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School-University Partnerships, vol. 17 no. 1
Type: Research Article
ISSN: 1935-7125

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School-University Partnerships, vol. 17 no. 1
Type: Research Article
ISSN: 1935-7125

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Book part
Publication date: 15 July 1991

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Advances in Librarianship
Type: Book
ISBN: 978-0-12024-615-1

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Article
Publication date: 19 December 2024

Stéphane Clivaz, Anne Clerc-Georgy, Urs Oberthaler and Silvia Frank Schmid

This article aims to evaluate the current state and planned progress of lesson study (LS) in Switzerland, specifically focusing on the efforts made by different university teacher…

17

Abstract

Purpose

This article aims to evaluate the current state and planned progress of lesson study (LS) in Switzerland, specifically focusing on the efforts made by different university teacher education institutions across three language regions of the country.

Design/methodology/approach

First, a literature review is carried out to establish the LS research situation in Switzerland. In a second step, LS projects implemented in three different language regions across Switzerland and key findings thereof will be presented.

Findings

LS in Switzerland has progressed in terms of research, as can be seen from the publication of 18 papers from seven different universities and classified into three categories. The majority of these papers stem from the Lausanne Laboratory Lesson Study. Swiss LS has also attracted attention in some neighbouring countries. Nevertheless, the sustainability of the LS process in Switzerland is still in its infancy. Some unfavourable factors are due to the cantonal and versatile structure of the Swiss education system. However, thanks to the centre of expertise for LS at Lausanne University of Teacher Education, LS is expanding to other regions of Switzerland.

Research limitations/implications

While this paper does not delve into extensive research on the development of LS in Switzerland, it highlights the need for further research to analyse the conditions and constraints impacting the sustainability of learning communities in the country.

Originality/value

This paper represents the first literature review specifically addressing LS in Switzerland, offering a comprehensive assessment of its research development. Additionally, it is the first study to examine the development of learning communities across different language regions of the country. Moreover, it shows how LS can be implemented and adapted to the varied educational preconditions in Switzerland.

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International Journal for Lesson & Learning Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-8253

Keywords

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Publication date: 23 August 2022

K. Dara Hill

This chapter examines the perspectives of culturally responsive teachers of immigrant and refugee youth in a high performing school in the Baden-Württemberg region of Germany…

Abstract

This chapter examines the perspectives of culturally responsive teachers of immigrant and refugee youth in a high performing school in the Baden-Württemberg region of Germany. Academic success in the region has been traditionally designated for ethnic Germans and nonnatives who suppress their culture and assimilate into normative German culture. Assimilating to normative German culture through the lens of global meaning making is a preordained social order that perpetuates exclusion for immigrants in society and school. The consequences of failed intercultural education in Europe have prompted increased demands to consider diversity in teacher training and to provide more equitable opportunities for immigrants. Gymnasium Baden welcomed a few Syrian refugees where immigrant youth represented one 10th of the population during the 2015–2016 academic year. In a broader context of limited access and opportunity to higher education among immigrant and refugee youth, this chapter examines teachers who interrupted existing frames and maintained high expectations and mindfulness for their students. The perspectives and voices of teachers who employ culturally responsive practices were documented through interviews and examined through the lens of Tierney's (2018) dimensions of global meaning making, more specifically the models of interrupting existing frames, critical literacies, and being mindful. Participants' perspectives interrupted existing frames and were documented against the grain of a conservative region that has experienced dilemmas of integrating immigrants and refugees into school and society. An examination of interview transcripts revealed teachers who maintained high expectations through an asset orientation and were overwhelmingly supportive and responsive to longtime immigrant and newcomer refugee youth.

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Article
Publication date: 18 February 2021

Helle Alrø and Lise Billund

The purpose of this paper is to elaborate on the role of a group facilitator when taking a dialogical stance. A special interest is facilitator’s processual responsiveness and its…

135

Abstract

Purpose

The purpose of this paper is to elaborate on the role of a group facilitator when taking a dialogical stance. A special interest is facilitator’s processual responsiveness and its potential for supporting a dialogic approach to process facilitation.

Design/methodology/approach

Theoretically, the article is based on dialogue and dialectic relationship theory. Empirically, it is based on pragmatic analysis of excerpts from audio recordings of a two-day process facilitation with an organizational group called KUDIAS.

Findings

The analysis highlights the importance of processual responsiveness of the facilitator in terms of focused attention to the process as well as to the interpersonal relations between the participants in the process. Being processually responsive, the facilitator supports the process in becoming dialogic toward all participants’ perspectives and in creating a climate characterized by curiosity, wondering, exploration and recognition. However, facilitator’s processual responsiveness also requires the ability to balance the process between support and confrontation.

Originality/value

Processual responsiveness is developed and discussed theoretically as well as empirically.

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Journal of Workplace Learning, vol. 33 no. 2
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 February 1992

Paul Quinn, Marie Crothers, Anne Marie Dolan and Martin Cartin

Discusses, on the basis of existing quality initiatives, a systematic and integrated approach to mental health care in Northern Ireland. Utilizes two approaches: the Brunel…

40

Abstract

Discusses, on the basis of existing quality initiatives, a systematic and integrated approach to mental health care in Northern Ireland. Utilizes two approaches: the Brunel Quality Management System and the FACE‐IQMS model.

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International Journal of Health Care Quality Assurance, vol. 5 no. 2
Type: Research Article
ISSN: 0952-6862

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Article
Publication date: 13 July 2015

Daniel Martin and Anne Clerc-Georgy

The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and…

511

Abstract

Purpose

The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes.

Design/methodology/approach

Data were collected on the contribution of the LS system and interaction protocols used in class, according to students.

Findings

Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class.

Practical implications

This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching.

Originality/value

This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.

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International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 1 February 1991

Martin Lohmann

Travel Surveys in Europe: More than one problem to achieve this the results of several national tourism research projects have to be reviewed. It is known that the situation of…

175

Abstract

Travel Surveys in Europe: More than one problem to achieve this the results of several national tourism research projects have to be reviewed. It is known that the situation of tourism research in Europe is not satisfying, even though now almost every country has a more or less regulary travel survey. From a scientific point of view it is necessary that these surveys are valid and reliable, which is difficult to prove. Anyway it is true that this objective can only be met by a high standard of quality. Particular problems, however, may rise from comparing national surveys, and even more so when time series are involved. Lack of comparability already starts with the definitions, and the results vary with different methodological approaches. This is especially true for shortbreak holidays. Figure 1 shows the astonishing effects of minor changes in the methodological approach. For not blaming others, it's an example of our own research work. It demonstrates that a higher frequency of surveys p.a. (1985 RA/KONTI RA) or a slightly modified question (KONTI RA 85/KONTI RA 89) makes up for a higher number of shorttrips.

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The Tourist Review, vol. 46 no. 2
Type: Research Article
ISSN: 0251-3102

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Article
Publication date: 1 April 1996

Cynthia A. Thompson

In 1987, Claire Logan, a sales representative for a garment manufacturer in New York City, was looking forward to her first bonus after moving to a commission‐based pay schedule…

120

Abstract

In 1987, Claire Logan, a sales representative for a garment manufacturer in New York City, was looking forward to her first bonus after moving to a commission‐based pay schedule. She had brought in over US$5 million in sales for her employer, including a new $2 million account with a major department store, and was owed a $15,000 bonus. After receiving a partial payment of $5,000 from her employer, Logan discovered she was pregnant and informed her boss. Within days she found herself out of a job and short $10,000 of the bonus owed to her. Logan filed a complaint against her employer with New York City's Human Rights Commission and four years later settled her claim of discrimination for $45,000.

Details

Equal Opportunities International, vol. 15 no. 4
Type: Research Article
ISSN: 0261-0159

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