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Descriptors:
English (Second Language); Second Language Learning; Systems Approach; Japanese; Second Language Instruction; Sampling; Universities; College Students; Observation; Classroom Communication; Oral Language; Student Participation

Abstract:
Japanese language learners' proclivity for silence has been alluded to by various writers (e.g. Anderson 1993; Korst 1997; Greer 2000) and is supported by plenty of anecdotal evidence, but large-scale, empirical studies aimed at measuring the extent of macro-level silence within Japanese university L2 classrooms are notably lacking. This article responds to the gap in the literature by reporting on an extensive, multi-site study which used a structured observation methodology to investigate the classroom behaviour of 924 English language learners across nine universities. A total of 48 hours of data were collected using a minute-by-minute sampling strategy which resulted in some surprising results. Students were found to be responsible for less than one per cent of initiated talk within their classes, while over a fifth of all class time observed was characterized by no oral participation by any participants, staff, or students alike. These results are interpreted from a dynamic systems theory perspective, which suggests that silence emerges through multiple routes and has now formed a semi-permanent attractor state within the study's L2 university classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Ecology; Selection Criteria; Urban Environment; Public Policy; Public Administration; Multivariate Analysis; Sustainable Development; Social Indicators; Measurement; Sociometric Techniques; Comparative Analysis; Systems Approach

Abstract:
This paper advances a composite indicator called urban environmental virtuosity index (UEVI), in order to measure the efforts made by public local bodies in applying an ecosystem approach to urban management. UEVI employs the less exploited process-based selection criteria for representing the original concept of virtuosity, providing makes a cross cities comparison. In developing such a framework the main technical issue of constructing a composite indicator, involving the weighting and the aggregation phases, will be overcome by using a multivariate approach. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Decision Making; Schools of Education; Data; Teacher Education Curriculum; Teacher Education Programs; Information Literacy; Information Skills; Skill Analysis; Skill Development; Management Information Systems; Data Analysis; Data Collection; Data Interpretation; Educational Needs; Curriculum Implementation; Knowledge Base for Teaching; Policy Analysis; Systems Approach; Change Strategies; Educational Change

Abstract:
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Program Effectiveness; Computer Science; Online Courses; Blended Learning; Systems Approach; Doctoral Programs; Higher Education; Information Science; Information Technology; Program Evaluation; Distance Education; Electronic Learning; Technology Uses in Education; Faculty; Educational Technology; Computer Mediated Communication; Semi Structured Interviews

Abstract:
An internal assessment was conducted utilizing a sociotechnical systems approach and cultural lens as a means of exploring the dynamics of a blended doctoral program. Blended learning environments were conceived of as sociotechnical systems, and blended programs were defined as programs that utilize multimodal means for the mediation of educational content. In this article, the notion of sociotechnical systems as distilled from informatics, computer science, and information and communications technology was applied to highlight the nexus of interactions between people and technology in a blended doctoral program in order to examine what boundaries, barriers, and opportunities are created in such a learning environment. Findings and recommendations suggest that the interdependencies of social and technical systems are complex, and privileging one system at the expense of the other will not provide for an optimum learning environment as both systems are requisite for the existence and success of a blended program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Rural Areas; Learning Processes; Foreign Countries; Preschool Teachers; Semi Structured Interviews; Systems Approach; Preschool Education; Early Childhood Education; Preschool Curriculum; Preschool Evaluation; Young Children

Abstract:
The purpose of this study was to investigate the meaning that Swedish preschool teachers ascribe to systematic quality work. In Sweden, all preschools are required to work systematically with quality issues. This involves several interdependent steps that follow each other in a specific order. Although the concept of systematic quality work might be novel, the practice of following up, documenting, and evaluating preschool activities has a long tradition as means of discovering whether and in what ways preschool has contributed to children's learning and what children have learnt by being there. The study, which was performed in Sweden, is based on interactionist perspectives and draws on Bronfenbrenner's ecological systems theory and a critical ecology of the early childhood profession. The sample consists of 15 preschools in the country's two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Malardalen in mid-Sweden. From each of the 30 preschools, one preschool group and one preschool teacher were recruited as participants. To study teacher competence, individual and semi-structured interviews were conducted. The meaning given to systematic quality work in preschool is presented under three themes: documentation and evaluation in preschool; foci of documentation and evaluation; and how, why and when to document and evaluate in preschool, and for whom. The results reveal the complexity of documenting children's learning processes and the need for development of competence in this area. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Social Class; Elementary Secondary Education; Inservice Teacher Education; Consciousness Raising; Social Mobility; Workshops; Interpersonal Competence; Family Financial Resources; Family Income; Low Income; Psychological Patterns; Theory Practice Relationship; Economic Climate; Systems Approach; Student Empowerment; Neoliberalism

Abstract:
This essay describes a vision of social class-sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class-sensitive pedagogy might entail. The manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K-12 and teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Psychiatry; Mental Health; Patients; Systems Approach; Hospitals; Graduate Medical Education; Role; Physicians; Curriculum Design; Lecture Method; Supervision; Home Visits; Decision Making; Therapy; Supervisor Supervisee Relationship; Physician Patient Relationship

Abstract:
Background: Behavioral health services involving multiple systems of care are increasingly being provided in community as well as hospital settings. Residents therefore should be familiar with multiple systems and the role of the psychiatrist in these systems. The authors describe a curriculum incorporating principles of systems-based practice (SBP), community psychiatry, and recovery. Methods: This curriculum was designed to include lectures, clinical rotations, specialized written/oral presentations, and supervision focused on SBP and recovery principles. Residents also participate in home and site visits for further immersion into the multiple systems that their patients have to navigate. Results/Conclusion: The essential elements of this curriculum are the 1) consistent review and emphasis on the four researched-based SBP roles of the psychiatrist; 2) recovery principles of person-centered care and shared decision-making; 3) requirement that residents interact with patients in community and home settings; 4) integration of didactic courses and clinical rotations; and 5) focus on the supervisor/supervisee relationship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Development; Career Guidance; Career Planning; Computer Uses in Education; Career Information Systems; Systems Analysis; Systems Approach; Systems Development; Intellectual History; Technological Advancement

Abstract:
The first computer-assisted career planning systems were developed in the late 1960s and were based soundly on the best of career development and decision-making theory. Over the years, this tradition has continued as the technology that delivers these systems' content has improved dramatically and as they have been universally accepted as effective tools for career guidance practice. Although their widespread use in the United States is currently affected by financial conditions, the potential for using these systems in developing countries as a part of their implementation of career guidance services is promising. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Higher Education; Mixed Methods Research; Climate; Weather; Environmental Influences; Adjustment (to Environment); Global Approach; Workshops; Models; Evaluation Methods; Strategic Planning; Systems Approach

Abstract:
Purpose: The purpose of this paper is to outline a unique six-step process for the inclusion of climate change adaption goals and strategies in a University Climate Change Plan. Design/methodology/approach: A mixed-method approach was used to gather data on campus climate change vulnerabilities and adaption strategies. A literature review highlighted common themes in adaption research. Meetings, surveys, and a specialized workshop with climate scenarios were created to elicit campus and community input. Findings: The majority of the peer-reviewed and grey literature surrounding climate change adaptation planning is aimed at larger levels of organization than a University campus (e.g. nations, populations, regions, and cities). An original planning process was created to identify vulnerabilities, risks and strategies. Key vulnerabilities fell into three main areas of concern: energy, transportation, and built environment. Adaptation goals, objectives and strategies were outlined for the Dalhousie University Climate Change Plan, based on risk levels associated with vulnerabilities. Research limitations/implications: The adaption survey and workshop was created for this research. Small improvements were suggested for future use. The six weather scenarios presented at the workshop emphasized extreme events. Some participants felt that scenarios should be developed that feature smaller climate changes over a longer period of time. The prioritization activity used to establish risk needed to clarify the definition of risk being used. Future scenarios could include more consideration of socio-economic factors. Originality/value: Specific planning frameworks to create campus-level climate adaptation strategies are sparse. A unique planning framework and workshop was developed to identify key climate change adaption strategies for universities. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Technology Integration; Educational Technology; Pedagogical Content Knowledge; Teaching Methods; High Schools; Secondary School Teachers; Systems Approach; Rural Schools; Personal Narratives; Educational Environment; Program Implementation; Case Studies; Interviews

Abstract:
Technological Pedagogical Content Knowledge (TPACK) as a framework to understand and foster teachers' knowledge for efficient technology integration has the value of unveiling new types of knowledge and departing from technocentric approaches. In this article, we consider two approaches to advance this framework. One of these opens the discussion on a more complex conception of context, along two dimensions: scope and actor. The second is an example of how TPACK can be useful in the phenomenological approaches of teachers reflecting on their practice using narratives in the tradition of European and Latin-American bodies of knowledge on systematization. (Contains 2 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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