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51.
Jocelyn L.N. Wong 《Compare》2010,40(5):623-639
Since the mid‐1990s, the concept of professional learning communities has arisen in the education field in the West, aiming to improve teachers’ professional competency by using collaborative approaches. Western studies indicate that these strategies help teachers achieve professional growth. Schools in China have had a long history of enhancing the professional competency of teachers by using collaboration in school‐based contexts. But do professional learning communities in Chinese schools, especially in times of change, do the same for Chinese teachers? This study provides empirical data from Chinese teachers to assist global discussions on school‐based professional development. The study uses qualitative data collection methods, including semi‐structured interviews, observations and documentary analysis, to investigate how teachers from two subject departments in a secondary school in Shanghai enhance their knowledge and practice within their subject‐based professional learning communities. Results show that members of these two communities have shared common goals and have developed a sense of collective accountability. The study also found that socio‐cultural factors, such as the collectivist values, authoritarian‐oriented practices and influences of interpersonal relationship, are crucial in the development of Chinese professional learning communities, even though different communities may differ in other respects. 相似文献
52.
Jocelyn L. N. Wong 《Asia Pacific Education Review》2010,11(2):131-139
The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency
and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with
the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in
a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher
isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating
collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools.
This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional
learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their
professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability
of a professional learning community will be discussed. 相似文献
53.
In this article, the author uses positioning theory to better understand the complexity of teacher learning about culture in the company of diverse colleagues. Analysis of a yearlong dialogic professional development experience among high school English teachers revealed that although an African American male's storyline informed the group of otherwise white teachers, his position as cultural “expert” limited his and his colleagues ability to reposition themselves. Teacher educators working with increasingly diverse teacher cohorts must consider how best to maximize learning opportunities, open communication, and free participants from subject positions (such as “expert”) that may inhibit overall group learning. 相似文献
54.
Suzanne F Grefsheim Susan C Whitmore Barbara A Rapp Jocelyn A Rankin Rex R Robison Candace C Canto 《Journal of the Medical Library Association》2010,98(2):147-156
Background:
To encourage evidence-based practice, an Annals of Internal Medicine editorial called for a new professional on clinical teams: an informationist trained in science or medicine as well as information science.Objectives:
The study explored the effects of informationists on information behaviors of clinical research teams, specifically, frequency of seeking information for clinical or research decisions, range of resources consulted, perceptions about access to information, confidence in adequacy of literature searches, and effects on decision making and practice. It also explored perceptions about training and experience needed for successful informationists.Methods:
Exploratory focus groups and key interviews were followed by baseline and follow-up surveys conducted with researchers and clinicians receiving the service. Survey data were analyzed with Pearson''s chi-square or Fisher''s exact test.Results:
Comparing 2006 to 2004 survey responses, the researchers found that study participants reported: seeking answers to questions more frequently, spending more time seeking or using information, believing time was less of an obstacle to finding or using information, using more information resources, and feeling greater satisfaction with their ability to find answers. Participants'' opinions on informationists'' qualifications evolved to include both subject knowledge and information searching expertise.Conclusion:
Over time, clinical research teams with informationists demonstrated changes in their information behaviors, and they valued an informationist''s subject matter expertise more.Highlights
- Informationist involvement in traditional team activities—going on rounds and searching and critically evaluating the literature—increased over time.
- As the relationship between a clinical team and informationist developed, activities expanded to include projects such as development of wikis, databases, and websites.
- Clinical teams came to view subject knowledge as key to an informationist''s preparation; however, their expertise as information scientists was valued most highly.
- “Initiative,” approaching research staff in their workplace, was the one personal trait focus group participants agreed on as most desirable for an informationist.
- When first introduced to the concept, researchers cited customization of services to team needs as a major benefit.
Implications
- To assure a successful informationist program, libraries must be prepared to commit time and money.
- Whether informationists or not, librarians should be prepared to support users'' increased need for genetics and molecular biology information.
55.
Hillary Parkhouse Ariel Tichnor-Wagner Jessie Montana Cain Jocelyn Glazier 《Teaching Education》2016,27(3):267-285
As classrooms become increasingly diverse and students need more complex skills for collaboratively addressing transnational issues, we need a better understanding of the factors that contribute to globally competent teaching. Education research has highlighted the benefits of study abroad and overseas teaching, as well as local cross-cultural immersion, but these options are not always feasible. We sought to identify the various means by which teachers develop global competence. Through this qualitative case study of 10 global educators, we found that international travel, though present in some instances, was not always necessary. In fact, it was an accumulation of experiences that prompted teachers to incorporate global perspectives, lessons, and skill development throughout their careers. Thus, globally competent teaching may be better conceptualized as a path, rather than as an end goal. 相似文献
56.
Software Engineering is a new discipline aimed at the improvement of the production of large, quality software systems. Interest in CASE tools has grown because of the important role they play in supporting the software development process. Studies show these complex and sophisticated tools have a positive impact on quality and productivity but they have been slow to be adopted by industry; this is partially explained by the difficulty of learning to use the tool. 相似文献
57.
Current trends in vocational guidance in New Zealand 总被引：1，自引：0，他引：1
with research interests in applied psychology generally including career decision-making. Formerly lecturer in psychology at Massey University, New Zealand (1976–85), where she was responsible for university courses in vocational psychology. 相似文献
58.
59.
Jocelyn Calvert 《Open Learning》2013,28(1):34-37
‘Barriers to course sharing are rooted in traditions of institutional insularity and individual academic autonomy’, says Jocelyn Calvert of the Open Learning Institute in British Columbia, Canada. However, an analysis of the experience of course sharing between institutions in the US, UK, Canada and Australia, shows that ‐ despite the problems ‐success has been achieved, ‘setting models for exchange that others may follow’. 相似文献
60.
Jocelyn Calvert 《Distance Education》2005,26(2):227-238
A number of issues in contemporary distance education are reviewed from the perspectives of distance education as practice and as a field of study. In the practice of distance education, government agendas are supplanted by institutional agendas, the clientele shifts from undergraduate second‐chance learners to fee‐paying postgraduates, and the models and methods are under challenge by the online revolution. As a soft–applied field of study, distance education research is susceptible to externally set agendas and prone to external criticism. Distance educators need to address these externally defined issues in terms that speak to its critics. 相似文献