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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories
Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.)
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Author(s): |
Nimmo, Andrew |
Source: |
Australian Library Journal, v61 n3 p200-207 Aug 2012 |
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Libraries; Architecture; Stakeholders; Innovation; Educational Change; Design Preferences; Design Requirements; Building Design; Library Development; Structural Elements (Construction); Cooperative Planning; Change Strategies
Abstract:
Libraries have undergone an extraordinary transformation over the last twenty years--from glorified book warehouse to interactive learning environment. For an architect they are currently amongst the most exciting projects to be commissioned to design. Innovation and "Next Generation" are the buzz words. However instead of exploring a first principles analysis of the project, new libraries are often an eclectic assembly of design components that have worked elsewhere, but applied without a coherent framework or strategic intent. How can real innovation in spatial design and arrangement be encouraged and achieved? A Workshop process involving all stakeholders can be used to build consensus behind first principles analysis and innovative solutions. This paper looks at the potential for library design to be part of an interactive design research project between architects, librarians and users where genuine innovation is possible.
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Author(s): |
McLester, Susan |
Source: |
District Administration, v48 n8 p61-62, 64-70 Sep 2012 |
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Principals; Educational Change; Change Strategies; Educational Quality; Access to Education; Public Schools; Models; Communities of Practice; Educational Improvement; Collegiality; Partnerships in Education; Cooperative Planning; Teacher Collaboration
Abstract:
In 1969, a concern with the deep inequity of students' experiences and opportunities in traditional school systems first drove social studies teacher Rick DuFour to begin advocating for the kind of reforms that would jell into his transformative model, Professional Learning Communities (PLC) at Work, some 16 years later. The core belief of the PLC at Work model is that all students should have access to the most rigorous curriculum and that all students should learn. Becky DuFour, a former elementary school teacher, coordinator of gifted and fine arts education, and elementary school principal in Franklin County Public Schools in Rocky Mount, Virginia, and Williamsburg-James City County Schools in Williamsburg, Virginia, heard DuFour speak at a workshop in 1999 and was inspired to bring the PLC at Work concept back to Boones Mill, Virginia in the Franklin County district, where she was a principal. Under Becky's direction, Boones Mill Elementary School began implementing the PLC at Work process at the beginning of the 2000-2001 school year. By the end of that year, the school had experienced higher levels of student learning and a greater sense of efficacy among teachers. Today, Rick and Becky DuFour are business partners as well as husband and wife, having retired from public school education in 2002 to write, consult and conduct numerous institutes, workshops and summits across the country. The PLC at Work model distinguishes itself from other PLCs primarily through the deep degree of efficacy in implementation it requires of individual teachers, who meet formally each week and follow a specific process to ensure success for each student. For each unit of instruction, teachers agree on the essential skills each student will learn, how much time they will devote to each, and what the assessment process will be for gathering evidence of student learning. Once they have evidence, they identify students who were not successful, discuss what may have caused the difficulties, and share strategies from teachers who successfully taught the unit. If the entire team finds that all their students were unsuccessful, they seek resources for learning how to teach the concepts better. The team also discusses strategies for enriching and extending learning for students who have demonstrated high proficiency. The PLC at Work model also emphasizes the necessary role of leadership in schools for building consensus, clarifying purpose and vision, putting structures in place to support teacher collaboration, and assisting the learning process by helping teachers identify and overcome major obstacles to increasing student achievement.
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Intervention; Parent Participation; Cooperation; Disabilities; Parent Teacher Cooperation; Partnerships in Education; Young Children; Family School Relationship; Transitional Programs; Early Childhood Education; Goal Orientation; Cooperative Planning
Abstract:
It is always exciting when one sees a student begin to progress and learn new skills. However, it can be disconcerting when the family has a different experience. Likewise, a family may be having positive experiences at home, whereas the child is struggling with the new structure and routines that come with the classroom setting. To truly support a young child's development, a teacher needs to be supported with a full team that includes the child's family as equal and active partners. Unfortunately, collaboration between teachers and parents can often be more limited to strategies representing parents as the recipients of information, such as daily or weekly progress notes, as opposed to more advanced strategies that represent parents as decision makers and resources in the elaboration of learning. Although there is general consensus on the positive impact of developing collaborative partnerships between the home and school, current practices and beliefs in collaboration remain varied. Nonetheless, intervention is likely to be more effective when parents and teachers work collaboratively to support the child across settings. As young children transition into the school system, the focus of intervention often changes from being home-based and family-centered to school-based and child-focused. Collaborative planning for activity-based intervention across settings can provide a bridge between the school and home.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Educational Change; Inclusion; Mainstreaming; Regular and Special Education Relationship; Participative Decision Making; Best Practices; Professional Development; Reflection; Cooperative Planning; Models; Attitudes toward Disabilities; School Culture; Educational Environment
Abstract:
This paper explores features of successful inclusion through examples found in the literature. Schools have been given the imperative to become more inclusive through various government pronouncements and initiatives, but guidance in achieving that goal has been arguably wanting. School communities that have demonstrated more inclusive practice have shared several features, or "ingredients". These have included: developing a shared vision and common definition of inclusion; a process of learning reflecting best evidence synthesis for professional learning and developments, and change that takes place on the cultural level (Timperley, Wilson, Barrar & Fung, 2007). Through self-reflection, planning, acting on those plans, and reflecting on the outcomes (and repeating this ongoing process) inclusive change has developed in a sustainable way. Finally, this paper describes a tool that has been successfully used throughout the world to facilitate this process of change and suggests that it may be a very effective way that New Zealand schools can develop more inclusive cultures. (Contains 1 figure.)
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