IEJLL: International Electronic Journal for Leadership in Learning
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Exploring the Use of Peer Tutors in Introducing Software to Young Children, 4(1)
No full textTwo primary school children, acting as peer tutors were videotaped introducing the game, The Logical Journey of the Zoombinis, to classmates. This popular problem solving mathematical software immerses children in dynamic learning environments. The peer tutors were effective. Unlike traditional peer tutoring situations, the power of the computer to change the variables modified the role of the tutors. They became actively engaged in problem solving. We recommend peer tutoring as it benefits children, peer tutors and teachers. Management issues surrounding the use of computers in classrooms may also be reduced by allowing the teacher to become more of a facilitator
Educational Partnerships in Rocky View School Division, Part 1, 3(1)
No full textEducational Partnerships are an important strategy for increasing the authenticity and value of school for our future citizens. In addition to the financial benefits that business-school partnerships often bring to schools, there are a variety of teaching and learning benefits of making links with the community at large. This paper outlines a number of reasons why schools, business, industry, and other agencies in the community should actively pursue educational partnerships, shares examples of successful and valuable educational partnerships in Rocky View School Division, and concludes with an examination of some issues and concerns. In subsequent discussion, Part 2 of this paper, we examine in detail the educational partnerships that have contributed to the success of the Galileo Centre at Banded Peak School in Bragg Creek, Alberta
Partnerships for an Educational Administration Department: Questions on Which to Build, 3(7)
No full textIn this article, the authors discuss the four partnerships into which their department of educational administration entered. Background information is provided regarding relevant literature, descriptions of the partnerships and the forces that resulted in these collaborative efforts. The lessons learned through these efforts are shared through presentation of key questions in the areas of interinstitutional knowledge, expectations, interpersonal knowledge, and politics
Teacher Educators as Mettlesome Mermaids: On Collaborating to Reinvent Teacher Education in a Technocratic Society, 3(12)
No full textIn this examination of collaboration in teacher education, I characterize teacher educators as "mermaids, " people who not readily fit into the norms of academe yet act on the conviction that they have a place in postsecondary education. I argue that they must pull together with others who share a commitment to teacher education to act as "mettlesome mermaids" in the current context of economic rationalism if they are to redefine what they do in ways that benefit all students. I describe the political context as leading to the penetration of corporate interests into higher education, heightened competition and reduced funding levels, accompanied by increased regulation and intrusion into the practice and autonomy of professionals. I suggest that within this political context-a context in which collaboration has been foregrounded-teacher educators need to act with caution. The challenge they face of finding ways to reconstitute their work to benefit all students requires them both to work with others and grapple with deep-rooted problems associated with collaboration. I contend they must stand against the prevailing conditions of a technocratic society, showing their mettle by focusing collaboration on challenges such as preparing teachers to teach in a culturally diverse world and recruiting into teaching representatives of minority ethnic groups
Educational Partnerships in Rocky View School Division, Part 2: Galileo Centre at Banded Peak School, 3(2)
No full textIn this second paper about educational partnerships in Rocky View School Division, we report on the school-business partnerships that have contributed to the success of the Galileo Centre at Banded Peak School in Bragg Creek, Alberta in its first full year of operation. This report summarizes partnership activities and initiatives that have been implemented in the school, and suggests directions for future linkages. The need for joint evaluation of the outcomes of an educational partnership will also be discussed, and ways in which educators and stakeholders can work together for the assessment of the partnership are described
The Benefits of an Online Education Consortium for Alberta, 3(4)
No full textThe emergence of online schooling is a recent phenomenon within Alberta. Since 1995, 23 online programs have begun operating in the province. Online education depends on new network technologies to expedite access to information while simultaneously making it possible it to post lessons and course content on the Internet. The development of online programs to address the needs of K-12 students has resulted in duplication of effort among the programs. One solution to the duplication of effort to build course content and the identification of "best practices" for online education is the formation of a provincial consortium. This paper will argue that the formation of a provincial consortium for online education holds many potential benefits for online programs within Alberta
What We have Learned by Building a Collaborative Partnership, 3(6)
No full textThis paper contributes to the literature on why collaborative partnerships between schools and universities thrive or fail. It describes what we have learned through a successful collaborative partnership among the Brant County Board of Education, Nipissing University, and the Ontario Public School Teachers\u27 Federation. The paper describes the constellation of factors that influenced the success of the partnership. We had a clear and compelling cause and a history of collaboration that pre-dated the partnership. Our relationship was based on shared values, purposes and collaborative skills that enabled us to resolve issues of power and voice. We were able to influence decision making in our organizations and they were able to cut through red tape to translate their commitment into effective action amidst a challenging provincial context