Case Studies

May 11, 2016

 

In the annual revision of the programme, six Social Sciences teacher educators explored the experiences of their teacher-participants to ascertain whether such experiences were aligned with the objectives of the Social Sciences curriculum sessions. Through the interpretative phenomenological approach (IPA), the researchers collaboratively explored the views on how 14 teacher-participants, who volunteered to take part in the research, experienced the programme. Using a semi-structured interview protocol, two focus group interviews were conducted simultaneously at the end of the programme. Interviews were transcribed by the teacher educators who also met as a team to undertake the coding exercise done inductively through the application of the constant comparison method of Glaser and Strauss (1967) to arrive at the themes. The findings show that teachers’ experiences were aligned with the session objectives especially with respect to learnings on the nature of their discipline, developing skills for teaching diverse learners, becoming responsible for self-development as teachers. Such learnings seem to indicate a positive change in praxis and professional identity. The recommendations made would lead to a review of the session objectives for the Teaching of Social Sciences in the Dip. Ed. programme for future cohorts.

 

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This report is based on the internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks that are part of the NMC Horizon Project. It is a comprehensive research venture established in 2002 that
identifies and describes emerging technologies likely to have a large impact over the coming five years
in education around the globe.

This volume, the NMC Horizon Report: 2012 K-12 Edition, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry within the environment of pre-college education. While there are many local factors affecting the practice of education, there are also issues that transcend regional boundaries and questions we all face in K-12 education; it was with these questions in mind that this report was created.

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Desmine Kennedy

This documents contains case studies of action research conducted in select schools under the Jamaica All Age School Project.

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Bert P.M. Creemers

Although school effectiveness research and school improvement efforts are often different or even opposing paradigms, they can be combined in Effective School Improvement (ESI) programs. In the project, best practice school improvement cases in 8 European countries were described and analysed using a scheme based different effectiveness and improvement theories. This analysis resulted in a framework for effective school improvement which includes the factors that might foster or hinder improvement. Finally, it is explained how the ESI-framework can be used in practice, policy and research.

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Mairette T. Newman
April 1, 2004

Guided by the symbolic interaction premise that meaning is found in the interaction of individuals within the world, this study set out to describe and analyse how selected high school principals in Jamaica understand and practise school leadership by exploring how they view their circumstances, and how their feelings of leadership are modified by the context of their work.

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The countries featured in this volume have well-developed and effective systems for recruiting, preparing, developing, and retaining teachers and school leaders. Comparisons between countries are valuable for a number of reasons. First, they broaden the view of what is possible. Too often, policymakers remain stuck with conventional ideas, bound by precedents in their own context, and are unable to see options that might be available and successful. By providing policymakers with an expanded view of the policy choices that might be available, comparisons can expand the toolbox. Second, international comparisons show how ideas work in practice at the system level. By exploring other systems in depth, policymakers can see what the implementation challenges are, how other nations dealt with them, and what remains to be solved. Such explorations can help enable policymakers put in place new policies with a clearer eye.

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UNICEF

With an eye on the future, UNICEF is also integrating learning from past experience. The Independent Review of UNICEF’s Operational Response to the January 2010 Earthquake in Haïti identifi ed key internal, systemic factors that infl uenced - positively and negatively - UNICEF’s collective response during the fi rst three months . These findings have informed UNICEF’s programmatic and operational planning and action at the country level. This has
contributed to UNICEF’s forward looking approach, sharpening the focus on long-term recovery and development, with a sustained application of lessons learned.

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