Although school leaders receive coursework and some practicum experience, there are gaps in their preparation that can only be filled on the job. Because the decisions made by new educational leaders are of great consequence to themselves and their school communities, an important goal should be the sharing of knowledge and support amongst a community of peers. This work reviews the challenges facing new administrators, critically reviews the training of educational administrators in Ontario, and recommends an in-service community method to supplement the support received by new administrators in their first several years. This document begins with an examination of relevant research literature in leadership development, online communities, the nature of expertise, and technology-enhanced learning with technology. One outcome of this review is a set of “knowledge dimensions” that are important to the development of leadership expertise. The dissertation then examines a three year journey of an online community of educational administrators who share in their journey toward expertise. The e-mails from the community were analyzed according to their function within the community and their relevant domain content. Of particular interest was the question of how such e-mail exchanges allowed members to develop in all five dimensions of school leadership knowledge. A coding of e-mail threads revealed that all dimensions of leadership knowledge were represented in the content, and that the quality of e-mails improved in both content as well as knowledge building practices over the three years. The growth of the community as a whole and of individual members is examined through a set of individual case studies. Finally, the dissertation closes with a discussion of the future of this community, as well as the prospects that such an approach could be applied more widely in support of new school leaders.

<p>  </p> <p>Social justice researchers and practitioners have beckoned post-secondary institutions to provide inclusive and culturally responsive instructional practices that promote students' sense of belonging and empowerment. However, little research has demonstrated how competent intercultural behaviors can connect to one's integration of culturally responsive teaching. Therefore, this explanatory sequential mixed-methods study examined the interplay between these components within a distinguished undergraduate peer learning program, Supplemental Instruction (SI). Undergraduate SI leaders’ behaviors were examined for their intercultural competence level, potential influencers, and valued commitment to diversity and inclusion. This study was supported and guided by Hammer’s (2012) Intercultural Development Continuum (IDC) and Gay's (2018) Culturally Responsive Teaching (CRT) practices. Quantitative data were collected using Hammer's (2012) Intercultural Development Inventory (IDI), and qualitative data were in the form of interviews and analyses of leaders' session plans. The findings revealed that participants overestimated their intercultural competence. Relatedly, participants expressed concerns of uncertainty beyond solely acknowledging diversity and addressing intercultural insensitivity. Curricular and co-curricular programming were potential influencers to the leaders' intercultural competence knowledge (i.e., cultural self-awareness, culture-general, and culture-specific). Additionally, implications include recommendations for higher education administrators' initiatives for more inclusive and culturally responsive peer-learning programs. </p>

I denna uppsats undersöks hur studenter och lärare uppfattar att gruppundervisningen påverkar viktiga moment för blivande artister. Är det viktigt att se andra uppträda ur ett inlärningsperspektiv? Vad betyder gruppen for individens prestation? Vad finns för forskning om olika typer av gruppundervisning som t.ex. peer-learning och masterclass? Även forskning om hur grupper påverkar individen har varit intressant. Undersökningen fokuserar på ämnet interpretation i masterclass-form för sångare, där syftet varit att undersöka studenters och lärares uppfattningar om hur gruppundervisning påverkar inlärningsprocessen av artistspecifika moment så som nervositet, scenvana, scennärvaro, repertoarkännedom m.m. Denna undersökning är gjord i enkätform och där lärare, och studerande som fortsatt till högre utbildning inom sång, har medverkat. Resultatet visar att uppfattningen är att masterclass-formen har varit mycket viktig för studenternas utveckling i sitt framtida yrkesval. En viktig och återkommande åsikt har varit att kontinuiteten och frekvensen av ämnet är vital för att uppnå goda resultat.

Research shows that schools are largely a professional solo cultures (Blossing 2014), which impede teachers' professional development as learning takes place in social interaction and through living-practice dilemmas (Wenger 1998/2004). Changing cultures is difficult, not least in the world of education that on the whole has been a solo culture since the establishment of convent schools.The purpose of this study is to investigate whether teachers believe that through professional collaboration in the form of Teacher Learning Community (TLC) has contributed their knowledge and compentence in the field of embedding formative assessment. TLC is a sort of community of practice for improve teaching. The study works according to the hypothesis that “Teachers believe that professional collaboration in the form of Teacher Learning Community (TLC) has contributed to their knowledge and expertise in the field of embedding formative assessment”. The study was conducted at a large secondary school in central Sweden which organized its collegial learning according to TLC and exclusively worked to develop and modify instruction regarding embedding formative assessment during five years before the study. The theoretical approach applied is based on the tradition of "school improvement" with a human relational and group dynamic organizational based on social-constructivism) (Schein, 1994; Giddens, 1984; Wenger 1998/2004; Schmuck &amp; Runkel, 1994; Blossing 2008; Scherp 1998). The study is quantitative and was conducted using a questionnaire, processed through a factor analysis, that is, a multivariate analysis. The analysis was conducted in four stages: stage 1: factor analysis to reduce factors exceeding the value of 1; step 2: categorization of all questions related to the component; step 3: measurement of the homogeneity of issues with Cronbach's Alpha; step 4: hypothesis testing in Person. The correlation was 0,686 (p&lt;0,001). This is a so called census survey and the high response rate gave the study high validity. The study concluded that it is possible to change a school's historic solo culture to a collaborative team culture through systematic collegial cooperation in the form of TLC, and as a result to change the current teaching patterns.

Submitted by JEONG CIR DEBORAH ZADUSKI null (deborah_zaduski@hotmail.com) on 2017-10-03T00:50:02Z No. of bitstreams: 1 dissertação final zaduski completa.pdf: 2693861 bytes, checksum: e07268c56c41817b1e00896720dc50b2 (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-10-03T16:19:57Z (GMT) No. of bitstreams: 1 zaduski_jcd_me_prud.pdf: 2693861 bytes, checksum: e07268c56c41817b1e00896720dc50b2 (MD5) / Made available in DSpace on 2017-10-03T16:19:57Z (GMT). No. of bitstreams: 1 zaduski_jcd_me_prud.pdf: 2693861 bytes, checksum: e07268c56c41817b1e00896720dc50b2 (MD5) Previous issue date: 2017-02-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa de mestrado é vinculada ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/Unesp), campus de Presidente Prudente/SP, na linha de pesquisa Processos formativos, ensino e aprendizagem. A pergunta de pesquisa que guiou o estudo foi: é possível que cursos em formato MOOC, disponíveis em um ambiente de educação não formal (A Unesp Aberta) possibilitem aprendizagem, interação e satisfação em relação às necessidades e expectativas dos aprendizes da sociedade digital? A pergunta parte das hipóteses que os cursos em formato MOOC podem possibilitar a aprendizagem; que os usuários destes cursos podem ter diferentes percepções e graus de satisfação em relação ao curso realizado e; que as ferramentas de interação assíncrona, como os fóruns, podem estimular a interação e a troca de experiências entre os aprendizes, mesmo sem a mediação pedagógica feita por um professor ou tutor. Para tanto, o objetivo principal foi caracterizar a disponibilização e o desenvolvimento de cursos em formato MOOC, em um ambiente virtual de aprendizagem, de educação não formal e on-line denominado Unesp Aberta. A pesquisa foi dividida em três estudos, cada um deles alicerçado em um dos objetivos específicos: conhecer o perfil dos cursistas dos cursos de humanas da plataforma Unesp Aberta, identificando quem são e quais suas necessidades; verificar o grau de satisfação dos cursistas em relação ao curso, aos materiais propostos, às interações existentes e a percepção pessoal sobre a aprendizagem obtida no curso e; identificar mecanismos de comunicação e interação entre aprendizes, tendo como base os fóruns de discussão. A abordagem quanti-qualitativa adotada permitiu que os três estudos fossem feitos utilizando dois instrumentos de pesquisa, a observação não participante dos três fóruns de discussão selecionados e, o envio de um questionário semiestruturado para todos os participantes dos cursos de ciências humanas. Foram analisados quantitativamente 675 questionários considerados válidos, e, qualitativamente, as respostas dadas na pergunta aberta e, as postagens feitas nos fóruns de discussão, com o auxílio do software Iramuteq. O primeiro estudo proporcionou a identificação do perfil dos aprendizes, composta em sua maioria por um público mais velho, que está mais interessado no conteúdo do que na certificação, buscando desde uma complementação curricular, à satisfação de uma curiosidade, por necessidade profissional ou em busca de novas experiências. Com o segundo estudo, compreendemos que os cursos analisados, na opinião dos participantes, ofereceram recursos condizentes com suas expectativas. Por fim, com o terceiro estudo foi possível confirmar a riqueza de possibilidades de um ambiente virtual de aprendizagem aberto, online, livre e gratuito, onde é possível criar, compartilhar, ensinar, fazer amigos e aprender. / This research is linked to the Master's Degree Post-Graduation Program in Education of the Faculty of Science and Technology of the Sao Paulo State University "Júlio de Mesquita Filho" (FCT / Unesp), campus of Presidente Prudente / SP, in the research line of Formative processes, teaching and learning. The question that guided this study was whether it is possible that courses in a MOOC format available in a non-formal education environment (Unesp Aberta) can enable learning, interaction and satisfaction in relation to the needs and expectations of learners from the digital society. The question arises from the hypotheses that courses in MOOC format can enable learning; that the users of these courses may have different perceptions and degrees of satisfaction in relation to the course made and; that asynchronous interaction tools, such as forums, can stimulate interaction and exchange of experiences among learners, even without pedagogical mediation of teachers or tutors. Therefore, the main objective of this study is to characterize the availability and development of courses in MOOC format, in an environment of non-formal education called Unesp Aberta. In order to reach this goal the research was divided into three studies, each of them based on one of the specific objectives. The first was to know the profile of students of Human Science courses from this platform, identifying who are they and what are their needs. The second was to verify the degree of satisfaction of students in relation to the course, the proposed materials, the existing interactions and the personal perception about the learning obtained in the course. The third was to identify mechanisms of communication and interaction between apprentices, based on discussion forums. The quantitative-qualitative approach allowed the three studies to be done using two research instruments, the non-participant observation of the three selected discussion forums and a semi-structured questionnaire sent to all participants of human science courses. All the questionnaires considered valid were analyzed quantitatively and, the answers given in the open question and the postings made in the discussion forums were analyzed qualitatively with the help of Iramuteq software. The first study allowed the identification of apprentices' profile from the analyzed courses, composed mostly by an older audience, more interested in content than in certification, seeking a curricular complementation, the satisfaction of a curiosity, for professional reasons or in search of new experiences. With the second study, we understand that the courses analyzed, in the opinion of participants, offered resources that fit their expectations. Finally, with the third study, it was possible to confirm the richness of possibilities of an open, free, online learning environment where it is possible to create, share, teach, make friends and learn.

Bakgrund: Primärvården bedöms bli den bestämda basen i hälso- och sjukvården. Samtidigt väntar stora pensionsavgångar bland befintlig hälso- och sjukvårdspersonal vilket innebär minskade resurser att handleda studenter. Ett steg i att möta detta har primärvården i en region i Mellansverige tagit beslut på att kamratlärande skall implementeras på alla hälsocentraler för sjuksköterske- och distriktssköterske-studerande. Syfte: Syftet var att beskriva distriktssköterskors reflektioner av kamratlärande i primärvården. Metod: Studien hade kvalitativ ansats med beskrivande design. Datainsamling skedde genom semistrukturerade intervjuer utifrån en intervjuguide utvecklad av författaren. Analysen gjordes med kvalitativ innehållsanalys. Huvudresultat: I resultatet framkom temat: En positiv och utvecklande utmaning vilket beskriver primärvårdssköterskornas gemensamma reflektioner av kamratlärande i primärvården baserat på de tre kategorier som uppstod. I kategorin Förutsättningar för att införa kamratlärande reflekterade primärvårdssköterskorna över förutsättningarna för att utöva kamratlärande. Kategorin handlar om handledarnas kompetens, inställningen till kamratlärande hos såväl arbetskamrater som studenter, samt beskrivningar om när resurserna minskat. Primärvårdssköterskornas reflektioner av lärandemiljön för studenterna beskrivs i kategorin Lärandemiljön vid kamratlärande. Den redogör för handledarens roll i kamratlärande, om hur studenterna blir en naturlig del av andra professioners vardag samt reflektioner om studenternas utveckling med kamratlärande. Kategorin Arbetssätt som används vid kamratlärande beskriver primärvårdssköterskornas erfarenheter av förberedandet, själva utförandet av kamratlärande och utmaningar samt hur de tänkt sig framtidens kamratlärande. Slutsats: Resultatet av denna studie påvisade att primärvårdssköterskor upplevde kamratlärande i primärvården som en positiv utvecklande utmaning vilket kan underlätta fortsatt implementering av kamratlärande i primärvården under rätt förutsättningar. / Background: Primary care is estimated to be the definite basis in health care. At the same time, large pension departures await among existing healthcare personnel, which means reduced resources to mentor students. One step in meeting this is that the primary care in a region in central Sweden decided that peer learning should be implemented at all healthcare centers for nurse- and districtnurse students.Purpose: The purpose was to describe district nurses' reflections on peer learning in primary care. Method: The study had a qualitative approach with descriptive design. Data collection was done through semi-structured interviews based on an interview guide developed by the author. The analysis was done with qualitative content analysis. Headresults: In the result, the theme emerged: A positive and developmental challenge that describes the primary care nurses' shared reflections of peer learning in primary care based on the three categories that emerged. In the Prerequisites for introducing peer lerarning category, primary care nurses reflected on the prerequisites for practicing peer learning. The category is about the supervisors' competence, the attitude towards peer learning of both co-workers and students, as well as descriptions of when resources have decreased. The nurses' reflections of the learning environment for the students are described in the category The learning environment of peer learning. It describes the supervisor's role in peer learning, about how students become a natural part of other professionals 'everyday lives, and reflections on students' development with peer learning. The Working Methods used in peer learning category describes the primary care nurses' experiences of preparation, the actual execution of peer learning and challenges, and how they envisioned their future peer learning. Conclusion: The results of this study showed that primary care nurses experienced peer learning in primary care as a positive developmental challenge, which can facilitate continued implementation of peer learning in primary care under the right conditions.

Bakgrund: Kliniska utbildningsplatser för sjuksköterskestudenter har de senaste åren minskat samtidigt som antalet studenter har ökat vid lärosätena. Detta har bidragit till att peer learning implementerats som en möjlig lösning på att hantera bristen på handledare. Många studier visar att det finns stora vinster med peer learning, för både studenter och handledare, dock framkommer det också en del utmaningar. Genom att undersöka hur utmaningarna kan bemötas skapas ökade förutsättningar för en välfungerande handledning i peer learning.Syfte: Syftet med studien var att undersöka hur handledande sjuksköterskor bemöter utmaningar i den pedagogiska modellen peer learning.Metod: En kvalitativ semistrukturerad intervjustudie utfördes. Totalt åtta sjuksköterskor inkluderades på två sjukhus i södra Sverige. Materialet har analyserats med innehållsanalys.Resultat: Följande kategorier framkom: Att hantera individuella skillnader, Att bemöta konkurrens och Viljan att skapa organisatoriska förutsättningar. De individuella studenternas egenskaper och behov, tillsammans med interaktionen i studentparet, utgör stora delar av utmaningarna i handledningsmodellen. Handledarens förmåga att anpassa pedagogiska strategier till studentparet för att möta den enskilda studentens behov har stor betydelse för handledning i peer learning. Den kliniska utbildningsverksamheten har också ett ansvar att utbilda handledare och att anpassa en organisatorisk struktur för att underlätta och skapa förutsättningar för en välfungerande handledning i peer learning. Slutsats: Handledarens förmåga att använda sig av pedagogiska strategier tillsammans med rätta organisatoriska förutsättningar skapar i större utsträckning beredskap för att bemöta utmaningarna i peer learning. / Background: In recent years, the number of available educational placements for nursing students have decreased, whilst the number of students has increased. As a result, peer-learning as been implemented as a potential solution to compensate the lack of supervisors. Several studies have shown that peer-learning provides great benefits for both students and supervisors. However, there are also certain challenges. Investigating how to handle these challenges will create better conditions for well-functioning supervision through peer-learning.Aim: The aim of the study was to investigate how supervising nurses handle the challenges presented by the peer-learning educational model.Method: A qualitative study incorporating semi-structured interviews was carried out. A total of eight nurses from two hospitals in southern Sweden were included. The interview material was analyzed through content analysis.Results: Three categories were identified: Handling individual differences; Managing competition; and The will to create potential in the organization. A large part of the challenges presented by the supervising model consists of the needs and characteristics of individual students -along with the interaction of the student pair. Another key concept is the supervisor’s ability to adjust pedagogical strategies to the student pair to meet individual needs. Those responsible for clinical education also have a responsibility to train supervisors and adjust the organizational structure so as to facilitate well-functioning supervision through peer-learning. Conclusions: A supervisor’s ability to employ educational strategies together with the right organizational conditions creates a greater preparedness to meet the challenges presented by peer-learning.Keywords: challenges, clinical education, nurse, peer-learning, supervision, supervisor.

KLINISKA LÄRARES UPPFATTNINGAROM FÖRUTSÄTTNINGARNA FÖRIMPLEMENTERING AV PEER LEARNING IVERKSAMHETSFÖRLAGD UTBILDNINGINOM ANESTESI OCH OPERATION -EN KVALITATIV INTERVJUSTUDIE JOHAN LINDBLOMMARIA NORÈN Lindblom, J &amp; Norén, M. Kliniska lärares uppfattningar om implementering av PeerLearning i verksamhetsförlagd utbildning inom anestesi och operation. Examensarbete i Omvårdnad 15 högskolepoäng. Malmö Universitet: Fakulteten för hälsa och samhälle,Institutionen för vårdvetenskap, 2023. Bakgrund: Behovet av både sjuksköterskor och specialistsjuksköterskor ökar men enbegränsande faktor för att kunna utbilda fler är den obligatoriska verksamhetsförlagdautbildningen. Varje student som befinner sig i verksamhetsförlagd utbildning behöver enhandledare vilket det råder brist på. En pedagogisk modell som Peer Learning (PL), där ensjuksköterska handleder två studenter, används med gott resultat inomsjuksköterskeutbildningen men är inte implementerad i någon större utsträckning i denverksamhets förlagda utbildningen för blivande specialistsjuksköterskor inom anestesi ochoperation. Syfte: Syftet med studien var att undersöka kliniska lärares uppfattningar om förutsättningarnaför implementering av Peer Learning i verksamhetsförlagd utbildning inom anestesi ochoperation. Metod: En deskriptiv kvalitativ intervjustudie med semistrukturerade frågor utfördes blandnio kliniska lärare i Region Skåne. Insamlad data transkriberades och analyserades medinnehållsanalys. Resultat: Analysen resulterade i fyra huvudteman: Organisationens betydelse, Vikten avutbildning och kunskap, Struktur för PL och PL riskerar äventyra patientsäkerheten. Slutsats: Kliniska lärare i Region Skåne ser både förutsättningar och hinder för attimplementera PL i verksamhetsförlagd utbildning inom anestesi och operation. En önskan omen regional struktur för PL och ökad kunskap om PL var ledord hos de kliniska lärarna.Förutsättningarna för PL varierade mellan sjukhusen och kunde härledas till sjukhusensorganisation.Nyckelord: Anestesi, avancerad nivå, implementering, operation, peer learning,verksamhetsförlagd utbildning

Studiens syfte var att utforska elevers möjlighet till samspel i matematikundervisningen, ur ett lärarperspektiv. Tidigare forskning i studien visar att samspel är bra för elevers studieresultat inom matematik,samt vilka kritiska faktorer som kan uppstå vid arbete i par och grupp.Studien utgår från den sociokulturella teorin, som menar att lärande sker i sociala sammanhang.Utifrån studiens syfte formulerades följande frågeställningar:- Vilken betydelse anser lärare, som undervisar i de yngre åldrarna, att arbete i par eller i mindre grupper har för lärandet i matematik? - Vad i undervisningen i form av aktiviteter och uppgifter ger elever möjlighet att samspela i lärandet i matematik, enligt lärarna? - Vilka kritiska faktorer ser lärare gällande samspel som undervisningsmetod i matematik? För att besvara frågeställningarna genomfördes en kvantitativ studie med kvalitativa inslag, endigital enkätundersökning där 85 undervisande, behöriga lärare i årskurs 1-3 deltog. Studiens analys utgick från Engeströms modell av aktivitetsteorin som grundar sig i det sociokulturella perspektivet och bygger på att det finns ett samspel mellan människa, miljö och den aktivitet som människan deltar i.Resultatet visade att lärare för de yngre åldrarna anser att samspel har betydelse för elevers lärande i matematik och eleverna får enligt lärarna samspela vid främst laborativa och muntliga uppgifter.

As online learning enrollments rapidly increase, it is vital to explore effective course designs that deepen students' learning experiences. This multiple-case study explores four online courses at Brigham Young University–Idaho that include learning activities where students learned through Teach One Another activities. Teach One Another is similar to Reciprocal Peer Learning where students simultaneously learn and contribute to their peers' learning. Findings across the cases of this study show that Teach One Another activities in online courses encourage students to be accountable and motivated to complete individual course work as well as group assignments. As students learn to build trusting learning relationships, group activities may deepen students' learning experiences. This study discusses implications for online course designers, developers, and administrators who are interested in giving students opportunities to deepen their learning of the content and develop life skills such as accountability, responsibility, and trust.