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Program Evaluation of One-to-One Technology Program
No full textThe purpose of this study was to examine teachers’ perceptions of one-to-one learning environments where each student is provided a technological device and its effect on student learning. This qualitative case study examined teachers who had direct interaction with students teaching in a one-to-one learning environment in fifth through ninth grade. The teachers in the study had varied years of experience within this environment that varied between one and five years. The study included 90 completed surveys, seven interviews, and data collected from the last four years that examined teachers’ perceptions of the students’ abilities covering 17 core skills. Through the lenses of professional development, length of exposure, and technology infrastructure dependability a shift occurred in the teachers’ pedagogical approach to the use of technology. The results indicate that through high-quality professional development and high technology dependability, the teachers approach to instruction shifted over time from concrete applications of technology to a blended infusion of technology to enhance and redefine instructional methodology. The results also indicated that with the many positives that come with learning in a one-to-one learning environment, there was a decline in the students’ ability to research, be globally aware, and persevere through complex tasks. These results will help other schools and districts implement successful one-to-one learning environments and provide indicators of potential areas of declining skills
Epiphany 5 Series B 2018
No full textThis PDF comments on the Propers for the Fifth Sunday after the Epiphany, Series B and offers ideas for proclamation and preaching
Intellectual and physical shared workspace: Professional learning communities and the collaborative culture
No full textProfessional learning communities are one of the leading school reform movements. Schools have shifted to a collaborative culture where administrators and teachers physically and intellectually interact using a collaborative inquiry process for professional learning. The workspace interactions include shared leadership, decision-making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and professional learning communities greatly affect the outcomes of professional learning communities. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective professional learning communities that merge into intellectual and physical shared workspace. Recommendations are provided on the role administrators and teacher leaders play in using the frameworks to ensure greater emergence of activities and products from the collaborative inquiry process
Palm Sunday Series B 2018
No full textThis PDF comments on the Propers for the Palm Sunday, Series B and offers ideas for proclamation and preaching
Streamlining Educational Administration: A Process Improvement Methodology to Free Schools from Administrative Burdens
No full textWithin K–12 schools, teachers can be affected by administrative activities that overwhelm administrative staff. Schools struggle with the need to deliver administrative activities on time, within the roles of the central office, and without impacting educators in the classrooms. This study identified how a school can reduce the level of effort needed to complete administrative tasks. Discovered in literature, there is a need for school administrators to more focused work, with less resources leveraging an effective workforce, to complete all the administrative burdens placed on them. Through a conceptual leadership framework blending project management, lean organization and systems engineering methodologies, the Education Focused Initiative of Resources and Strategic Thinking (FIRST) framework leverages the best characteristics that each has to offer. Using the program evaluation design, an assessment on the usefulness of Education FIRST was conducted. Data collected through the four phases and the program evaluation tool provided insights to whether the Education FIRST leadership framework can reduce the level of effort needed to complete administrative tasks. This new paradigm following the less with less strategy in managing the administrative activities that overwhelm schools will be challenged by the fact that most, if not all, activities are required to be completed. Some administrative activities have funding attached to them, while others are mandated by regulations. These activities need to be completed, but as interpreted from these results, implementing a formalized prioritization and management process, like Education FIRST, school administrators can optimize the way in which the work is done
Abolishing Australia\u27s Judicially Enacted SUI GENERIS Doctrine of Extended Joint Enterprise
No full textThis Article argues that the decision in Miller v The Queen [2016] HCA 30 is supported neither by common law precedent in Australia nor the historical English precedents that informed the development of Australia’s common law doctrines. It is submitted that the majority judgment misquoted old English authorities to try to equate foresight with intention and argues that the High Court of Australia engaged in judicial activism, because its decision rested predominantly on the policy views of the judges. Moreover, it is argued that the case highlighted the urgent need for law reform in Australia. The Article puts forward a theory to demonstrate that treating a person who did not perpetrate the collateral crime or assist or encourage its commission the same as the perpetrator of that collateral crime is unfair and unjust. Therefore, this Article argues that the extended joint enterprise doctrine created in Miller should be rejected in the 21st century