Search results for: Knowledge management
Page 1/1 6 items
The central focus of this multilayered educational action research project was three-fold: (1) to provide opportunities for public school student leadership activities grounded in participatory and youth participatory action research; (2) to support a group of teacher-researchers in practicing and innovating in participatory action research frameworks; (3) to practice linking an educational action research project in a local region to the larger movement for democratizing education knowledge production and dissemination. Project participants included 11 teacher-researchers, a staff-developer, a consultant, a university-based faculty member, and students in K-8 schools in the Lehigh Valley region of Eastern Pennsylvania USA. To move from a traditional top-down administrative and curricular decision- making model to a distributed and more democratic model of leadership, the team argues that (1) children must be permitted to play a leading role in their own learning, leading, and researching; (2) teacher offers significant advantages over traditional in-service based professional development models; and (3) in an era of increased deskilling and deprofessionalization, teachers must have the opportunity to reclaim their profession as they conduct research, create new knowledge, and share their findings publicly.
Updated: Dec. 03, 2019
This article explores the research practices used by teachers and their schools. It also investigates the value that teachers attribute to those research practices. In conclusion, this study reveals that teachers are interested in research and research practices and value these things even if they are unable to engage with them in their daily work.
Updated: Aug. 28, 2017
Implementing A Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers
This article proposes that in teachers’ professional development, using the cross-organisational learning and knowledge building model (LKB model) might better connect individual and organisational learning and promote teacher professional development. The authors provide the developed and validated cross-organisational LKB model in the teacher development context with the support of e-portfolio. The authors also discuss the barriers to be overcome when applying the LKB model. Finally, the authors present scenarios developed together with the stakeholders.The findings reveal the following barriers in applying LKB model: teachers’ habits for documenting and externalising their knowledge, participation in cross-organisational communities of educators, and their technical preparedness.
Updated: Oct. 30, 2013
This article offers a critical analysis of recent trends in educational policy with particular reference to their assumptions about the knowledge society. The article concludes by offering an alternative approach to educational policy based on a social realist theory of knowledge.
Updated: Jun. 29, 2010
Tools for Data-Driven Decision Making in Teacher Education: Designing a Portal to Conduct Field Observation Inquiry
Knowledge management (KM) and data-driven decision making (DDDM) are terms that are used with more frequency in teacher education. This article presents an application that provides an example of how data systems applied to existing practices can be used to support knowledge creation and DDDM in colleges of education.
Updated: May. 07, 2009
In 1997, Singapore's Ministry of Education (MOE) committed itself to an ambitious program of pedagogical reform in Singaporean schools in anticipation of the kind of institutional challenges that young Singaporeans were likely to face in the coming decades. Since then, the Ministry has designed and implemented a series of initiatives that will go a considerable distance to achieve its objectives. These initiatives focus on substantial changes in the system of 'instructional governance' in Singapore over the past decade, and efforts to change the pattern of classroom pedagogy. But the authors argue that these initiatives do not go quite far enough to close the gap between policy and practice.
Updated: Feb. 16, 2009