Building education groups as school collaboration for education improvement: a case study of stakeholder interactions in District A of Chengdu

2021 ◽  
Author(s):  
Jing Liu
Keyword(s):  
School Collaboration ◽  
Education Improvement ◽  
Stakeholder Interactions ◽  
Education Groups

scholarly journals A social-cognitive study of Indonesian Google educator groups

2021 ◽  
Author(s):  
◽  
Pratiwi Artati
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Professional Learning ◽  
Social Cognitive ◽  
Learning Opportunities ◽  
Technological Environment ◽  
Web Based ◽  
Case Study Methodology ◽  
Education Groups

<p>Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed-tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice.</p>

scholarly journals Aspirational Talk in Strategy Texts: A Longitudinal Case Study of Strategic Episodes in Corporate Social Responsibility Communication

2019 ◽  
Vol 59 (1) ◽  
pp. 67-97 ◽  
Author(s):  
Visa Penttilä
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Longitudinal Case Study ◽  
Influence Strategy ◽  
New Business ◽  
Stakeholder Interactions ◽  
Corporate Social ◽  
Strategic Context ◽  
Communicative Processes

This article examines the embeddedness of corporate social responsibility (CSR) communications in strategic planning. By drawing on the idea that talk and texts about CSR are an essential part of responsibility practices, I study how CSR aspirations—responsibility-related organizational self-descriptions, goals, and ideals that the organization cannot yet live up to or that the organizational constituents deem necessary to maintain—are intertwined with strategy texts and strategic episodes. Conducting a qualitative case study on a series of biennial strategy processes over a 20-year period, I show how CSR aspirations are established in authoritative strategy documents during stakeholder interactions, elaborated in consecutive strategic episodes, extended to new business areas, and evaluated in subsequent communications. These findings contribute to the CSR and strategy literature by showing how (a) aspirational talk can be established and perpetuated through recurrent communicative processes, (b) stakeholder engagement in CSR issues can influence strategy texts and how strategy texts become a part of intertextual organizational communications, and (c) strategic context can be conducive to progressive performativity.

scholarly journals A Materials Bank for Circular Leuven: How to Monitor ‘Messy’ Circular City Transition Projects

2020 ◽  
Vol 12 (24) ◽  
pp. 10351
Author(s):  
Julie Marin ◽  
Luc Alaerts ◽  
Karel Van Acker
Keyword(s):  
Building Materials ◽  
Transition Process ◽  
Pilot Project ◽  
Lessons Learned ◽  
Data Governance ◽  
Bottom Up ◽  
Process Guidance ◽  
Challenges And Opportunities ◽  
Stakeholder Interactions

In recent years, cities have revealed themselves as being prominent actors in the circular economy transition. Besides supporting and initiating urban projects catalyzing circularity, cities are looking for monitoring tools that can make their progress towards circularity visible. Adopting Leuven’s pilot project for a building materials bank as a case study, this paper notes the particular challenges and opportunities in the pilot project to assess its progress and impact, in combination with gathering data for overall circular city monitoring purposes. Firstly, the paper names tensions between the “messy” transition process from policy ambitions to implementation and the question of data and monitoring. Secondly, the paper identifies relevant dimensions and scales to evaluate progress and impacts of a building materials bank, drawing from its development process. Thirdly, it proposes guidelines to monitor and evaluate circular city projects from the bottom up, combining quantitative indicators with guiding questions in a developmental evaluation. The analysis serves a critical reflection, distills lessons learned for projects contributing to circular cities and feeds a few concluding policy recommendations. The case study serves as an example that, in order to move beyond the tensions between circularity monitoring and actual circular city project development, monitoring instruments should simultaneously interact with and feed the circularity transition process. Therefore, dedicated data governance driven by enhanced stakeholder interactions should be inscribed in transition process guidance. Bottom-up projects such as a building materials bank provide opportunities to do this.

Stakeholder complexity in large scale green building projects

2018 ◽  
Vol 25 (11) ◽  
pp. 1454-1474 ◽  
Author(s):  
Ka Yan Mok ◽  
Geoffrey Qiping Shen ◽  
Rebecca Yang
Keyword(s):  
Hong Kong ◽  
Information Exchange ◽  
Large Scale ◽  
Stakeholder Analysis ◽  
Green Building ◽  
Analysis Framework ◽  
Content Type ◽  
Analytical Perspective ◽  
Stakeholder Interactions

Purpose In response to the world’s rising awareness on sustainability, industry players and policymakers are devoting great efforts to bolster green building developments. Every green building project (GBP) involves numerous stakeholders and potentially incompatible concerns. Despite the associated environmental, economic and social benefits, GBP developments have often confronted managerial barriers which are actually emerged from stakeholders – the actual key determinants of a project. Holistically analyzing the complexity of stakeholders in GBPs is, therefore, crucial to improving GBP management and achieving greater sustainability for all involved. The purpose of this paper is to analyze stakeholder complexity in large GBPs using a holistic framework which integrates both empirical and rationalistic analytical perspectives. Design/methodology/approach The complexity of stakeholders in GBPs can be considered from three aspects – identifying stakeholders, assessing stakeholder interactions and analyzing stakeholder concerns. The proposed stakeholder analysis framework uses both empirical methods (e.g. interviews and surveys) and rationalistic methods (e.g. chain referral sampling and social network analysis) to analyze GBP stakeholder complexity. Case study of a lab-enabled commercial GBP in Hong Kong was undertaken to illustrate the framework. Findings The framework enables a holistic, objective and effective stakeholder analysis; leading GBP leaders toward a complete understanding of project stakeholder complexity. The case study findings bring managerial insights to GBP leaders on the general SNA-related stakeholder dynamics and the important stakeholder concerns, of large Hong Kong GBPs. The findings diagnose general connectivity structures of GBP stakeholders, identify influential and peripheral actors in GBP information exchange, and suggest clues to improve their dynamics. In addition, ten key stakeholder concerns were identified, including comprehensive governmental standards and procedures, clear sustainability goals at the outset, effective stakeholder engagement, adequate design flexibility, and a “can-do” attitude of contractors and consultants – which are all vital for successful GBP development. The underlying reasons of these concerns and recommendations to addressing them were also discussed. Originality/value Many existing GBP stakeholder studies appear to use a single analytical perspective to assess project stakeholder complexity, but this may not gain a full understanding. The holistic stakeholder analysis framework used herein combines empiricism and rationalism. It helps to bring GBP leaders and implementers toward a more informed project decision making, a more thorough understanding of stakeholder complexity, as well as a more effective engagement of stakeholders.

scholarly journals University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members

2021 ◽  
Vol 17 (1) ◽  
pp. 47
Author(s):  
Sultan Selen Kula ◽  
Mutlu Pınar Demirci Güler
Keyword(s):  
Thematic Analysis ◽  
Teaching Practice ◽  
Faculty Members ◽  
Classroom Teaching ◽  
Study Group ◽  
School Collaboration ◽  
Research Designs ◽  
The University ◽  
Pre Service Teacher

The research aimed to determine the views and expectations of pre-service teachers studying in the field of classroom teaching, practice teachers in practice schools, and faculty members responsible for courses related to teaching practice regarding teaching practice processes. The research was designed as a case study from qualitative research designs. The study group consists of 36 female and 9 male, aged between 21 and 25, totally of 45 pre-service teachers; 16 female and 30 male, aged between 30 and 51, totally of 46 practice teachers; 4 female and 7 male, aged between 30 and 51, totally of 11 faculty members. The data was collected in writing with separate forms for pre-service teachers, practice teachers, and faculty members. The data was analyzed by thematic analysis. The results of the research suggest that the existing operation regarding the university-school collaboration is insufficient and those pre-service teachers have the expectation to increase the practice courses in terms of number and duration. It is thought that the interaction between the university and the school should be improved in all aspects. This research is expected to be a guide for revealing expectations of related parties and improving the process during the teaching practice.   Keywords: Pre-service teacher, Teacher training, Teaching practice, University-school cooperation.

scholarly journals Meeting the COVID-19 Deadlines: Choosing Assessments to Determine Eligibility

2020 ◽  
pp. 073428292096999
Author(s):  
Shelley Kathleen Krach ◽  
Tracy L. Paskiewicz ◽  
Staci C. Ballard ◽  
James E. Howell ◽  
Suzanne M. Botana
Keyword(s):  
Special Education ◽  
School Psychologists ◽  
Children With Disabilities ◽  
Special Education Law ◽  
Education Law ◽  
Test Selection ◽  
Traditional Methods ◽  
Education Improvement ◽  
Valid Test

Timely identification of children with disabilities is required by federal special education law (Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400, 2004). During COVID-19, school psychologists have been faced with the challenge of completing valid, comprehensive, and diagnostic assessments when traditional methods are not an option. Traditional methods of testing have become nearly impossible due to social distancing requirements; therefore, alternate methods need to be considered. These alternate methods may be unfamiliar to the practitioner and/or lack validation to use with confidence. This study offers a prospective guide to help practitioners make safe and valid test selection and interpretation decisions during a pandemic. Examples of assessments analyzed using this guide are provided for the reader. In addition, a case study is provided as an example.

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