Complimentary collaborations: Teachers and researchers co-developing best practices in art education

Australia is currently experiencing a huge cultural shift as it moves from a State-based curriculum, to a national education system. The Australian State-based bodies that currently manage teacher registration, teacher education course accreditation, curriculum frameworks and syllabi are often complex organisations that hold conflicting ideologies about education and teaching. The development of a centralised system, complete with a single accreditation body and a national curriculum can be seen as a reaction to this complexity. At the time of writing, the Australian Curriculum is being rolled out in staggered phases across the states and territories of Australia. Phase one has been implemented, introducing English, Mathematics, History and Science. Subsequent phases (Humanities and Social Sciences, the Arts, Technologies, Health and Physical Education, Languages, and year 9-10 work studies) are intended to follow. Forcing an educational shift of this magnitude is no simple task; not least because the States and Territories have and continue to demonstrate varying levels of resistance to winding down their own curricula in favour of new content with its unfamiliar expectations and organisations. The full implementation process is currently far from over, and far from being fully resolved. The Federal Government has initiated a number of strategies to progress the implementation, such as the development of the Australian Institute for Teaching and School Leadership (AITSL) to aid professional educators to implement the new curriculum. AITSL worked with professional and peak specialist bodies to develop Illustrations of Practice (hereafter IoP) for teachers to access and utilise. This paper tells of the building of one IoP, where a graduate teacher and a university lecturer collaborated to construct ideas and strategies to deliver visual arts lessons to early childhood students in a low Socio- Economic Status [SES] regional setting and discusses the experience in terms of its potential for professional learning in art education.

Guide to best practices for ocean CO2 measurements

CHAP 1 - Introduction to the Guide CHAP 2 - Solution chemistry of carbon dioxide in sea water CHAP 3 - Quality assurance CHAP 4 - Recommended standard operating procedures (SOPs) SOP 1 - Water sampling for the parameters of the oceanic carbon dioxide system SOP 2 - Determination of total dissolved inorganic carbon in sea water SOP 3a - Determination of total alkalinity in sea water using a closed-cell titration SOP 3b - Determination of total alkalinity in sea water using an open-cell titration SOP 4 - Determination of p(CO2) in air that is in equilibrium with a discrete sample of sea water SOP 5 - Determination of p(CO2) in air that is in equilibrium with a continuous stream of sea water SOP 6a - Determination of the pH of sea water using a glass/reference electrode cell SOP 6b - Determination of the pH of sea water using the indicator dye m-cresol purple SOP 7 - Determination of dissolved organic carbon and total dissolved nitrogen in sea water SOP 7 en Español - Determinacion de carbono organico disuelto y nitrogeno total disuelto en agua de mar SOP 11 - Gravimetric calibration of the volume of a gas loop using water SOP 12 - Gravimetric calibration of volume delivered using water SOP 13 - Gravimetric calibration of volume contained using water SOP 14 - Procedure for preparing sodium carbonate solutions for the calibration of coulometric CT measurements SOP 21 - Applying air buoyancy corrections SOP 22 - Preparation of control charts SOP 23 - Statistical techniques used in quality assessment SOP 24 - Calculation of the fugacity of carbon dioxide in the pure gas or in air CHAP 5 - Physical and thermodynamic data Errata - to the hard copy of the Guide to best practices for ocean CO2 measurements

Global and local challenges for best practices in assessment. The 9th Conference on the International Test Commission. Book of abstracts

The 9th International Test Commission Conference (ITC) took place at the Miramar Palace in San Sebastian, Spain, between the 2nd and 5th of July, 2014. The Conference was titled, “Global and Local Challenges for Best Practices in Assessment.” The International Test Commission, ITC (www.intestcom.org), is an association of national psychological associations, test commissions, publishers, and other organizations, as well as individuals who are committed to the promotion of effective testing and assessment policies and to the proper development, evaluation, and uses of educational and psychological instruments. The ITC facilitates the exchange of information among members and stimulates their cooperation on problems related to the construction, distribution, and uses of psychological and educational tests and other psychodiagnostic tools. This volume contains the abstracts of the contributions presented at the 9th International Test Commission Conference. The four themes of the Conference were closely linked to the goals of the ITC: - Challenges and Opportunities in International Assessment. - Application of New Technoloogies and New Psychometric Models in Testing. - Standards and Guidelines for Best Testing Practices. - Testing in Multilingual and Multicultural Contexts.

Weather index insurance: Lessons learned and best practices for Bangladesh

WorldFish and the International Centre for Climate Change and Development (ICCCAD) held a two-day workshop on the topic of Weather Index-Based Insurance: Lessons Learned and Best Practices for Bangladesh. Weather index insurance is based on a predefined weather event which when triggered ensures automatic payout to farmers who have taken out insurance. For example, the climatic trigger could be a predefined consecutive number of days where rainfall is below a set level or when the floodwater level reaches above a certain point. Index insurance has been operating for about 10 years in many countries but is still at an early stage in Bangladesh, where there are two schemes currently being piloted and three other projects being developed. The aim of the two-day workshop was twofold: to ascertain the present state of index insurance in Bangladesh and elsewhere, and to work together to identify ways forward.

BOBLME ICM Best Practices and Lessons Learned South Asia Workshop, Colombo, Sri Lanka, 28-29 July, 2010

Country overviews of Community Based Integrated Coastal Management (CB-ICM) for Bangladesh, The Maldives, Sri Lanka, India and Southeast Asia. Recommendations for the way forward

Report of the ICM best practices Southeast Asia workshop, Bogor, Indonesia, 12-13 January, 2011

The workshop objectives were to discuss the status of Community Based Coastal Resource Management (CB-CRM), Integrated Coastal Management (ICM) and Co-management in Indonesia,Malaysia, Myanmar and Thailand.

Review of community-based ICM: best practices and lessons learned in the Bay of Bengal, South Asia

Conclusions and recommendations of the report were based upon eighteen case studies of community-based Integrated Coastal Management (ICM) in Bangladesh, India, Maldives and Sri Lanka. These include empowerment of coastal communities; failure of imposed fishery co-operatives; and the application of territorial use rights in fisheries(TURF).

ICM for the Bay of Bengal: a review on best practices and lessons learned from Indonesia, Malaysia, Myanmar and Thailand

Country overviews of Integrated Coastal Management (ICM) for Indonesia, Malaysia, Myanmar and Thailand. Policies, scale and practices - what works and what does not work. Conclusions, limitations and suggestions

Best practices for competency development and assessment in higher education

The main objective of this article is to present the results of a study aimed at determining, classifying and evaluating practices of interest for general competency development and assessment in undergraduate programmes. The study encompassed the following phases: (1) focus group in order to establish a starting point regarding competency development and assessment, counting on the opinion of some of the best-rated teachers belonging to the participating universities; (2) collection of best practices; (3) design and validation of a scale for the assessment of best practices; and (4) scale administration (evaluation of good practices) and data analysis.

Teacher attitudes and best practices with ICT faculty Adult Continuing Education in Andalusia

The present paper reports the results of a study aiming to describe the attitudes of teachers in adult continuous education in the Autonomous Community of Andalusia (Spain) towards the use and integration of information and communication technologies (ITC) in the educational centres they work in, while identifying those factors that favour the development of good practice. It is a mixed methods descriptive research, and information collection techniques include a questionnaire and in-depth interviews. A total number of 172 teachers were surveyed, as well as 18 head teachers and coordinators, in adult education. For questionnaire validation the expert judgment technique was used, as they were selected by the «expert competence coefficient» or «K coefficient» procedure. To improve its psychometric properties, construct validity was determined by means of Varimax factor analysis and maximum likelihood extraction (two factors were extracted). Confidence was set by Cronbach's alpha (0.88). The interview guide was also validated by this group of experts. Results point out, on one hand, that teachers hold positive attitudes towards ICT regarding both ICT's role in professional development and their ease of use and access. On the other hand, among the most important factors for ICT-supported good educational practices lies in ICT's capacity to favour personalized work.

Empowering Human Services Organizations to Embrace Evidence-informed Practice: International Best Practices

Human service organizations are increasingly using knowledge as a mechanism for implementing change. Knowledge emerging from many sources that may include academic publications, grey literature, and service user and practitioner wisdom contributes toward informing best practice. The question is: how do we harness this knowledge to make practice more effective? This paper synthesizes the lessons learned from eight international organizations that have made a commitment to knowledge mobilization as an important priority in their mission and operation. The paper provides a conceptual model, tools and resources to help human services organizations create strategies for building, enhancing or sustaining their knowledge mobilization efforts. The paper describes a flexible blueprint for human service organizations to leverage knowledge mobilization efforts at all levels of service delivery.