Teresa R. Fisher-Ari, Anne Martin, Sharon Hixon, Loleta Sartin, Carolyn Casale, Joseph R. Feinberg, Freda Hicks, Valerie Hill-Jackson, Jesse Rivers, Karrie A. Snider and Sean S. Warner
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…
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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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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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…
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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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…
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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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…
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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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…
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.
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…
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.