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Article
Publication date: 17 July 2024

Colin Foster and Ruth Trundley

This viewpoint article considers the challenges of adapting mathematics lesson study for early-years practitioners working in pre-school settings.

61

Abstract

This viewpoint article considers the challenges of adapting mathematics lesson study for early-years practitioners working in pre-school settings.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 3
Type: Research Article
ISSN: 2046-8253

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Publication date: 29 November 2019

Fay Baldry and Colin Foster

This chapter considers ways in which lesson study may be introduced and sustained within the school–university partnerships that already exist within an initial teacher education…

Abstract

This chapter considers ways in which lesson study may be introduced and sustained within the school–university partnerships that already exist within an initial teacher education (ITE) course. In particular, the authors describe the challenges and opportunities associated with ITE lesson study partnerships and ways in which lesson study can deepen and even transform the nature of the school–university partnership. The authors draw on third-generation Cultural-Historical Activity Theory (Engeström, 2001) to highlight pre-service teachers’ roles as ‘boundary crossers’ between the activity system of the university ITE course and the activity system of the school department in which they are placed. The authors argue that pre-service teachers, despite their inexperience as teachers, have an important opportunity to introduce the practices of lesson study that they are learning about into the schools in which they are placed. They are also able to promote approaches to lesson planning and observation that support the values of the course and thus, through mentor development, strengthen the school–university partnership more widely than the specific lesson studies carried out. The authors outline three models for productive ITE lesson study partnerships, and argue that even a relatively small number of lesson study events throughout the school year can establish the beginnings of a transformation in the school culture away from a performative focus on evaluating the teacher and towards a more productive focus on school students’ learning. This, in turn, deepens the partnership between university and school by aligning both parties more closely around a shared focus on studying learning.

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Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

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Book part
Publication date: 29 November 2019

Abstract

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Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

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Article
Publication date: 1 June 1981

At the commencement of this decade, leaving behind the “striking seventies”, we christened it the “anxious eighties”, for there was a profound disquiet and uncertainty among most…

169

Abstract

At the commencement of this decade, leaving behind the “striking seventies”, we christened it the “anxious eighties”, for there was a profound disquiet and uncertainty among most of the population, a fear that things were going to get worse, but they could have hardly expected the catastrophic events of the year 1981. The criteria of quality of life are its richness, grace, elegance; by the promise it contains; inspiration and purpose, hope, determination (to survive, to make certain that the evildoer is not permitted to succeed), love of one's country — pro patria, of other days.

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British Food Journal, vol. 83 no. 6
Type: Research Article
ISSN: 0007-070X

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Book part
Publication date: 18 September 2023

Brian Brown and Virginia Kuulei Berndt

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Body Art
Type: Book
ISBN: 978-1-80455-808-9

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Book part
Publication date: 15 August 2023

Richard Wiseman

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Magic
Type: Book
ISBN: 978-1-80455-613-9

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Book part
Publication date: 15 August 2023

Francisco Javier Saavedra-Macías, Samuel Arias-Sánchez and Ana Rodríguez-Gómez

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Painting
Type: Book
ISBN: 978-1-80455-355-8

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Book part
Publication date: 6 October 2023

Anna Greenwood

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History
Type: Book
ISBN: 978-1-80455-188-2

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Book part
Publication date: 18 September 2023

John Quin

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Video
Type: Book
ISBN: 978-1-83753-756-3

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Article
Publication date: 27 November 2024

Chinthaka Aluthgama-Baduge, Duminda Rajasinghe, Sanna Ilonen and Mark Gilman

We investigate practitioner integration (PI) within higher education institutions (HEIs) by taking a closer look at the entrepreneur in residence (EiR) initiative. Engaging…

118

Abstract

Purpose

We investigate practitioner integration (PI) within higher education institutions (HEIs) by taking a closer look at the entrepreneur in residence (EiR) initiative. Engaging experienced entrepreneurs through EiR initiatives to facilitate entrepreneurship education (EE) has become a familiar PI model within HEIs; nevertheless, how EiRs perceive their role and integration in academia has been under-researched. We deepen the understanding of how EiRs facilitate EE and their role and fit into academia.

Design/methodology/approach

This qualitative research employs interpretative phenomenological analysis (IPA) as the methodology. Following IPA guidance, we purposively selected seven EiRs working within HEIs and conducted one semi-structured interview with each participant. The data were analysed using IPA data analysis guidelines.

Findings

The findings suggest that the previous experiences of EiRs influence their confidence, skills and intrinsic motivation in their role in academia. EiRs play a multifaceted role that goes beyond students and simple educational activities to develop trust and understanding among university communities while bridging academic–practitioner, structural and communication gaps that hinder entrepreneurship in higher education. The study reveals the disconnected nature of EiRs’ role in academia and the tensions between academics and EiRs.

Originality/value

This study provides space for unheard EiRs’ voices, enriching the scarce EiR literature by advancing our knowledge about their role and fit in academia. The novel insights into the role of EiRs broaden the scope of EE to university communities beyond students. The findings deepen our understanding of how EiRs foster entrepreneurship by acting as a trust ladder and developing a networked approach to supporting university stakeholders. The challenges lie in how EiRs are integrated and the tensions between academics and practitioners. We also found that EiRs with greater authority, prior exposure to strategic roles within the institution and strong relationships with institutional leaders perform their role efficiently. Hence, this study establishes the importance of a more coordinated, strategic approach to PI within HEIs.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

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