage diagnosis and poor survival outcomes compared with majority populations in the United States. A 16-year partnership between the University of Guam (UOG) and University of Hawai‘i Cancer Center (UHCC) aims to advance health equity in Guam, Hawai‘i, and the USAPI through cancer research, training, and outreach. Investigators at collaborating institutions study issues of regional and cultural relevance in IPPs, including breast, cervical, liver, and oral cancers and use of tobacco and betel nuts (Areca nuts). Junior faculty with IPP ancestry or those who are focused on CHDs in IPPs receive mentorship and career development opportunities, academic fellowships are provided for graduate students, and Pacific Island communities are engaged through a participatory development process. The partnership has generated more than 90 peer-reviewed publications, more than 100 abstracts, and 11 grant awards. Thirty graduate scholars from under-represented minorities have been trained, including two who are now UOG faculty and are conducting independent research, contributing to the partnership, and mentoring scientists of tomorrow. Participatory community engagement has contributed to the passage of significant cancer prevention and control legislation in Hawai‘i, Guam, and Saipan. Research capacity at UOG has increased significantly, and research at UHCC has expanded to address issues unique to IPPs. Graduate students from under-represented minorities are pursuing careers in cancer research. A regional research infrastructure has been established to support team science, and research findings are informing public health policy and planning.
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Jackson, Marilyn Malloy, and Melissa Allen Heath. "Preserving Guam's culture with culturally responsive children's stories." School Psychology International 38, no. 5 (September 25, 2017): 458–72. http://dx.doi.org/10.1177/0143034317719944.
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Regardless of where schools are located, teachers face the challenge of teaching and mentoring children, not only in academic achievement but in social emotional development. When faced with challenges, young children are especially vulnerable because they lack the life experience and developmental maturity to adequately cope. Relying on the lead author's personal experiences in leading Guam's university teacher preparation program and in developing an early childhood education literacy program, this article demonstrates how teachers adapted popular Mother Goose nursery rhymes, tales, and local indigenous stories, making stories relevant to the local culture in Guam. Stories, specifically aligned with local cultures and traditions, are recommended as an intervention strategy to strengthen children's emerging literacy skills and to strengthen children's self-identity and resilience. In particular, offering opportunities for students to see oneself and one's culture in children's literature builds cultural esteem and a sense of community.
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Luthfiyyah, Roghibatul. "Lesson Study as a Platform for Engaging Speaking Lecturers in Doing Teacher Professional Development." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (November 14, 2018): 244. http://dx.doi.org/10.33603/perspective.v2i2.1627.
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This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This study provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification.
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Fauroni, R. Lukman, and Mujahid Quraisy. "Pesantren Agility in Community Economic Development." Muqtasid: Jurnal Ekonomi dan Perbankan Syariah 10, no. 2 (December 1, 2019): 155–68. http://dx.doi.org/10.18326/muqtasid.v10i2.155-168.
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Abstract This study aims to elaborate on the pesantren agility viewed from the aspects of sources and its implementation in the community economic development. The research uses the case study method. The research finds that pesantren agility is sourced from the traditional intellectual pesantren, the implemented integration of Islamic teaching and values in social-economic fields. Pesantren agility is the epicenter for the strength of socioeconomic functions, particularly the development of the community’s economy through the transformation and expansion of pesantren institutional services. The pesantren agility has been applied in community economic development according to the economic needs.AbstrakKajian ini bertujuan mengelaborasi agilitas pesantren dari aspek sumber dan implementasinya dalam pengembangan ekonomi komunitas. Metode penelitian menggunakan studi kasus. Ditemukan agilitas pesantren bersumber dari modal intelektual tradisi pesantren dan implementasi integrasi ajaran agama Islam dalam bidang sosial ekonomi. Agilitas pesantren merupakan episentrum bagi kekuatan fungsi sosial ekonomi khususnya dalam pengembangan ekonomi komunitas melalui transformasi perluasan fungsi kelembagaan pesantren. Agilitas pesantren diaplikasikan dalam pemberdayaan ekonomi komunitas sesuai kebutuhan dasar ekonominya.
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Setyoko, Setyoko, Fatchur Rohman, and Hadi Suwono. "Development of Animals Ecology Module for Macrozoobentos Community at Higher Institution." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (March 31, 2017): 80. http://dx.doi.org/10.22219/jpbi.v3i1.3908.
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Development of animal ecology module with a material of macrozoobenthos community in higher education aimed to develop teaching materials based on the needs of students of Biology Education. The study was conducted from January to March 2014. This research is a development research of module material. Module development is based on study results at the stage of Structure of Macrozoobenthos Community in the Mangrove area of Bukit Batu Beach of Bengkalis Regency. Research and development of animal ecology module are conducted by following 4D model steps. The results of module material development of macrozoobenthos community are used as teaching materials of animal ecology at Biology Education Dept., FTTE- Islamic University of Riau. Results of animal ecology module development obtained was based on expert validation of animal ecology material expert, teaching material, and field practitioners which amounted to 92.59%, 94.86%, and 92.4%, respectively with qualification of excellent and unnecessary to be revised. A test result of small group which was conducted by 30 respondents of students of Biology education, FTTE- Islamic University of Riau amounted to 78.4% with qualification of good and unnecessary to be revised. Module of animal ecology can be used as proper teaching materials by Biology Education student.
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Ekpenyong, Essien Essien, Wali Ruth C., Imaobong Marcus Akpan, and Edward I. Ajang. "Community Resources for the Development of Social Studies Curriculum in Nigeria." Journal of Social Sciences Research, no. 64 (April 25, 2020): 452–58. http://dx.doi.org/10.32861/jssr.64.452.458.
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The practice of any school curriculum entails the embracing of every available resource that can enhance teaching and learning effectively. Social Studies Education by its nature of having contact with the physical, social and economic environment stands a better opportunity of tapping into the resources found around schools and their immediate communities. Be that as it may, it has been observed that this quest has not been fully actualized by those concerned thereby, contributing to the failure of meeting set goals in this area of study. This study however, takes a look at the role of community resources in teaching and learning and the underlying challenges in the effective application of these community resources in the development of Social Studies curriculum. For a better description of how these community resources can enhance effective understanding of Social Studies curriculum content, the work also gives illustrations on how these community resources can be incorporated in the teaching and learning of Social Studies concepts.
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Heinrich, Eva. "Towards using relevant collegial contexts for academic development." Active Learning in Higher Education 15, no. 3 (August 21, 2014): 215–30. http://dx.doi.org/10.1177/1469787414544873.
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Many academic development initiatives build on community-based approaches, such as communities of practice or learning communities. While these initiatives are largely successful for the individual academics involved, low participation rates prevent wide-reaching impact on learning about teaching. The research discussed in this article aims at reaching larger numbers of academics. It proposes to investigate ‘teaching groups’, which are defined as the already existing collegial contexts around academics based on shared teaching responsibilities. The teaching groups of focus group participants from a New Zealand university are identified; structure, interactions and atmosphere within these groups are explored. The research derives a scale of desirability for teaching groups, reaching from functioning to tight-knit groups. This scale is applied to the groups of study participants and reveals wide scope for improvement towards the development of stronger community characteristics. Future research into understanding why teaching groups show certain characteristics is recommended.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.760.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.872.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 2 (September 9, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i2.883.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
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Usman, Jarjani, Syabuddin Syabuddin, and Faishal Zakaria. "Teungku Identity Development: The Role of Dayah Community of Practice." SAGE Open 11, no. 3 (July 2021): 215824402110315. http://dx.doi.org/10.1177/21582440211031532.
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This study attempted to delve into the teungku identity development within the traditional dayah institutions in Aceh to examine how four teungku negotiated their participation and membership in their situated teungku community of practice. This narrative study approached the teungku identity construction from Lave and Wenger’s theory of situated learning. Its overarching question was: how does the teungku identity develop within the dayah community of practice? The data were mainly from interviews of four teungku, the graduates of four different dayah institutions in Aceh. The findings showed that the identity of teungku was shaped and reshaped through several modes within the dayah community of practice: the learning process of up to grade 7, teaching junior students, serving communities (e.g., teaching and leading prayers), commemorating the death day of the dayah founder(s), and collaboratively resisting any other isms penetrating Aceh society. It can be deduced that the dayah communities of practice have played a significant role in teungku identity development. These dayah CoPs could go through either formal, less formal, or informal phases.
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M Clark, Christopher, Kate Olson, Ozge Hacifazlioglu, and David L Carlson. "Community of Practice Among Faculty Team-Teaching Education Doctorate (Ed.D.) Students: A Reflective Study." International Journal of Doctoral Studies 16 (2021): 379–93. http://dx.doi.org/10.28945/4775.
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Aim/Purpose: The purpose of the study was to contribute to knowledge about the ways in which incorporating a Community of Practice into doctoral seminar teaching and course management could be a practical and sustainable path to professional development for doctoral faculty aspiring to become stewards of the practice of teaching. Background: This report documents a reflective self-study conducted by four professors engaged in a community of practice while team-teaching a linked pair of EdD seminars on action research at Arizona State University. Methodology: This reflective study used field notes and written reflections as its sources of data to examine how participants’ identities as professors of education changed during and after participating in a team-taught professional doctoral pair of courses. Contribution: An important goal of the community of practice was to promote faculty professional development as stewards of the practice of teaching. Engaging in disciplined reflection on teaching is uncommon in American graduate education and rarely documented in the literature of post-compulsory education. Findings: Analysis of post-hoc reflective accounts and contemporaneous notes revealed a general pattern of gradual transformation by the teaching team members. The professors moved from anxious concern about appearing competent to growing confidence and appreciation for the potential of a community of practice to provide significant professional benefits to students and faculty. Salutary features of reflective team teaching in a community of practice persist in participants’ subsequent teaching practice. Recommendations for Practitioners: Reported benefits include eagerness for team teaching, increased openness to pedagogical suggestions from peers, comfort with being observed by colleagues while teaching, and willingness to revise plans when initial plans and practices are not working effectively for students. Recommendation for Researchers: Data analysis and testimony support the claim that engaging in a CoP, in this case, did support their identity transformation as stewards of their own practice as instructors and professors of education. However, the study design does not support a claim that most or all future Communities of Practice in doctoral education will produce similar salutary results. Testing this proposition will require additional research in settings and programs different from the one represented here. Impact on Society: Implementing communities of practice in doctoral programs can make room for professional development for both the faculty team and for the students. Future Research: Further studies could be conducted to document the ways in which other communities of practice can be used to develop faculty instructors in masters and doctoral programs and in undergraduate education.
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Ghimire, Nani Babu. "Teachers’ professional development in community campuses of TU: Expectation and responsibility." Siddhajyoti Interdisciplinary Journal 1 (January 30, 2020): 63–73. http://dx.doi.org/10.3126/sij.v1i0.34921.
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Teachers' professional development programme enables teachers to develop the knowledge and skills they need to address the students' learning. It assists the teachers to improve their instruction for the improvement of student learning achievement and better performance of community campuses. The purpose of this study was to explore the significance of Teachers’ Professional Development (TPD) to the teachers of community campus with their expectation, and responsibility. Qualitative case study design was adopted and three teachers were purposively selected from three distinct community campuses of Sindhuli district. Data were collected through semi-structured open-ended interview guidelines. Collected raw data were analysed using thematic analysis. The finding exposed that only teaching in the classroom is not enough for teachers' professional development. Besides, the teachers should participate in training, research work, writing journal article, teachers discussion programmes, learning from media, self/further study, attending in seminars/work-shops/conferences. TPD helps the teacher to develop professional knowledge, skills, new techniques and technology of teaching. The teachers are themselves supposed to be conscious and initiative for their professional developments.
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Elçi, Alev, Hüseyin Yaratan, and A. Mohammed Abubakar. "Multidimensional Faculty Professional Development in Teaching and Learning." International Journal of Technology-Enabled Student Support Services 10, no. 1 (January 2020): 21–39. http://dx.doi.org/10.4018/ijtesss.2020010102.
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Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.
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Cuadra-Martínez, David, José Sandoval-Díaz, Daniel Perez-Zapata, Pablo Castro-Carrasco, Douglas Véliz-Vergara, Javiera Guzman-Ávalos, and Gabriel Ramos-Thompson. "Helping One’s Neighbor: Teaching and Learning Prosocial Behavior in a Religious Community." Religions 10, no. 9 (September 5, 2019): 515. http://dx.doi.org/10.3390/rel10090515.
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The aim of this study was to describe and interpret the subjective theories that support the development, teaching, and learning of prosocial behavior in a Pentecostal Methodist church located in the Atacama Region (Chile). The study was descriptive-interpretative, with qualitative methodology and a case study design. We worked with 140 church members, employing qualitative observation, episodic interviews, and discussion groups. The data were analyzed using 2 techniques: thematic coding and grounded theory. Results make it possible to describe (a) the context where prosociality is developed, taught, and learned, (b) the subjective meaning of helping behaviors, and (c) community members’ subjective theories about the development of teaching-learning. In the discussion, results are analyzed considering the available scientific evidence and the limitations of the present study. Also, new questions are presented which future research may explore to generate a formal theory about the development, teaching, and learning of prosocial behavior in community contexts.
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Foley, Janice R., and Rodney A. Clifton. "Locus of Control, Organizational Climate, and Participation in Staff Development: A Study of College Instructors." Canadian Journal of Higher Education 20, no. 2 (August 31, 1990): 45–59. http://dx.doi.org/10.47678/cjhe.v20i2.183073.
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This study identifies some factors affecting community college instructors' participation in staff development activities. Social learning theory suggests that both situational and personal factors explain the behaviour of individuals. Consequently, a theoretical model explaining staff development participation rates was developed, and tested on community college instructors. Sex, academic attainment, college teaching experience, locus of control, and perception of organizational climate, were included as independent variables. In addition, locus of control, and perception of organizational climate, were considered as intervening between these variables and staff development participation rates. The results illustrated that college teaching experience, and perception of administration climate, which is one aspect of organizational climate, were the most important determinants of staff development participation rates. This suggests that administrators play a key role in determining staff development participation rates, first by making the funds available that enable staff to access staff development opportunities, and second by establishing an administrative and reward structure that encourages and facilitates continuous enhancement of instructors' skill levels.
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Triyono, Eddy. "POLYTECHNIC LEVEL OF FACILITIES FOR LECTURERS’ PROFESSIONAL DEVELOPMENT." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 1, no. 1 (April 2, 2018): 27. http://dx.doi.org/10.20961/jomeve.v1i1.18978.
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<p>Lecturers are professional educators and scientists with the primary task of transforming Science and Technology through Education, Research, and Community Service. This study aims to determine the level of facilities of each polytechnic in lecturers’ professional development in the implementation of Tridharma Perguruan Tinggi (Three Pillars of Higher Education). This research was conducted in four Polytechnics. The sample was determined using stratified random sampling technique. The instrument of collecting data being used was questionnaire. The results of this study indicate (1) The level of facilities in Polytechnic A, Polytechnic B, Polytechnic C, and Polytechnic D in terms of lecturers’ professional development in the areas of Education and Teaching, Research, Community Service, and Supports has reached more than 50% of average for the very sufficient and sufficient category; (2) There are differences in the level of facilities of the four polytechnics in the field of Education and Teaching, Research, Support; (3) The level of facilities of the four polytechnics are similar in the implementation of Community Service.</p>
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Ladiva, Hasmai Bungsu, Rafhy Febryan Putera, and Yesi Anita. "PENGEMBANGAN BAHAN AJAR PKN BERBASIS NILAI KEBERSAMAAN MASYARAKAT MINANGKABAU UNTUK MEMBANGUN KARAKTER BANGSA PESERTA DIDIK SEKOLAH DASAR." JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 2, no. 2 (December 31, 2018): 101. http://dx.doi.org/10.24036/jippsd.v2i2.102709.
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This study aims to develop a value-based teaching material for Citizenship Education (PKn) together with the local wisdom of the Minangkabau community to build the national character of the fifth grade students of Elementary School. The research conducted is research and development with the ADDIE research model which is an acronym in English from the stages of analysis, design, development, implementation, and evaluation. By participating in the development stage of the ADDIE model, teaching material development is carried out by combining the values of togetherness found in the local wisdom of the Minangkabau community in a single unit of learning material. Data obtained from the validation of teaching materials, classroom learning practices, and the effectiveness of learning from student learning outcomes. The results of this study indicate that the development of Pkn teaching materials based on the values of togetherness of the Minangkabau community has been successfully carried out based on data on the validity, practicality, and effectiveness of teaching materials in learning in Class V of Elementary School.Keywords: Development Research, Minangkabau, PKn, SD Togetherness Value.
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Bolda, Elise J., Jane Isaacs Lowe, George L. Maddox, and Beverly S. Patnaik. "Community Partnerships for Older Adults: A Case Study." Families in Society: The Journal of Contemporary Social Services 86, no. 3 (July 2005): 411–18. http://dx.doi.org/10.1606/1044-3894.3439.
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Over the past several decades, federal policy has made states and communities increasingly more responsible for providing long-term care for older adults. The Community Partnerships for Older Adults, a national program of The Robert Wood Johnson Foundation, saw this as an opportunity to explore new, sustainable ways to meet current and future needs for community-based long-term care. This initiative focuses on collaborative organizational partnerships, a distinctive philosophy of teaching and learning through the exchange of experience between communities, and program learning focusing on known factors promoting organizational sustainability Using principles that emphasize the development of social capital and collective efficacy, the authors present a case study of the early experiences of this initiative to address the challenges inherent in meeting the growing supportive service needs of older adults. The implications of this multisite community intervention for social work education and practice in aging are discussed.
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Söderström, Tor. "Teaching Online." International Journal of Cyber Ethics in Education 1, no. 4 (October 2011): 10–21. http://dx.doi.org/10.4018/ijcee.2011100102.
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This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.
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Baughman, Melissa, and Christopher M. Baumgartner. "Preservice teachers’ experiences teaching an adult community music ensemble." International Journal of Music Education 36, no. 4 (June 18, 2018): 601–15. http://dx.doi.org/10.1177/0255761418775128.
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The purpose of this study was to investigate the experiences of four preservice music teachers as leaders of adult chamber ensembles. Through examination of these teachers’ reflections, we sought to answer the following questions: (a) What impact does leading an adult chamber ensemble have on preservice teachers’ perceptions of their instructional behaviors? (b) Which specific instructional behaviors do preservice teachers focus upon when teaching adult learners? (c) How might preservice teachers project their experience teaching adult learners in a community music program to future experiences teaching in formal school settings? Four undergraduate music education majors at a large Midwestern university school of music in the USA participated in this study. Each participant served as a staff member for the university-sponsored New Horizons Band, teaching a weekly, 30-minute small ensemble rehearsal for eight consecutive weeks. Participant responses were examined four ways: (a) responses to a pre-questionnaire, (b) video diary entries, (c) interview transcript, and (d) responses to a post-questionnaire. Preservice teachers’ credited their experiences leading New Horizons chamber groups for their perceived development and mastery of specific instructional behaviors. Implications for music education include the need to engage preservice teachers’ in authentic teaching experiences, promoting transfer to future instructional settings.
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MADJID, ARQAM. "PROFESSIONAL COMPETENCE DEVELOPMENT: A PHENOMENOLOGICAL STUDY OF EFL TEACHERS AT SMA NEGERI 1." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 1 (June 30, 2020): 149. http://dx.doi.org/10.24252/eternal.v61.2020.a13.
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Teacher’s professional competence development becomes very important in the general area of study of education, it is probably because the professional competence development of the teacher plays an important role in their performance in teaching and the interaction with the students and other members of the school community. So, the problem statement of this research are: (i) What are the EFL teacher’s at SMA Negeri 1 Parepare Perspectives on the meaning of professional competence development. The research applying a qualitative descriptive method in the form of a phenomenological study approach. The findings indicate that (i) EFL teacher’s perspectives on the meaning of professional competence development in SMA Negeri 1 Parepare are: English teacher’s professional competence development is very necessary and very helpful it feels like a re-fresh and recharge program, English teacher’s professional competence development is very influential in increasing them self-confidence at teaching and influential to the teaching quality for both professional and pedagogical competence, Professional competence development very much helped to improve their professional and pedagogical competence, EFL teacher’s professional competence development has very good and a lot of positive effects for their profession as a teacher, EFL teacher’s professional competence development is really feel indeed greatly help improve their quality in teaching.
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Yelashkina, Natalya Victorovna, Natalia Gennadievna Sivtseva, and Yulia Stanislavovna Zagraiskaya. "Network community: means of intercultural communication in teaching foreign languages." SHS Web of Conferences 69 (2019): 00134. http://dx.doi.org/10.1051/shsconf/20196900134.
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The article is an attempt to study the issues relating to the nature, purpose, development, functioning and use of a community in teaching foreign languages in a non-linguistic university by means of telecommunication technologies. To determine specific characteristics of a community, which functions within the context of educational activities while mastering foreign language communication, the authors analyzed the existing scientific research and its interpretation. The result of the analysis is clarification of the strategy of developing a community, as well as of its role and place in the intercultural dialogue. The authors argue that the lack of sufficiently developed skills ensuring the efficiency of students' intercultural interaction in the field of foreign language communication requires the usage of both modern educational tools and up-to-date social, behavioral realias in the methodology of teaching foreign languages. The article describes the specificity of the term “community” and the purpose of developing it. The authors show that, currently, experts in various fields use a community as their main strategy. When teaching foreign languages, the fact that students’ foreign language communication in a network community is a necessary condition of the cross-cultural competence development seems extremely significant
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Erdian, Sabriandi, Hasnidar Hasnidar, Ely Ezir, and Ernawati Br Surbakti. "A Need Analysis of Forensic Linguistics Teaching Material Development For University." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 8, no. 1 (March 18, 2019): 38–42. http://dx.doi.org/10.30630/polingua.v8i1.78.
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Realizing the university's vision and mission requires teaching materials for the development of education and teaching. The development of forensic linguistic teaching materials is an application that is used to achieve goals, objectives, intention in dealing with various criminal cases that occur in the community. The aim of developing forensic linguistic teaching materials in higher education is an academic need in the current era.. It is a Research and Development Research. It is found that many students are interested to study about forensic linguistics. It is also supported by the lecturers who think that by teaching this lesson in the university will develop their knowledge and skill in linguistics
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Clapp, Alison. "Lessons for Staff Development: Lecturers’ Transition from Face-to-Face to Online Teaching for Masters Courses in Higher Education." International Journal of Contemporary Education 4, no. 2 (July 6, 2021): 31. http://dx.doi.org/10.11114/ijce.v4i2.5248.
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During the COVID-19 pandemic there has been an almost universal pivot to emergency online teaching in higher education, requiring staff development as online teaching differs from teaching face-to-face. The transition has been at short notice, with rapidly created training and little time to engage. Past research into the transition to teach online is scarce. The study described here, carried out in the year before COVID-19, aimed to investigate the how previous experiences of learning and training affected transition, and how staff made sense of the experience, adding to knowledge on successful transition to teaching online distance learning courses. Interpretive phenomenological analysis was carried out after interviewing five experienced online teaching staff in a Graduate School, using semi-structured interviews and open-ended questioning. The overarching themes found were connections to online learning and teaching communities, and developing membership of, and activities in, these communities themselves. Staff with good connections to the online teaching community via other experienced staff, training, and prior experience as online students were able to make the transition to teach online with comparative ease, compared to those who did not. With little connection to the online teaching community, transition was slow and staff retained a greater connection to face-to-face teaching and its community. Post-pandemic, the study suggests that designs for staff development, relational agency (working for short periods with online teaching experts) and situated learning within an online environment are beneficial if elements of online learning and teaching are to be retained for the future.
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Gunada, I. Wayan, Syahrial Ayub, Aris Doyan, Muhammad Taufik, and Kosim Kosim. "Development of Disaster Mitigation Learning Structures." Jurnal Penelitian Pendidikan IPA 6, no. 1 (December 23, 2019): 69. http://dx.doi.org/10.29303/jppipa.v6i1.324.
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Abstract. This research aims to determine the structure of disaster mitigation learning in elementary schools. It is Research and Development also known as RnD study. This research gives a real-life example of how a teacher can teach and embed the awareness about natural disasters in an uncomplicated and fun way, by using the disaster mitigation model of teaching. The study results in one design of a disaster mitigation model of teaching and a teaching structure implementing a scientific approach on disaster mitigation. This research is based on the development and real-life experience of the researcher team in teaching and doing observation and research on the headmaster, teachers, and the students of Mataram 6 elementary school. It is the pilot project of this research, which in return will be implemented in other schools in the urban, coastal area, as well as the mountainous area in Lombok Island. The result shows that the headmaster and the teachers’ response towards the disaster mitigation model of teaching had been really positive, with only 5% of the teachers claims that they are interested, whilst the other 95% claim that the study is extremely interesting for them. The students were very enthusiastic and active during the learning process. Besides, the claim to have meaningful benefit from this mitigation learning. This thus indicated that this mitigation model of teaching and learning can be used as a guide or reference in embedding the awareness for natural disasters among the school community.
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Santos, Valéria C., and Agnaldo Arroio. "CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS." Problems of Education in the 21st Century 57, no. 1 (December 25, 2013): 124–32. http://dx.doi.org/10.33225/pec/13.57.124.
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The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers. Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of São Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of São Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. Key words: chemistry teaching, community of practice, pre-service teacher training.
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Gan, Jian Hou, and Ling Yun Yuan. "Study on Knowledge Base Construction for the Network Teaching Resource Based on Semantic Web." Applied Mechanics and Materials 16-19 (October 2009): 758–63. http://dx.doi.org/10.4028/www.scientific.net/amm.16-19.758.
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Intelligent teaching system design has become an active research topic in education research community. How to manage the network teaching resource efficiently will have a direct impact on the teaching process and quality in the network teaching system. The semantic web can be a very promising platform for knowledge management systems in the intelligent teaching system design. In this paper, we have presented a framework for the network teaching resource knowledge base (NTRKB) based on semantic web, which includes network teaching resource knowledge representation, regular relation definition based on OWL, knowledge base modeling and construction based on RDF. The NTRKB can achieve knowledge sharing and intelligent retrieval for the network teaching resource, and these components will greatly benefit the development of the proposed intelligent teaching system.
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Daniel, Julia, Karen Hunter Quartz, and Jeannie Oakes. "Teaching in Community Schools: Creating Conditions for Deeper Learning." Review of Research in Education 43, no. 1 (March 2019): 453–80. http://dx.doi.org/10.3102/0091732x18821126.
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The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address existing educational inequities. For example, deepened family and community engagement in the schools can help incorporate the rich funds of community knowledge and experience, both in the classroom and in making plans and decisions about the school. As school and community stakeholders work together, they can develop learning opportunities and access to services that support student learning and development. Community schools are particularly well-positioned to take advantage of research-backed strategies like integrated supports that help students come to class more prepared to learn, hands-on and innovative teaching and learning opportunities to deepen and extend learning, and sustainable workplace conditions to promote teacher satisfaction and retention. Embracing the link between learning and community, teachers and community school staff ensure that students and communities have opportunities to access rich, challenging, and culturally relevant curriculum and pedagogy, while accessing resources and supports. This expanded conception of what it means to teach in a community school presents new ways for researchers to study and help advance the field as well as the larger community schools movement.
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Aung, Ngun Neh, Niwet Arunberkfa, Mahubul Hague, Nat Luxchaigul, and Kumarashwaran Vadevelu. "Community Participation In Education: A Case Study Of Taungzalat School In Kalay, Myanmar." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 98–117. http://dx.doi.org/10.31578/jebs.v5i1.193.
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This study aimed to investigate the types of community participation in Taungzalat Primary School in Kalay, Myanmar, to provide information in order to develop guidelines, and to enhance community participation in school. A mixed- methods research was employed in this study. Quantitative data were collected from 245 community members using a multiple-response questionnaire. Qualitative data were collected using in-depth interviews and a focus group discussion with 19 participants. The data were analysed using Basic Statistics and content analysis and were integrated through triangulation. The results revealed that parents and community members differently involved in children’s learning and school development through all the six types of involvement by Epstein, but their participation was more directly related to student learning improvement than to school development. Community leaders, businesspersons and influential people in the community were involved in school development through PTA, representing the community, in the areas of decision-making, fundraising and school maintenance. Apart from teaching, teachers had roles of facilitating, communicating, networking and mobilizing for school development and students’ success. Research showed that the most common form of participation is resource contribution for school development. Therefore, the research suggests that all stakeholders focus on student learning improvement and on resource contribution for school development.
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Esdaile, Susan, and Angela Sanderson. "Teaching Parents Toy Making: A Practical Guide to Early Intervention." British Journal of Occupational Therapy 50, no. 8 (August 1987): 266–71. http://dx.doi.org/10.1177/030802268705000804.
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The authors outline their rationale for conducting toy-making workshops, list their objectives and describe the methods used to structure them. The results of a pilot study and other outcomes of workshops are discussed, including the development of resource material to meet expressed community needs. In conclusion, the authors give a brief résumé of their current involvements in community education and research.
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Godfrey, Sango Mesheck. "Challenges Impacting Community Participation and Their Effect on Teaching and Learning: a Case Study of Rural Areas." European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 345. http://dx.doi.org/10.19044/esj.2016.v12n25p345.
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This study sought to investigate challenges impacting community participation in schools and their effect on quality of education. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through focus group discussions with parents of children in the schools, community members without children in the schools, School Development Committee (SDC) members, and the teachers. In addition, data were generated through in-depth interviews with community leaders and school heads, observation as well as analysis of school documents such as minutes of SDC meetings, staff meetings, financial records, and children’s progress records. Data were transcribed and analysed manually through the cut and paste technique. The study found out that communities were involved in providing primary education through preparing children for school by providing food, school uniforms and stationery. Parents were also involved in children’s homework, as well as monitoring teacher and children’s attendance. In addition, parents were involved in preparing schools for children through providing labour and materials for constructing classrooms. Further, parents financed school budgets, and were involved in school governance. Challenges impacting community participation were centred on parents’ low standard of living, community attitude towards education, family income level, and school-community relations. Impact of community participation on teaching and learning included the following: hungry learners, narrow curriculum, unmotivated teachers, high rate of absenteeism and drop out, as well as ineffective school administration. The study recommended development and implementation of strategies for uplifting community standard of living through increasing family income levels and availability of food. The study, further recommends government policy on parent orientation on school processes and school based study sessions for parents and school children respectively. Government policies that prohibits the practice of sending away of children from school for non payment of levies should be reinforced.
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John Kaviarasu, S. "Holistic Student Development through Service Learning: An Experimental Study about Loyola College, Chennai, Tamil Nadu." Asian Review of Social Sciences 8, no. 1 (February 5, 2019): 16–19. http://dx.doi.org/10.51983/arss-2019.8.1.1541.
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Service Learning enhances and intensifies classroom learning which paves the way for practical community-based problem solving skills to students. The context of Service Learning at Loyola College, Chennai offers students an opportunity to explore the connections between the theoretical realm of the classroom and the practical needs of the community. In this connection, School of Service Learning at Loyola College is making the students to reflect about the experience in order to maximize the benefit of service in learning experiences. Therefore, this is an important process that links Service and academic learning. At the next level, it really motivates students to be human and also humane. Exposure to urban poor in the informal settlements of Chennai city makes undergraduate students of Loyola College to become aware about the issues faced by urban poor. Post graduate courses students gain exposure on rural interior villages which makes PG students to realize stark naked realities of the rural folk. Cognitive development is assured through formal Learning and teaching in the classroom by their respective teachers. Theoretical and Conceptual teaching could not provide holistic knowledge to students. This requirement is beautifully addressed by the School of Service Learning through its various activities and programmes with the constant guidance of professional social workers and Management.
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Newby, David. "What direction for Continuing Professional Development?" Psychiatric Bulletin 23, no. 8 (August 1999): 490–93. http://dx.doi.org/10.1192/pb.23.8.490.
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Aims and methodsA questionnaire survey of attitudes to Continuing Professional Development (CPD) was addressed to all 58 non-training grade psychiatrists working in a large teaching community mental health trust. Ninety-three per cent provided responses. Views were sought on the value of various teaching methods, how CPD should be organised, what barriers to participation colleagues encounter and whether CPD should be made mandatory.ResultsThese showed strong support for the personal study element of CPD, indicated the range of other teaching modalities used by practitioners including industry supported symposia and found a significant majority in favour of making CPD mandatory. Pressure of time was the main obstacle to participation for most.Clinical implicationsThe survey provides pointers for the key Issues which are likely to affect the readiness of practitioners to participate in CPD, as well as informing decisions on the type of ongoing educational activity that psychiatrists see as relevant.
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Madjdi, Achmad Hilal, and Atik Rokhayani. "BIG OBSTACLES IN IMPLEMENTING LESSON STUDY." UAD TEFL International Conference 1 (November 20, 2017): 1. http://dx.doi.org/10.12928/utic.v1.142.2017.
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High spirit in enhancing teaching learning process in the framework of Lesson Study does not always show high performance in the overall management of the learning community. Big- unpredictable obstacles appeared in each stages and need certain reflection and specific treatment to cope with. In other words, it is really interesting to implement Lesson Study but, on the other hands, several phenomena appeared beyond the theory of Lesson Study it self. This paper tries to uncover the obstacles of the practice of implementing Lesson Study to improve teaching learning process of TEAL (Teaching English as an Additional Language) class in the English Department of University of Muria Kudus. Stages of teaching learning process was done in the concept of Lesson Study: Planning, Doing, and Reflecting. These stages were implemented with the main purpose to switch what the so called teacher centered learning to students centered learning. There are many obstacles appeared during teaching learning activity of “Lesson Study” of TEAL. Most of them dealed with how the colleques of the teacher take the role as members of learning community who hopefully played important role in developing the concept of teachng learning and material development. The second obstacles had something to do with the learning habit of the students which has been established in mood of being good listener in the classroom. The third obstacles worked in the session of reflection where it seemed difficult for some of the involved person to portrait the real problem in lesson study class.
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Cranton, Patricia. "Becoming an Authentic Community College Teacher." International Journal of Adult Vocational Education and Technology 1, no. 3 (July 2010): 1–13. http://dx.doi.org/10.4018/javet.2010070101.
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In this paper, a study of how adult vocational educators develop authenticity in their teaching within a Canadian community college context is presented. Six participants from different disciplines, five of whom were relatively new teachers, and one of whom had considerable experience, were interviewed three times over two years. With the assistance of the participants, narratives were constructed for each educator. Three categories of issues—personal issues (such as confidence), college system issues (policies and procedures), and educational system issues (government mandated curriculum)—were identified as influencing the development of authenticity. Implications for teacher preparation and professional development within the college environment are discussed.
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Maulidiyah, Fitrotul. "THE IMPORTANCE OF INTEGRATING MULTICULTURALISM IN TEACHING COMMUNITY INTERPRETING." PENDIDIKAN MULTIKULTURAL 5, no. 1 (February 26, 2021): 148. http://dx.doi.org/10.33474/multikultural.v5i1.10324.
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Globalization and massive development in communication and information technology generates multiculturalism in the last few years. It enables people live their originality consciously and without authorization of the other cultures. In other words, multiculturalism is a cultural wealth for living together. Furthermore, people who have different cultures consider that it is necessary to find a way to have proper intercultural communication especially when they live together. Multiculturalism is considered compulsory for social diversity including its appearance and recognition. Moving from this thought, interpretation, a social phenomenon between different languages and cultures has an undeniable function especially for community interpretating. The function of community interpreting and intercultural communication is multifaceted. The community interpreter has to know the languages, the cultures they belong to, their social structures, world understandings and value judgments. Multiculturalism needs social and cultural diversity. Therefore, a community interpreter has to apply every culture’s necessities equally besides the interpreting procedures. In multicultural societies formed by different cultures, community interpreting plays a pivotal role in order to live together peacefully towards common boundaries. Community interpreting has a mission on conciliation and adaptation of different cultures and values. Community interpreting helps social structures compromise in the sense of multiculturalism and recognize their cultural background. This study will examine the necessity of multiculturalism integration in the teaching of community interpreting which has become more important in recent days. This is intended for communities with diverse cultures to continue their harmonious coexistence and to maintain their presence in the content of multiculturalism.Keywords: community interpreting, integration, multiculturalism
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Huiyin, Li. "From Periphery to the Core: Promoting College English Teachers’ Professional Development From the Perspective of Community of Practice." English Language Teaching 12, no. 9 (August 20, 2019): 74. http://dx.doi.org/10.5539/elt.v12n9p74.
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Collaborative lesson preparation is a common practice for Chinese teachers who work together to solve their teaching difficulties and problems. Based on the theoretical framework of community of practice (CoP), this paper describes how a teaching group in a university (entitled G University) in China was engaged in its lesson-preparation community and how the collaboration in lesson preparation impacted teachers’ professional development. Based on the findings of the study some lessons have been drawn about how to establish a successful CoP to promote Chinese teachers’ professional development.
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Susila, Heni Rita. "The Development of An Interactive Multimedia Model for Students’Ability in Teaching." Science Proceedings Series 1, no. 2 (April 24, 2019): 137–39. http://dx.doi.org/10.31580/sps.v1i2.800.
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This study developed and examined an interactive multimedia learning model for higher students. Learning by using technologies such as interactive multimedia has become a trend nowadays. Researcher developed an Instructional multimedia, book and students and lecturer guidance and build learning community at Edmodo to apply this learning model. Based on the result, this learning model was affective in enhancing students’ ability especially students of teacher training and education faculty who are prospective teacher.
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Achmad, Syarifuddin, and Sartin Miolo. "Preparing Prospective and Sustainable EFL Professional Teacher Development by Applying Blended Lesson Study and Clinical Supervision." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1449–70. http://dx.doi.org/10.12973/eu-jer.10.3.1449.
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<p style="text-align: justify;">This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers’ competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.</p>
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Rose, Jeff. "Developing and Sequencing Community Engagement and Experiential Education: A Case Study of Urban Geography Teaching and Research." Professional Geographer 70, no. 2 (September 29, 2017): 305–10. http://dx.doi.org/10.1080/00330124.2017.1366786.
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Fenyő, Imre. "Professional Development in Higher Education." Practice and Theory in Systems of Education 12, no. 3 (August 1, 2017): 152–60. http://dx.doi.org/10.1515/ptse-2017-0015.
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AbstractThe University of Debrecen is a participant of the PETRA project (Promoting Excellence in Teaching and Learning in Azerbaijani Universities) with the University of Jyvaskyla, Finland, University of Applied Sciences Vienna, Austria, Polytechnic University of Valencia, Spain. The aim of the project is promoting of teaching and learning excellence in Azerbaijan Universities, by supporting the professional development in higher education and, in the academic community. For this reason, the program wants to enhance the usage of technology and innovative forms of teaching, to provide support for designing courses and for choosing and using diverse approaches in assessment. The purpose of this study is to identify the possibilities of promoting the professional development in higher education and to explore the theoretical landscape: the roles and implications of the professional development. This paper explores the connections between the reflective behaviour of the teachers and their assessment methods and wants to provide new approaches to assessment in the context of the institutional strategies of the higher education. This paper argues for innovative forms of assessment such as the portfolios in teacher preparation or the group-based assessment forms - as methods of promoting higher quality learning. The study investigates the ways towards the autonomous assessment in the higher education, using self-assessment and peer assessment.
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Tran, Tu T., Shareen El-Ibiary, Robert Tindula, Neepa Rai, Austin Nguyen, and Jennifer Le. "Unique pharmacist competency program at community-based, teaching hospitals." Journal of Hospital Administration 2, no. 3 (April 9, 2013): 119. http://dx.doi.org/10.5430/jha.v2n3p119.
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Background: The pharmacy profession continues to evolve and shape itself with increasing complexity. With this escalating complexity, pharmacist clinical competency needs to be addressed within each healthcare practice setting. The objectives of this study were to describe a unique pharmacist competency program and evaluate its satisfaction at two community hospitals. Methods: Long Beach Memorial and Miller Children’s Hospital of Long Beach are tertiary community hospitals with 308 total beds for Millers Children’s Hospital and 462 total beds for Long Beach Memorial. A unique and intensive pharmacist competency program has been established at these hospitals for over 20 years. The content of this program was assessed and a survey was conducted in March 2011 to ascertain pharmacist satisfaction. Results: The unique pharmacist competency program was structured in the form of age-related, hospital-wide and unit specific modules, pharmacy-regulated therapies (PRT), and a Pharmacy Skills Day that provide updates on PRT and other pharmacy-related topics. Forty-two of 61 (69%) pharmacists responded to the survey. Mean age of pharmacists was 38.8 ± 11.5 years, 36% were male, 86% completed residency training, and 12% were board-certified pharmacotherapy specialists. Over 80% of pharmacists agreed that the program was informative and supportive of their daily patient care activities. Although the program was well-received by the pharmacists, there were facets of the program that needed improvement, including resources for continuing education opportunities and additional modules for competency. Conclusion: A unique pharmacist competency program at two community hospitals was described. The program was well-received by the pharmacists, and, more importantly, ensured continuous professional development in pharmacy practice.
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Perrotta, Katherine Assante, and Chara Haeussler Bohan. "A Reflective Study of Online Faculty Teaching Experiences in Higher Education." Journal of Effective Teaching in Higher Education 3, no. 1 (May 18, 2020): 50–66. http://dx.doi.org/10.36021/jethe.v3i1.9.
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Despite the popularity of online course and degree offerings in higher education, a lack of data persists on the unique challenges and opportunities online faculty face. Gaining insights about these experiences is important to ensure the quality of online teaching as colleges and universities continue expanding e-learning programs. Therefore, the purpose of this study is to examine the online teaching experiences of two faculty members through the implementation of reflective study methods. Major findings show that faculty access to professional development and mentoring, isolation and connectedness to the campus community, and academic freedom and curriculum control have significant implications for online teaching and student learning. In the wake of COVID-19 as colleges across the nation suddenly are faced with moving to exclusively online learning, this study is needed more than ever.
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Calderón-Larrañaga, Sara, Blanca Valls-Pérez, Adrián Cardo-Miota, Blanca Botello, Nieves Lafuente, and Mariano Hernán. "Development and evaluation of a training programme on asset-based community development aimed at general practice trainees: protocol for a mixed-method multilevel and multicentric action research study." BMJ Open 11, no. 5 (May 2021): e040043. http://dx.doi.org/10.1136/bmjopen-2020-040043.
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IntroductionAsset-based community development (ABCD) is a strategy aimed at strengthening communities of interest through the identification and enhancement of those protective resources (also called ‘health assets’) that contribute to improve population health. Although primary care is specially well placed to contribute to ABCD by facilitating patients’ access to community health assets, the implementation of ABCD approaches is limited, in part due to training deficiencies amongst general practitioners. In this study, we will develop a training programme on ABCD aimed at general practice trainees and evaluate its implementation and scale-up in Andalusia, Spain. We will also investigate whether the programme may contribute to strengthen the community orientation of the primary care practices involved in the study.Methods and analysisWe will undertake a mixed methods, multilevel and multicentric action research study drawing on theoretical frameworks relevant to learning (pedagogy) and community health promotion. The intervention will be implemented and evaluated in eight different study areas over 48 months. It will comprise a classroom-based session and a practical exercise, which will involve general practice trainees producing a map of community health assets relevant to common health conditions. In each study area, we will set up a stakeholder group to guide our study. We will run the intervention sequentially across the eight study areas, and modify and refine it iteratively by incorporating the findings from the evaluation. We will employ qualitative (interviews and focus groups with general practice trainees, primary care workers, members of the teaching units and policymakers) and quantitative methods (self-administered questionnaires with an approximate sample of 157 general practice trainees and 502 primary care workers).Ethics and disseminationEthics approval from the Andalusian Regional Health Council has been granted (6/2020). It is envisaged that this research will provide relevant, evidence-based guidance on how best to incorporate learning on ABCD into the general practice training curriculum. Findings will be disseminated in an ongoing manner and will target the following audiences: (1) general practice trainees, primary care workers and members of the teaching units, (2) policymakers and strategic decision makers and (3) the academic community.
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Willett, Gudrun. "Beyond pedagogy: Community feeling, educational development and power in a U.S. liberal arts college." Learning and Teaching 6, no. 1 (March 1, 2013): 47–71. http://dx.doi.org/10.3167/latiss.2013.060104.
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In a three-year ethnographic study of a selective U.S. liberal arts college, it was found that educational development efforts contributed not only to changes in teaching but also to cross-college collaboration and the development of a sense of community. In the 1990s and early 2000s, the college created a learning centre and new educational development activities that spoke to faculty members' needs and college interests. Following these changes, increased collegiality could be seen in collaborations among college employees, and in the educational development activities themselves, resulting in increased interest in educational development. These institutional changes were only made possible because of the college's relatively democratic governance structure, relatively high levels of faculty members' power on campus, and an environment in which ideas and practices could be challenged and re-conceptualised (at least by some employees). Ultimately, this paper argues for more attention to the interrelationships between campus collegiality, teaching and learning, and power in institutions of higher education.
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Belayneh, Amera Seifu. "Science Teachers’ Integrative practices in Teaching, Research, and Community Services: The Case of Three Universities in Ethiopia." Education & Self Development 16, no. 2 (June 30, 2021): 10–26. http://dx.doi.org/10.26907/esd.16.2.02.
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This study examined university science teachers’ integrative practices in teaching, research and community service at Bahir Dar, Dire-Dawa and Wolkitie universities. The data were obtained through questionnaires and interviews from randomly selected teachers. Interview data was also secured from purposively selected managers and teachers. The one sample t-test revealed that, except in their teaching practices, science teachers performed poorly in their research, community service and integrative practices among the missions (teaching, research and community service) of the university. The multiple regression analysis showed that the multiple contributions of teaching, research and community service practices towards these integrative practices was 44.12%, in which research took the major share (34.56%). The questionnaire data showed that institution-related factors (e.g., rigid financial rules) posed serious challenges in practicing research and community services. The interview data did not minimize the challenges related to personal factors (e.g., interest and motivation). This article shows that the university management are committed to providing practical encouragement to science teachers for research and community service. These are important for promoting better teaching delivery and integrative practices within the missions. Instead of attributing most of the challenges to institutional factors, science teachers should acknowledge their own personal problems and work to cope with the available external/institutional challenges. This will enhance the integrative practices among the missions which build the capacity for an effective science academic unit.
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Francis, Krista, and Michele Jacobsen. "Synchronous online collaborative professional development for elementary mathematics teachers." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 319. http://dx.doi.org/10.19173/irrodl.v14i3.1460.
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Math is often taught poorly emphasizing rote, procedural methods rather than creativity and problem solving. Alberta Education developed a new mathematics curriculum to transform mathematics teaching to inquiry driven methods. This revised curriculum provides a new vision for mathematics and creates opportunities and requirements for professional learning by teachers. Conventional offsite, after school, or weekend professional development is typically “sit and listen, maybe try on Monday”. Professional development that is embedded, responsive, and personalized is known to be more effective at changing teaching practice. Alberta teachers are geographically dispersed making online professional learning a desirable alternative to on-site workshops. As access to and use of the Internet gains momentum in schools across the country, opportunities for collaborative, online professional development become more viable. The online professional development in this hermeneutic study maps on to the new vision promoted in Alberta’s math curriculum, and addresses the challenge of a distributed teacher population. Thirteen geographically dispersed participants, including 10 teachers, a PhD mathematician, and two mathematics education specialists, collaborated in an online professional learning community to build knowledge for teaching mathematics. This paper describes and interprets the shared experiences of learners within an online, synchronous learning community that focused on discipline rich, focused inquiry with mathematics. Findings show that the nature and quality of the mathematics task impacted the quality and nature of the online interaction. Mathematics problems that incorporated easily drawn symbols and minimal text worked best in the online collaborative space. Members of this learning community discovered how to assert their identity in the online environment.
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Ellenbogen, Stephen. "An alternative model of community service learning." Higher Education, Skills and Work-Based Learning 7, no. 3 (August 14, 2017): 315–30. http://dx.doi.org/10.1108/heswbl-08-2016-0060.
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Purpose The purpose of this paper is to describe and analyze experiences embedding community service learning into an assignment for a bachelor of social work course. The author used these experiences and their connections with early conceptions of progressive education and community work principles to present a pragmatic and supple community service learning (SCSL) model. Design/methodology/approach In total, 15 students and four community organizations participated in SCSL. Data consisted of focus groups, participatory observation, evaluations, e-mails, and documents. Naturalistic case study methodology was employed to retrospectively describe a noteworthy teaching and learning experience. Findings The SCSL model was judged useful for weaving current local realities into course lectures, promoting professional development, and providing community organizations with timely research syntheses. It seemed no more demanding than other teaching experiences. Six features of the model were deemed beneficial: multi-course scaffolding, bottom-up management, asymmetrical student roles, integration of academic and experiential learning, and student involvement in course delivery. Relevant contextual factors included: small class size, maturity of students, and cohesion within cohort. Research limitations/implications A single teaching experience and a small sample of participants informed this case study. Further research is needed to draw firm conclusions about SCSL’s usefulness and generalizability. Practical implications Acknowledging that it is based on limited evidence, SCSL appears to be a promising model for encouraging knowledge mobilization between universities and community organizations, and providing future professionals with experience in such activities. Originality/value This paper describes and analyzes the pedagogic value of SCSL, a manageable and adaptable teaching model for busy faculty.