A Needs Assessment: Language Instruction Stakeholders Engaging in Project Based Learning Outside the Classroom for Effective Strategic Problem Solving

Abstract A noted benefit of Project Based Learning (PBL) as a teaching strategy is how it engages the student and enhances learning outcomes as a result of working through challenges intended to depict dilemmas outside the classroom. PBL has seldom been applied outside the parameters of the classroom curriculum. The current needs assessment carried out in this research project examined current practices of language instruction and International Administrative Professionals of both the private and public Language Industry. Participants responded to survey questions on their current administrative practices, strategies, and program characteristics. The study investigated the usefulness of a handbook on the procedure of assisting administrative service teams in language instruction settings to an engaged approach to PBL for student service issues. The diverse opinions, beliefs, and ideas, along with institutional policy, can provide beneficial framework ideas for future tools.

Global Education in the Shifting Classroom: Refocusing the Teacher Lens Through Study Abroad

Academic exchange programmes provide opportunities for teacher candidates to study at educational institutions abroad wherein they are able to learn more about different cultures, teaching practices, and build cross-cultural relationships. This paper is an exploration into my teacher candidate experience abroad. The relevant research on this topic indicates that teacher certification should take an active role in creating opportunities for teacher candidates to participate in educational experiences abroad because of their benefits. The knowledge that a teacher gains through abroad experiences is one of the strongest factors in helping to build authentic global classrooms. In addition, these programmes allow for fuller understanding of a global context and the chance to understand someone else’s story. This review and synthesis of literature and research findings prepares a foundation for how teacher candidates, and hopefully, how policy makers can work toward creating a more inclusive global classroom for students.

Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom

This narrative case study describes an English as an Additional Language teacher’s struggle to understand her young adult learners’ apparent resistance toward multiliteracies pedagogical practices in a college setting. Multiliteracies Pedagogy (New London Group, 1996) advocates the use of digital media, and home languages and culture, to engage diverse youth in designing personally meaningful multimodal texts that can significantly impact learner identity, voice, and agency. This arts-based study uses an innovative sonata-style format to document the making of a class documentary, accompanied by teacher reflections on the video project in the form of poetry, journal excerpts, and classroom dialogue. The sonata form provides a unique methodology for teacher inquiry, allowing the teacher-researcher to explore the ways in which curriculum, pedagogy, and sociocultural influences intersect in the classroom. The study does not end with a clear resolution of the problem; instead, the process of inquiry leads to deeper understandings of what it means to teach in the complex worlds of diverse learners.

Religious Diversity and Teacher Education: Experiences and Perspectives of Muslim Women as Teacher Candidates in Pre-service Programs

This qualitative research project explores the insights of Muslim women as teacher candidates completing pre-service programs in Ontario. Ontario schools cater to students from many ethnic, cultural and religious groups, including a sizable Muslim population. Muslims make up 4.6% of Ontario’s population with the highest concentration of Muslims in the GTA (Statistics Canada, 2011). The Muslim population in Ontario is of a significant enough number that, in a post 9/11 world, it has prompted discussion of how to integrate Muslim populations in Canada. In this research, I explore how Islamophobic sentiment is experienced in Ontario-based teacher education programs. I use Critical Race Theory (CRT) and Critical Race Feminism (CRF) to analyse and deconstruct experiences of female Muslim teacher candidates in pre-service programs. I discuss how Muslims are a racialized group that experience racism as discussed by critical race literature; however, there is a marked difference between how Muslim men and women experience gendered Islamophobia. By using in-depth research-based interviews, I explore how Muslim women perceived diversity, education, accommodations and Islamophobia in pre-service programs. This study adds to the current literature on critical race theory and anti-racist practices in education. Furthermore, this study adds to the voice of Muslim women in the discussion of diversity and inclusivity in educational institutions.

Investigating the Relationships Between Teacher Identity Norms and Collaboration

The purpose of this study was to investigate how teacher identity norms relate to teacher collaboration among the practices of elementary teachers in Ontario. Using quantitative research methods, the data indicated two clusters of teacher identity norms. The norm cluster of innovation, interdependence, and cooperation showed positive correlations with collaboration and the norm cluster of conservatism, individualism, and competition showed negative correlations with collaboration. The two clusters of norms also correlated with each other. The data showed that teachers highly valued collaboration as part of their teaching practice but did not always experience it in their school setting. The analysis suggested that if schools reinforce norms of innovation, interdependence, and cooperation, collaboration will be nurtured. Further, the data showed that if norms of conservatism, individualism, and competition are continued in school cultures, then collaboration will not be sustained. As a broad educational reform agenda, teacher collaboration is used (a) to support school cultures, (b) to change teaching practices, and (c) to implement policy-based initiatives. This research is expected to benefit teachers in its capacity to inform policy makers concerning the highly complex nature of teacher collaboration and some of the factors that impact it. With an understanding of the relationships between teacher identity norms and collaboration, it may be possible for policy makers to provide appropriate support structures that reinforce collaboration in teachers' practices as well as predict potential levels of collaboration within school cultures.

Associate-Candidate Relationships: A Study of Teacher Education Field Experiences

Past research has identified the importance of the relationship between teacher candidates and their associate teachers during field experiences. Through the research questions that framed the study, I sought to contribute to a growing understanding of how the associate teacher-teacher candidate relationship develops from the perspective of teacher candidates. Using an interpretive lens, I explored the associate teacher-teacher candidate relationships of 5 teacher candidates at a mid-sized university in Southern Ontario. In this instrumental multicase study, the 5 participants described 13 pairs of relationships with associate teachers who modeled varying practices. The qualitative data surrounding these case relationships were collected through a focus group and semistructured interviews. Participants’ responses were analyzed using axial coding and constant comparative analysis. Participants identified feedback, guidance, support, genuine interactions, and relationship dynamics as central to successful field experiences. Participants also suggested that associate teachers might be better supported in their role if they were offered increased professional development from the faculties of education that organize the field experiences. The findings documented offer a fresh perspective of the role of the associate teacher in successful teacher education programs, particularly as experienced by the 5 participants.

Investigating Formative Assessment: Exploring the Impact on the Self-Efficacy and Motivation of Mathematics Students

This is a study of the implementation and impact of formative assessment strategies on the motivation and self-efficacy of secondary school mathematics students. An explanatory sequential mixed methods design was implemented where quantitative and qualitative data were collected and analyzed sequentially in 2 different phases. The first phase involved quantitative data from student questionnaires and the second phase involved qualitative data from individual student and teacher interviews. The findings of the study suggest that formative assessment is implemented in practice in diverse ways and is a process where the strategies are interconnected. Teachers experience difficulty in incorporating peer and self-assessment and perceive a need for exemplars. Key factors described as influencing implementation include teaching philosophies, interpretation of ministry documents, teachers’ experiences, leadership in administration and department, teacher collaboration, misconceptions of teachers, and student understanding of formative assessment. Findings suggest that overall, formative assessment positively impacts student motivation and self-efficacy, because feedback is provided which offers encouragement and recognition by highlighting the progress that has been made and what steps need to be taken to improve. However, students are impacted differently with some considerations including how students perceive mistakes and if they fear judgement. Additionally, the impact of formative assessment is influenced by the connection between self-efficacy and motivation, namely how well a student is doing is a source of both concepts.

Élaboration et validation empirique d'un modèle de consultation individuelle auprès des enseignants afin de favoriser l'inclusion scolaire des enfants ayant un TDAH

Les interventions proactives ou comportementales en classe sont reconnues empiriquement pour leur efficacité à améliorer le comportement ou le rendement scolaire des enfants ayant un TDAH (DuPaul & Eckert, 1997; Hoza, Kaiser, & Hurt, 2008; Pelham & Fabiano, 2008; Zentall, 2005). Or, l’écart entre les interventions probantes et celles retrouvées dans le milieu général de l’éducation souligne l’importance de répliquer les résultats d’études obtenus dans un environnement contrôlé dans un format de livraison réaliste. L’objectif principal de cette thèse est d’élaborer et d’évaluer un programme de consultation individuelle (PCI) fondé sur une démarche de résolution de problème et d’évaluation fonctionnelle, pour soutenir les enseignants du primaire dans la planification et la mise en œuvre cohérente des interventions privilégiées pour aider les enfants ayant un TDAH. D’abord, une recension des principales modalités d’intervention auprès des enfants ayant un TDAH est effectuée afin d’identifier les interventions à inclure lors du développement du programme. Par la suite, des solutions favorisant le transfert des interventions probantes à la classe ordinaire sont détaillées par la proposition du PCI ayant lieu entre un intervenant psychosocial et l’enseignant. Enfin, l’évaluation du PCI auprès de trente-sept paires enfant-enseignant est présentée. Tous les enfants ont un diagnostic de TDAH et prennent une médication (M). Les parents de certains enfants ont participé à un programme d’entraînement aux habiletés parentales (PEHP). L’échantillon final est: M (n = 4), M et PEHP (n = 11), M et PCI (n = 11), M, PEHP et PCI (n = 11). Les résultats confirment l’efficacité du PCI au-delà de M et M + PEHP pour éviter une aggravation des comportements inappropriés et améliorer le rendement scolaire des enfants ayant un TDAH. Par ailleurs, une augmentation de l’utilisation des stratégies efficaces par l’enseignant est observable lorsqu’il a à la fois participé au PCI et reçu une formation continue sur le TDAH en cours d’emploi. Les implications cliniques de l’intervention pour l’enfant ayant un TDAH et son enseignant de classe ordinaire sont discutées.

Documenter les façons de faire d'enseignants de la 6e année du primaire dans toutes les étapes de la démarche d'évaluation

Le changement de paradigme amené par l'approche par compétences dans le système éducatif québécois au début des années 2000 devait conduire les enseignants à adopter de nouvelles façons de faire prescrites par la Politique en évaluation des apprentissages (MEQ, 2003) qui s’inscrivent dans une évaluation au service de l’apprentissage. Brookhart (2004) pour sa part, considère que la recherche en ce qui concerne les apprentissages et l'évaluation au primaire sont limitées et Boutin (2007) se questionne sur le changement effectif des pratiques considérant les vives critiques suscitées quant à l'implantation de l'approche par compétences dans les écoles québécoises. Cette recherche vise à apporter un éclairage quant aux façons de faire d'enseignants de la 6e année du primaire à toutes les étapes de la démarche d'évaluation en lecture, écriture et mathématique en les situant dans des perspectives nouvelles ou traditionnelles de l'évaluation et en observant si la fréquence des énoncés reliés aux façons de faire diffère selon les caractéristiques personnelles des enseignants. Suivant une méthodologie de type simultanée imbriquée, 55 enseignants ont rempli un questionnaire et 14 d'entre eux ont participé à des entrevues semi-dirigées. L’analyse des données montre que tout au long de la démarche d'évaluation, les façons de faire des enseignants varient, et ce, dans les trois matières: ils utilisent des façons de faire qui sont situées tantôt dans un continuum allant des perspectives traditionnelles aux perspectives nouvelles de l'évaluation comme dans la planification, la collecte de données, l'interprétation et la communication et tantôt dans les nouvelles perspectives de l'évaluation comme dans l'étape du jugement, et ce, selon leurs caractéristiques sociodémographiques. Nous avons ainsi pu catégoriser les enseignants selon le modèle de Schwartz, Bransford et Sears (2005) en distinguant ceux qui sont efficients de ceux qui ne le sont pas, même s'ils innovent. Afin d’améliorer les pratiques des enseignants à chaque étape de la démarche d’évaluation, nous pensons qu'il serait intéressant de valider un tableau synthèse inspiré de Scallon (2004) et l'OCDE (2005) afin de créer une métagrille pour analyser la pertinence et la cohérence des façons de faire des enseignants en cours de cycle dans une optique d’évaluation intégrée à l’apprentissage.

Impact Assessment Of Biocides On Microalgae - A Study In Vitro

The present study was undertaken to make a detailed investigation for_ the assessment of specific impact of commonly used biocides at the lower trophic level of food chain i.e., microalgae by using batch culture techniques in the laboratory. Microalgal representatives from three habitats i.e., fresh water, estuarine and marine were investigated. The different biocides selected are of common use in the agricultural practices. Because of the importance of microalgae as live feed for larval and postlarval stages of different aquatic organisms, the fluctuations in algal populations as a result of biocide treatment will surely affect the food chain. These studies are also of significance in setting the criteria and standards for water quality management by suggesting threshold values of different biocides tested, beyond which they affect the ecosystem adversely. The thesis has been divided into six chapters

Investigations on the structural and operational changes of Ring Seine Fishing Systems of Kerala and its Life Cycle Assessment (lCA)

The study covers theFishing capture technology innovation includes the catching of aquatic animal, using any kind of gear techniques, operated from a vessel. Utilization of fishing techniques varies, depending upon the type of fisheries, and can go from a basic and little hook connected to a line to huge and complex mid water trawls or seines operated by large fishing vessels.The size and autonomy of a fishing vessel is largely determined by its ability to handle, process and store fish in good condition on board, and thus these two characteristics have been greatly influenced by the introduction and utilization of ice and refrigeration machinery. Other technological developments especially hydraulic hauling machinery, fish finding electronics and synthetic twines have also had a major impact on the efficiency and profitability of fishing vessels.A wide variety of fishing gears and practices ranging from small-scale artisanal to advanced mechanised systems are used for fish capture in Kerala. Most important among these fishing gears are trawls, seines, lines, gillnets and entangling nets and traps The modern sector was introduced in 1953 at Neendakara, Shakthikulangara region under the initiative of Indo-Norwegian project (INP). The novel facilities introduced in fishing industry by Indo- Norwegian project accordingly are mechanically operated new boats with new fishing nets. Soon after mechanization, motorization programme gained momentum in Kerala especially in Alleppey, Ernakulam and Kollam districts.

Assessment of the strategies of organic fruit production and fruit drying in Uganda

Organic agriculture in Uganda is developing at a fast pace and despite this trend Uganda is still unable to produce enough fresh and dry organic fruits mainly pineapple to meet the exporters demand. This current research investigated the strategies of farmers at production level by assessing the pros and cons of fruit growing, organic agriculture and fruit drying in order to understand the underlying causal factor for the low production of organic dry fruits in a major fruit producing district of Uganda. The study was carried out in two separate and distinctive areas; one which only produces and export fresh organic pineapple and the other which exports dried fruits (mainly pineapple and papaya). About 10% of the farmers in the two study areas were surveyed using questionnaires which were further followed by semi-structured interviews and participatory rural appraisals activities with various types of farmers in order to understand the different decisions and strategies of farmers. 82% and 74% of farmers in the two study areas grew fruits as it gave better economic returns and for 77% and 90% respectively in the two study areas, the reasons for growing fruit was the ease of selling compared to other crops. All the farmers were relying on coffee husk for growing organic pineapples. However, 50% of the farmers want to grow pineapples (either organic or conventional) but couldn't afford to buy coffee husk. Fruit drying was mainly a strategy to utilize cheap fruits during harvesting seasons for value addition. 71% and 42% of farmers in the two study areas wanted to dry fruits but it was beyond their economic capacity to buy the driers. Decision of the farmers whether to grow fruits or cereals, organic or conventional agriculture and selling the fruits as fresh or dry were dependent mainly on the economic, knowledge and resource availability of each type of practices. It is concluded that the main barrier for an increase in the production of organic dried fruits is at the processing level, and the limited capacity for investments in drying facilities.

An integrated assessment of resource use strategies in the Borana pastoral system of southern Ethiopia

In the pastoral production systems, mobility remains the main technique used to meet livestock’s fodder requirements. Currently, with growing challenges on the pastoral production systems, there is urgent need for an in-depth understanding of how pastoralists continue to manage their grazing resources and how they determine their mobility strategies. This study examined the Borana pastoralists’ regulation of access to grazing resources, mobility practices and cattle reproductive performances in three pastoral zones of Borana region of southern Ethiopia. The central objective of the study was to contribute to the understanding of pastoral land use strategies at a scale relevant to their management. The study applied a multi-scalar methodological approach that allowed zooming in from communal to individual herd level. Through participatory mapping that applied Google Earth image print out as visual aid, the study revealed that the Borana pastoralists conceptualized their grazing areas as distinctive grazing units with names, borders, and specific characteristics. This knowledge enables the herders to communicate the condition of grazing resources among themselves in a precise way which is important in management of livestock mobility. Analysis of grazing area use from the participatory maps showed that the Borana pastoralists apportion their grazing areas into categories that are accessed at different times of the year (temporal use areas). This re-organization is an attempt by the community to cope with the prevailing constraints which results in fodder shortages especially during the dry periods. The re-organization represents a shift in resource use system, as the previous mobility practice across the ecologically varied zones of the rangelands became severely restricted. Grazing itineraries of 91 cattle herds for over 16 months obtained using the seasonal calendar interviews indicated that in the areas with the severest mobility constraints, the herders spent most of their time in the year round use areas that are within close proximity to the settlements. A significant change in mobility strategy was the disallowing of foora practice by the communities in Dirre and Malbe zones in order to reduce competition. With the reduction in mobility practices, there is a general decline in cattle reproductive parameters with the areas experiencing the severest constraints showing the least favourable reproductive performances. The study concludes that the multi-scalar methodology was well suited to zoom into pastoral grazing management practices from communal to individual herd levels. Also the loss of mobility in the Borana pastoral system affects fulfilment of livestock feed requirements thus resulting in reduced reproductive performances and herd growth potentials. While reversal of the conditions of the situations in the Borana rangelands is practically unfeasible, the findings from this research underscore the need to protect the remaining pastoral lands since the pastoral production system remains the most important livelihood option for the majority of the Borana people. In this regards the study emphasises the need to adopt and domesticate regional and international policy frameworks such as that proposed by the African Union in 2010.

Enseñar a aprender a pensar en los centros educativos, incluso en las actividades de evaluación.= Teaching to learn how to think at schools, even within assessment activities

El auténtico protagonismo de los centros educativos tiene que dirigirse a ayudar a pensar a sus alumnos y a enseñarlos a aprender, es decir, el docente tiene que enseñar estrategias de aprendizaje y debe promover el esfuerzo del estudiante para facilitar la construcción de esquemas y el aprendizaje permanente. El profesor debe utilizar cualquier situación de aprendizaje para enseñar dichas estrategias de aprendizaje, incluso en las situaciones de evaluación; por lo tanto, en este trabajo se sugiere que en las evaluaciones de los alumnos y alumnas se tenga en cuenta la metacognición como factor fundamental en el aprendizaje y la enseñanza

Las prácticas de recursos humanos y su incidencia en el bienestar laboral de los empleados

El objetivo del presente trabajo es formular, mediante una profunda revisión documental, bibliográfica y empírica, una fundamentación teórica sobre si existe o no incidencia de las prácticas de recursos humanos sobre el bienestar laboral de los empleados, y el que grado en que esta se presenta sobre aspecto como el engagement y la satisfacción laboral. Se realizó la revisión de múltiples estudios empíricos que aportaran evidencia sobre la relación que se presenta entre las principales prácticas de recursos humanos – provisión de personal, formación y desarrollo, promoción de personal, evaluación de desempeño, compensación y pago, y balance trabajo-familia – y el bienestar laboral, representado en el engagement y satisfacción en el trabajo de los empleados. Los resultados de este trabajo indican la existencia de una relación e incidencia de las prácticas de recursos humanos, el bienestar laboral, el engagement y la satisfacción laboral. De igual forma se encontró que estas relaciones son principalmente de carácter positivo, lo cual indica que las organizaciones que desarrollan este tipo de prácticas en su interior, fomentan tanto el desarrollo y la presencia de bienestar laboral en sus empleados, como su perdurabilidad.