Reform, Standards and Teacher Identity: Challenges of Sustaining Commitment

Teacher commitment has been found to be a critical predictor of teachers’ work performance, absenteeism, retention, burnout and turnover, as well as having an important influence on students’ motivation, achievement, attitudes towards learning and being at school (Firestone (1996). Educational Administration Quarterly, 32(2), 209–235; Graham (1996). Journal of Physical Education, Recreation and Dance, 67(1), 45–47; Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27; Tsui & Cheng (1999). Educational Research and Evaluation, 5(3), 249–268). It is also a necessary ingredient to the successful implementation, adaptation or resistance reform agendas. Surprisingly, however, the relationship between teachers’ motivation, efficacy, job satisfaction and commitment, and between commitment and the quality of their work has not been the subject of extensive research. Some literature presents commitment as a feature of being and behaving as a professional (Helsby, Knight, McCulloch, Saunders, & Warburton (1997). A report to participants on the professional cultures of Teachers Research Project, Lancaster University, January). Others suggest that it fluctuates according to personal, institutional and policy contexts (Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27) and identify different dimensions of commitment which interact and fluctuate (Tyree (1996). Journal of Educational Research, 89(5), 295–304). Others claim that teachers’ commitment tends to decrease progressively over the course of the teaching career (Fraser, Draper, & Taylor (1998). Evaluation and Research in Education, 12 (2), 61–71; Huberman (1993). The lives of teachers. London: Cassell). In this research, experienced teachers in England and Australia were interviewed about their understandings of commitment. The data suggest that commitment may be better understood as a nested phenomena at the centre of which is a set of core, relatively permanent values based upon personal beliefs, images of self, role and identity which are subject to challenge by change which is socio-politically constructed.

Designing and Developing Digital and Blended Learning Solutions

The continuous advancement in computing, together with the decline in its cost, has resulted in technology becoming ubiquitous (Arbaugh, 2008, Gros, 2007). Technology is growing and is part of our lives in almost every respect, including the way we learn. Technology helps to collapse time and space in learning. For example, technology allows learners to engage with their instructors synchronously, in real time and also asynchronously, by enabling sessions to be recorded. Space and distance is no longer an issue provided there is adequate bandwidth, which determines the most appropriate format such text, audio or video. Technology has revolutionised the way learners learn; courses are designed; and ‘lessons’ are delivered, and continues to do so. The learning process can be made vastly more efficient as learners have knowledge at their fingertips, and unfamiliar concepts can be easily searched and an explanation found in seconds. Technology has also enabled learning to be more flexible, as learners can learn anywhere; at any time; and using different formats, e.g. text or audio. From the perspective of the instructors and L&D providers, technology offers these same advantages, plus easy scalability. Administratively, preparatory work can be undertaken more quickly even whilst student numbers grow. Learners from far and new locations can be easily accommodated. In addition, many technologies can be easily scaled to accommodate new functionality and/ or other new technologies. ‘Designing and Developing Digital and Blended Learning Solutions’ (5DBS), has been developed to recognise the growing importance of technology in L&D. This unit contains four learning outcomes and two assessment criteria, which is the same for all other units, besides Learning Outcome 3 which has three assessment criteria. The four learning outcomes in this unit are: • Learning Outcome 1: Understand current digital technologies and their contribution to learning and development solutions; • Learning Outcome 2: Be able to design blended learning solutions that make appropriate use of new technologies alongside more traditional approaches; • Learning Outcome 3: Know about the processes involved in designing and developing digital learning content efficiently and what makes for engaging and effective digital learning content; • Learning Outcome 4: Understand the issues involved in the successful implementation of digital and blended learning solutions. Each learning outcome is an individual chapter and each assessment unit is allocated its own sections within the respective chapters. This first chapter addresses the first learning outcome, which has two assessment criteria: summarise the range of currently available learning technologies; critically assess a learning requirement to determine the contribution that could be made through the use of learning technologies. The introduction to chapter one is in Section 1.0. Chapter 2 discusses the design of blended learning solutions in consideration of how digital learning technologies may support face-to-face and online delivery. Three learning theory sets: behaviourism; cognitivism; constructivism, are introduced, and the implication of each set of theory on instructional design for blended learning discussed. Chapter 3 centres on how relevant digital learning content may be created. This chapter includes a review of the key roles, tools and processes that are involved in developing digital learning content. Finally, Chapter 4 concerns delivery and implementation of digital and blended learning solutions. This chapter surveys the key formats and models used to inform the configuration of virtual learning environment software platforms. In addition, various software technologies which may be important in creating a VLE ecosystem that helps to enhance the learning experience, are outlined. We introduce the notion of personal learning environment (PLE), which has emerged from the democratisation of learning. We also review the roles, tools, standards and processes that L&D practitioners need to consider within a delivery and implementation of digital and blended learning solution.

High Performance Disability Sport Coaching

As the profile of disability sport has risen, so has the emphasis grown beyond participation to include the development of a high performance environment. This book is the first to take an in-depth look at the role of coaches and coaching in facilitating the professionalisation of disability sport, in raising performance standards, and as an important vector for the implementation of significant political, socio-cultural and technological change. Using in-depth case studies of elite disability sport coaches from around the world, the book offers a framework for critical reflection on coaching practice as well as the reader’s own experiences of disability sport. The book also evaluates the vital role of the coach in raising the bar of performance in a variety of elite level disability sports, including athletics, basketball, boccia, equestrian sport, rowing, soccer, skiing, swimming and volleyball. Providing a valuable evidence-based learning resource to support coaches and students in developing their own practice, High Performance Disability Sport Coaching is essential reading for all those interested in disability sport, coaching practice, elite sport development and the Paralympic Games.

Beyond High Performance Disability Sports Coaching?

As the profile of disability sport has risen, so has the emphasis grown beyond participation to include the development of a high performance environment. This book is the first to take an in-depth look at the role of coaches and coaching in facilitating the professionalisation of disability sport, in raising performance standards, and as an important vector for the implementation of significant political, socio-cultural and technological change. Using in-depth case studies of elite disability sport coaches from around the world, the book offers a framework for critical reflection on coaching practice as well as the reader’s own experiences of disability sport. The book also evaluates the vital role of the coach in raising the bar of performance in a variety of elite level disability sports, including athletics, basketball, boccia, equestrian sport, rowing, soccer, skiing, swimming and volleyball. Providing a valuable evidence-based learning resource to support coaches and students in developing their own practice, High Performance Disability Sport Coaching is essential reading for all those interested in disability sport, coaching practice, elite sport development and the Paralympic Games.

High Performance Disability Sport Coaching: Introduction

As the profile of disability sport has risen, so has the emphasis grown beyond participation to include the development of a high performance environment. This book is the first to take an in-depth look at the role of coaches and coaching in facilitating the professionalisation of disability sport, in raising performance standards, and as an important vector for the implementation of significant political, socio-cultural and technological change. Using in-depth case studies of elite disability sport coaches from around the world, the book offers a framework for critical reflection on coaching practice as well as the reader’s own experiences of disability sport. The book also evaluates the vital role of the coach in raising the bar of performance in a variety of elite level disability sports, including athletics, basketball, boccia, equestrian sport, rowing, soccer, skiing, swimming and volleyball. Providing a valuable evidence-based learning resource to support coaches and students in developing their own practice, High Performance Disability Sport Coaching is essential reading for all those interested in disability sport, coaching practice, elite sport development and the Paralympic Games.