Taiwan English teachers in secondary schools are facing a new challenge of having to teach listening comprehension skills to their students. Many instructors are not equipped to deliver adequate listening instruction although listening comprehension has become a benchmark for senior high students aspiring to enter a tertiary institution and earn a college degree. Instructors, students, parents, administrators, and members of the Ministry of Education agree that there is a need to meet the demands of the National English Curriculum Standards. Weimar's approach of learner-centered teaching served as the conceptual foundation for this study since the focus was on ways teachers could work collaboratively to learn evidence-based strategies for teaching listening comprehension skills. Guided by 4 research questions, the study investigated the perspectives of 4 teacher-participants at a Northern District Senior High regarding the process of teaching listening comprehension. In this qualitative study, an inductive analysis was used to define themes and concepts to discern any patterns and relationships connected with the data collected: interviews, classroom observation and unobtrusive measures. The findings showed that teacher-led peer coaching, via collegial collaboration, led to the building of teaching communities and more effective use of evidence-based strategies for improving the teaching of listening comprehension. This improved teacher pedagogy may lead to a positive social change whereby teachers have skills for teaching listening comprehension and students are better prepared for further schooling. Components of the project also can be used by other school districts and educational organizations where the administration can use the model to further advance similar workforce capacity in teaching L2 learners listening instruction.

This article focuses on lessons learned from district implementation of Utah Senate Bill 64 passed in 2012, which requires large-scale reform in evaluating teacher quality. This statemandated reformation effort requires all principals to evaluate teacher performance using new state teacher standards adopted in 2011. District implementation efforts used effective professional development that included peer collaboration and practicum experiences as evidenced by successfully certifying all principals in the evaluation of teacher performance. Twenty-seven principals representing nine districts were selected for this qualitative study. Data was collected during a one-on-one interview with each principal to gather insights about district efforts to prepare them individually to effectively evaluate teacher performance. In addition, data were coded and analyzed for evidence of change knowledge principles. The central lesson learned is that sustainable and continuing teacher quality improvements require a continual collective capacity vision and approach at all levels of the educational system. Certifying principals in the use of an improved teacher evaluation tool through effective professional development efforts is one step in achieving improvements in teacher quality. Consideration of the following four components of change knowledge principles foster and strengthen district efforts when implementing strategic targets for the continuation of teacher quality improvements: (a) expand teacher quality improvements to include both individual and collective capacity building opportunities; (b) create a plan of action that builds on efforts to comply with state law and expands implementation efforts to use the evaluation tool for improved student learning through continual teacher quality improvements; (c) provide professional development that includes strategic opportunities for principals to build their capacity in their critical role and responsibilities to continue teacher quality growth; (d) provide supports in the context of a principal's school through practicum experiences that foster the acquisition and sustainability of skills that support teacher quality improvements.

Segregation är ett samhällsproblem som är en av Sveriges största utmaningar, där stadsdelar med socioekonomiska utmaningar har ökat i Sverige och återfinns i de flesta av Sveriges kommuner. Stadsdelar med socioekonomiska utmaningar karaktäriseras inte sällan av faktorer som påverkar tryggheten, och en majoritet av invånarna i dessa stadsdelar tenderar att känna sig extra utsatta och otrygga i samhället, inte minst barn och unga. Ambitionen med detta examensarbete var att göra ett kombinerat arbete som undersöker hur samhällsplanerare genom fysisk planering kan arbeta med trygghet och säkerhet för i synnerhet barn och unga, i områden med socioekonomiska utmaningar.  Utifrån tidigare forskning och praktisk evidens inom ämnet, har ett åtgärdsprogram arbetats fram som belyser de mest bidragande åtgärderna och verktygen som kan användas på statlig-, kommunal- och kvarter- och stadsdelsnivå, för att bidra till en trygg och säker livsmiljö för barn och unga. Vidare har arbetets vetenskapliga bakgrund i form av åtgärdsprogrammet, samt arbetets platsspecifika analys av Lorensborg, satt ramarna för ett gestaltningsförslag som gjorts på Lorensborg i Malmö, som är en stadsdel med socioekonomiska utmaningar. Utifrån den vetenskapliga bakgrunden, tillsammans med analys av Lorensborgs förutsättningar, har planförslagets mål och strategier arbetats fram, vilka utgör länken mellan den vetenskapliga bakgrunden och gestaltningsförslaget. Analysen resulterade i de tre målen: Innehållsrik och varierad stadsdel Levande stadsdel Tydlig stadsdel med hög kollektiv förmåga Målen har sedan resulterat i strategier under tre teman, som berör ‘bebyggelse’, ‘trafikinfrastruktur’ och ‘funktioner och mötesplatser’. Arbetet har givit betydelsefull kunskap om hur trygghet och säkerhet, utifrån barn och ungas behov, kan hanteras i stadsdelar med socioekonomiska utmaningar med hjälp av konkreta verktyg och åtgärder. Vilket är viktigt med tanke på den utveckling som sker i dagens samhälle. / Segregation is a problem that Swedish society faces, and one of Sweden's biggest challenges. Neighborhoods facing socioeconomic challenges have increased in the country and can be found in most municipalities. Neighborhoods with socioeconomic challenges are often characterized by factors that affect security, and a majority of residents in these neighborhoods tend to feel particularly vulnerable and unsafe in society, especially children and young people.  The aim of this thesis was to create a combined study that explores how we can address security and safety, especially for children and young people, through physical planning in areas with socioeconomic challenges. Based on previous research and practical evidence in the field, an action program has been developed to highlight the most contributing design tools that can be used at the national, municipal, neighborhood, and district levels to promote security and safety. Furthermore, the scientific background of the work in the form of the action program, and the site analysis of Lorensborg has provided the framework for a design proposal carried out for the Lorensborg area of Malmö, which is a neighborhood facing socioeconomic challenges. Drawing on the scientific background together with an analysis of Lorensborg's conditions, the goals and strategies for the planning proposals have been developed, bridging the gap between analysis and design. The analysis resulted in three goals: A rich and diverse neighborhood A vibrant neighborhood A distinct neighborhood with a strong collective efficacy These goals resulted into strategies under three themes, addressing 'built environment,' 'traffic infrastructure,' and 'functions and meeting places.' The work has provided significant knowledge on how to address security and safety in neighborhoods with socioeconomic challenges, considering the needs of children, through the use of concrete tools and measures. This is important considering the developments taking place in today's society.