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Effective professional learning communities? The possibilities for teachers as agents of change in schools 
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下载免费PDF全文 Cate Watson 《British Educational Research Journal》2014,40(1):18-29
The concept of the professional learning community (PLC) has been embraced widely in schools as a means for teachers to engage in professional development leading to enhanced pupil learning. However, the term has become so ubiquitous it is in danger of losing all meaning, or worse, of reifying ‘teacher learning’ within a narrowly defined ambit which loses sight of the essentially contestable concepts which underpin it. The primary aim of this paper is therefore to (re‐)examine the assumptions underpinning the PLC as a vehicle for teacher led change in schools in order to confront and unsettle a complacent and potentially damaging empirical consensus around teacher learning. This paper examines the characteristics and attributes of the ‘effective’ professional learning community as identified in the literature, drawing out the tensions and contradictions embodied in the terms professional, learning and community. The paper considers the implications of this analysis for practice, and concludes by offering some insights into the nature of ‘school improvement’, and the role of PLCs in realizing this. 相似文献
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Cate Siejk 《Religious education (Chicago, Ill.)》2013,108(2):198-206
This article offers a response to two provocative questions about the relationship of theology to religious education posed by Norma Thompson in her Presidential address given at the annual meeting of APRRE in 1978. I offer contemporary answers to these questions from the perspective of a theological educator. First, I show how feminist theory and practices are transforming theological education. Second, I discuss how feminist pedagogy and theologies inform my teaching as a university professor. Third, I show how the themes of justice, dialogue, and imagination that emerge from feminist practices shape my work and the learning of my undergraduate theology students. 相似文献
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Singer Eleanor; Schaeffer Nora Cate; Raghunathan Trivellore 《Int. Journal of Public Opinion Research》1997,9(3):277-285
Because of the high cost of the 1990 census and the continuedundercoverage of some population subgroups, it has been suggestedthat administrative records be used to supplement or replaceconventional census-taking activities. Very little informationexists concerning public knowledge and attitudes on this topic.The most extensive information to date comes from questionsasked on several IRS surveys of taxpayers. In late 1993 an opportunitypresented itself to add a small number of questions about datasharing to national telephone surveys conducted by the WisconsinLetters and Sciences Survey Center. Here we report on an analysisof these data. 相似文献
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Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics
Marieke van der Schaaf Jeroen Donkers Bert Slof Joyce Moonen-van Loon Jan van Tartwijk Eric Driessen Atta Badii Ovidiu Serban Olle Ten Cate 《Educational technology research and development : ETR & D》2017,65(2):359-380
Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner’s progress, so far options for personalized feedback and potential data about a learner’s performances at the workplace often remain unexploited. This paper advocates that E-portfolios enhanced with learning analytics, might increase the quality and efficiency of workplace-based feedback and assessment in professional education. Based on a 5-phased iterative design approach, an existing E-portfolio environment was enhanced with learning analytics in professional education. First, information about crucial professional activities for professional domains and suited assessment instruments were collected (phase 1). Thereafter probabilistic student models were defined (phase 2). Next, personalized feedback and visualization of the personal development over time were developed (phase 3). Then the prototype of the E-portfolio—including the student models and feedback and visualization modules—were implemented in professional training-programs (phase 4). Last, evaluation cycles took place and 121 students and 30 supervisors from five institutes for professional education evaluated the perceived usefulness of the design (phase 5). It was concluded that E-portfolios with learning analytics were perceived to assist the development of students’ professional competencies and that the design is only successful when developed and implemented through the eyes of the users. Feedback and assessment methods based upon learning analytics can stimulate learning at the workplace in the long run. Practical, technological and ethical challenges are discussed. 相似文献
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Ilya Zitter Elly De Bruijn P. Robert Jan Simons Th. J. Ten Cate 《Higher Education》2011,61(4):371-386
How to design learning environments leading to learning-, thinking, collaboration- and regulation skills which can be applied
to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments
in innovative higher professional education more closely. To characterize learning environments we identify designable elements
and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified.
We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own
needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues
that would be available in professional practice and scaffold learners in need of support. 相似文献
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Cate Watson 《British Educational Research Journal》2011,37(6):955-971
Higher education institutions (HEIs) in the UK and elsewhere are having a hard time, pushed into the marketplace with the turn to ‘academic capitalism’ and now suffering the effects of the economic downturn. Increasingly, the discourse of ‘excellence’ is being invoked as HEIs are held to account and public funding for research is predicated on the basis of ‘impact’. What effect is this having on the long‐established ideals appealed to in the idea of a university (if such an idea can be said to exist)? This paper adopts an autoethnographic approach in order to examine the ways in which dominant discourses are operationalised in the university through everyday communications and how, in turn, this impacts on the development of academic identities. The aim of this paper then is to examine the often uncomfortable point of insertion between the personal and the institutional in and through which subjectivities and identities are constituted as a means to understand the state we're in. 相似文献
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The policy agenda of the UK government has repositioned the voluntary sector as a key player in the delivery of locally responsive, ‘bottom up’ services to address the complex problems of social exclusion, reaching out to sectors of the community which are beyond the grasp of traditional state or market providers. This has drawn many voluntary sector organizations into new forms of partnership with statutory bodies. This article draws from a Scottish study to explore the role of voluntary sector organizations working in schools to support the mental well‐being of children and young people. A framework to interrogate the data from case studies is provided by the Scottish Executive, who rehearse four main advantages of such partnerships between state and the voluntary sector. The article concludes that whilst voluntary sector organizations can and do deliver support to children and young people in innovative ways on the margins of school life, the power differential within the school structure makes their position too vulnerable to bring about quick or substantial change. 相似文献
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Cate Watson 《Emotional and Behavioural Difficulties》2013,18(1):55-65
Abstract A recent editorial in the Scottish Educational Journal, the publication of the teacher trade union the Educational Institute of Scotland, headed 'More action, not words needed on discipline', condemned the level of indiscipline, violence and aggression in Scottish schools - in particular that directed against teachers - and criticized the government for its lack of action in tackling the problem. This article examines the way arguments such as this position the individual as 'deviant’ within educational systems. It discusses the importance of metaphor in organizing our perceptions and suggests that an analysis of power relations in schools could give rise to alternative metaphorical concepts that may help to promote the inclusion of children whose behaviour is deemed to be unacceptable. 相似文献