Organizational learning has been a focus of scholars since 1970. Researchers have demonstrated that conducting postproject reviews to capture lessons learned significantly improves organizational learning. Guided by the concept of organizational learning, the purpose of this case study was to explore how 6 New York metropolitan organizational leaders used postproject reviews to prevent project managers from repeating the same mistakes, increasing cost and time overruns, and experiencing project failure. Semistructured face-to-face and phone interviews were conducted with a project sponsor and 5 project managers in the New York metropolitan area. Data were analyzed using the process of coding and condensing the codes, which produced 5 themes, including effective lessons learned, capturing lessons learned, benefits of lessons learned, barriers to postproject reviews, and leadership support. The findings of this study indicated that organizational leaders used standard templates and organizational policies to ensure project managers execute postproject reviews. Organizational leaders and project managers may benefit from the findings of this study by learning the advantages of conducting postproject reviews. This study may contribute to positive social change by organizations achieving cost avoidance when they reduce project failures and increase project success.

With funding from the National Science Foundation (NSF), the Ira A. Fulton College of Engineering and Technology at BYU has been furthering their research on Global Virtual Teams. After Cultural Competence lessons were implemented into the classroom setting in 2010, it was decided that teaching the lessons online asynchronously could have advantages in decreasing the time professors needed to cover the content in class. In 2011, Jennifer Alexander teamed with faculty involved with the NSF grant to design and develop online Cultural Competence lessons. Beginning in August 2011 students at BYU and other cooperating campuses participated in the online Cultural Competence lessons. The online lessons were complete and ready for implementation on time; changes were made after implementation based on feedback given in student interviews; and the lessons are now ready for further development and implementation. The lessons will be shared openly with a global audience through Global Hub beginning in summer 2012.

I denna studie undersöks hur olika erbjudna redskap och metoder används i en students egen övning med syfte att undersöka hur de bidrar till möjligheten att agera som lärare till sig själv. Undersökningen dokumenterades i en loggbok som även hade funktionen som övningsjournal. I analysen av den insamlade dokumentationen användes en tematisk analysmetod. Undersökningen vilar på ett sociokulturellt perspektiv. Resultatet belyser hur redskap och metoder i form av muntliga och kroppsliga instruktioner samt klingande musik bidrar till och påverkar en students lärandeprocess samt hur de bidrar till möjligheten att agera lärare till sig själv. I diskussionen diskuteras resultatet i relation till bakgrundslitteraturen med fokus på resultatets slutsatser om reflektion och egen bedömning, identifiering och problemlösning samt kontroll och behärskning. Resultatet relateras även till begrepp som den proximala utvecklingszonen, scaffolding, appropriering och mediering. / This study examines how different tools and methods are used in a student’s own practice with the aim of examining how they contribute to the possibility of acting as a teacher for oneself. The study was documented in a journal that also functioned as a practice journal. The analysis of the collected documentation used a thematic analysis method. The survey is based on a sociocultural perspective. The result illustrates how tools and methods in the form of spoken and physical instructions as well as sounding music contribute to and affect a student´s learning process as well as how they contribute to the possibility of acting as a teacher for oneself. In the discussion, the results are discussed in relation to the background literature with a focus on the results´ conclusions about reflection and self-assessment, identification and problem solving as well as control and mastery. The result is also related to concepts such as the proximal development zone, scaffolding, appropriation and mediation.

I detta arbete har musiklärares rolltagande undersökts i enskild musikundervisning på gymnasienivå. Hur lärarna skapar och upprätthåller sina roller har varit i fokus för undersökningen. De observationer som gjorts har analyserats med hjälp av Erving Goffmans perspektiv på sociala interaktioner, med fokus på framträdandet och fasaden. Resultaten visar att de lärare som observerats har gemensamma rollaspekter rörande musikalitet och positiv återkoppling. Implikationer för musikundervisning och förslag på vidare forskning diskuteras även i arbetet. / In this essay, music teachers' role-taking has been investigated in one-on-one music education at upper secondary level. How the teachers create and maintain their roles has been the focus of the investigation. The observations made have been analyzed using Erving Goffman's perspective on social interactions, with a focus on the performance and the front. The results show that the teachers observed have commonalities regarding musicality and positive feedback. Implications for music education and suggestions for further research are also discussed in the essay.

The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated the Maryland State STEM Standards of Practice (SOP), targeting integration of STEM content, inquiry learning, students' abilities to collaborate as a STEM team and students' strategic application of technology. Data collection, in the form of reviewing and analyzing study participants' lesson plans and self-reflections, was completed by three independent assessors. The researcher examined the interrater reliability among the three assessors using the Fleiss' kappa statistic. A 0.91 proportion of agreement consensus was documented among the three assessors. A test of hypothetical value was conducted using the nonparametric Wilcoxon-signed-rank Test. Interpretation of the Wilcoxon-signed-rank Test results suggest that the sample population demonstrated proficient planning abilities for the four targeted Maryland State STEM SOP. Findings from this research add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, however the findings also have broader implications for teacher education at large. The McDaniel College ESIL model could frame K-12 teacher education for both pre-service and in-service teachers. The pragmatic, hybrid experience maximizes flexibility, promotes analytical thinking and self-reflection and builds communication skills. The introduction and development of inquiry and design-based learning through the 7E Learning Cycle develops the teachers' understanding of practices promoted not only within the Maryland State STEM SOP, but also within the Next Generation Science Standards. The McDaniel College ESIL model also builds upon the collective efforts of academia, a non-profit STEM research facility, and local school divisions to align efforts that may lead to transformational changes for education. Essential ingredients for systemic change are embedded within the McDaniel ESIL model. / Ed. D.

Yes / A recent pilot study by Chesham et al. in BMC Medicine established some initial effects of the Daily Mile™ using a quasi-experimental repeated measures design, with valid and reliable outcome assessments for moderate-to-vigorous physical activity, fitness and body composition. Their contribution is important and welcome, yet, alone, it is insufficient to justify the recent UK-wide adoption of the Daily Mile within the Childhood Obesity Plan. The study concluded that the Daily Mile had positive effects on moderate-to-vigorous physical activity, fitness and body composition, suggesting that intervention effectiveness was confirmed. However, only some of the significant limitations of the work were addressed. Herein, we identify and discuss six key limitations, which, combined, suggest a more tentative conclusion. In summary, evidence supporting the effectiveness of the Daily Mile is in its infancy and requires refinement to fully justify its widespread adoption. Further, we need to be cautious considering that the full range of its impacts, both positive and negative, remain to be fully established.

Die vorliegende Arbeit beschäftigt sich mit der Durchführung von Diskussionen im Geographieunterricht und den in ihnen gezeigten Leistungen der Teilnehmer. Dafür werden die Ergebnisse einer quantitativen Beobachtungsstudie sowie einer qualitativen videobasierten Unterrichtsanalyse präsentiert. Die Auswertung der erhobenen Daten erfolgt auf der Grundlage der geforderten Kommunikationskompetenzstandards der DGfG (2012) sowie geeigneter Richtlinien und Modelle zum Aufbau von Argumenten und Diskussionen aus der Fachliteratur. Hinsichtlich der Häufigkeit von Diskussionen im Geographieunterricht zeigt die systematische Beobachtung von 1414 Geographiestunden in Berlin und Brandenburg die Seltenheit solcher Gesprächsereignisse im Unterricht. Die qualitative Inhaltsanalyse von neun videographierten Unterrichtsdiskussionen in der Sekundarstufe I und II offenbart wenig fachspezifische Argumentationen sowie eine defizitäre Beachtung wichtiger Diskussionsschritte. Die Schüler haben Schwierigkeiten bei der Einhaltung bestimmter Diskussionsregeln und der Formulierung komplexer, gültiger oder wissensbasierter Argumentationen sowie angemessener Argumentationskritik und Reaktion auf sie. Die Lehrkräfte weisen die Schüler nur begrenzt auf diese Defizite hin bzw. unterstützen sie nur bedingt bei ihrer Überwindung. Als Erklärung für die Forschungsergebnisse scheinen Zeitdruck im Unterricht, Orientierung an Rahmenlehrplänen und eine eingeschränkte Lehrerprofessionalität bedeutend zu sein. Letztere beruht vermutlich verstärkt auf Versäumnissen der Lehramtsausbildung hinsichtlich der Vermittlung von Kenntnissen bezüglich der Führung erfolgreicher Unterrichtsdiskussionen, der Hilfestellungen für die Schüler bei der Gestaltung dieser komplexen Kommunikationsform und einer spezifisch geographischen Fachidentität. Abschließend soll ein exemplarischer Vorschlag zeigen, wie erfolgreiche Diskussionen im Geographieunterricht unter den Bedingungen eines Einstundenfaches aussehen könnten. / The present work deals with the implementation of classroom discussions in geography lessons and the performance of the participants observed in their framework. Thus, the results of a quantitative observational study and a qualitative video-based classroom analysis are presented. The analysis of the data collected is carried out on the basis of communication skills required by the standards formulated by the DGfG (2012) and relevant guidelines and models for the composition of arguments and discussions. The systematic observation of 1414 geography lessons in Berlin and Brandenburg shows that discussions rarely take place in the classroom. The qualitative content analysis of nine videotaped classroom discussions in the secondary level I and II reveals little subject-specific argument and a deficient realisation of important discussion steps. Students show difficulties in complying with certain rules for discussions and the formulation of complex, valid or knowledge-based argumentations, as well as the formulation of appropriate criticism and reactions to it. The teachers refer to these problems only in a limited way and give students little support in overcoming them. As an explanation for these results time constraints in the classroom, focus on core curricula and limited teacher professionalism seem to be significant. The latter is probably largely based on shortcomings in teacher education, especially with regard to the transfer of knowledge concerning the management of successful classroom discussions, giving advice to students in the design of this complex form of communication and a specific geographical identity. Finally, an exemplary proposal shall demonstrate the course of a successful classroom discussion in geography lessons under the conditions of only one lesson per week.

The content of this Diploma Thesis is dedicated to the listening activities in Music lessons at primary schools. The Diploma Thesis summarizes the history of listening activities in Music lessons. It deals with the position of Musical education in Framework Educational Programme. The Diploma Thesis comprises the overview of all the most frequently used music textbooks for primary schools. The textbooks are sorted according to the publisher. The Diploma Thesis examines whether the music textbooks for primary schools include listening activities, which music pieces appear in the music textbooks, how the textbooks dispose with the music pieces and whether the textbooks provide enough amount of topics for a creative work with listening to music. The following part of the Diploma Thesis describes the general structure of a music lesson focused on listening to music. It deals with an integrative approach to teaching Music and curricular relationships. The Diploma Thesis offers a well-arranged division of listening activities to several groups according to various criteria. The aim of the division is to ease preparations for music lessons focused on listening activities and to ease the choice of a music piece. The research exposes preparations for twelve lessons focused on listening activities and a...

In this study Learning study has been carried out as a model for skills development focusing teaching and learning processes for music teachers within the Community School of Arts. The model rests on variation theory to improve teaching and learning. The design of a Learning study consists of three video filmed lessons interwoven with continious monitoring and planning through collagiate dialogues. Work with Learning study starts from the choice of a certain aspect of knowledge, the learning object, and the identification of several critical aspects based on the pupil's current level of understanding. In the teaching situation, the teacher provides variation patterns to support the pupil’s learning.. The design of the model in this study is modified with a view to a better fit with the subject of music, and the context of teaching in the School of Arts. Starting from the cultural-psychological perspective on learning and a phenomenographic inspired method, this study aims to describe the participating teachers’ learning through their Learning study. The teachers have experienced a development of knowledge in themselves as well as in their pupils. They have assimilated a language for reflecting on the process of teaching. Reflected experience has made the didactic interaction in the teaching process visible. The collegiate dialogue has contributed to the development of more variation in the tools used for teaching. Learning study is therefore found be a useful tool in the development of music teaching in the context of Community School of Arts when enough time, continuity and a qualified coach are provided.

„Ohne Nachhaltigkeit gibt es keine gute Zukunft“ betonte die Bildungsstaatssekretärin Cornelia Quennet-Thielen in einem Interview Anfang Oktober (BMBF 2015). Sie erklärte weiter: „Und ohne Bildung bleibt Nachhaltigkeit nur eine Forderung.“ (ebd.) Genau zehn Jahre sind vergangen, seit die Vereinten Nationen die UN-Dekade für Bildung für nachhaltige Entwicklung, kurz BNE, ausriefen. Der Leitgedanken der Nachhaltigkeit sollte über die Bildung Eingang in die Alltagswelten finden. Nun ist die UN-Dekade letztes Jahr zu Ende gegangen. Doch wenn ich mal ehrlich bin – trotz umfassender Bildung durch das Gymnasium und die Hochschule im letzten Jahrzehnt – so wirklich nachhaltig gestalte ich mein Leben nicht, und auch mein ökologischer Fußabdruck ist unverändert zu groß für unsere eine Welt. Erst durch die intensive Auseinandersetzung mit Nachhaltigkeit fühle ich mich in der Lage, diese als Handlungsanleitung zu betrachten. Biosupermärkte, Carsharing und selbstgenähte Einkaufsbeutel sind für mich nun keine Modeerscheinung mehr, sondern mein kleiner persönlicher Beitrag zum wahrscheinlich wichtigsten globalen Ziel des 21. Jahrhunderts. Wieso ist es den Bildungseinrichtungen nicht gelungen, mich von dieser Erkenntnis zu überzeugen? Meine Antwort: Für BNE fühlt sich niemand so wirklich zuständig. In meiner Abschlussarbeit werde ich deswegen aufzeigen, welche bedeutungsvolle Rolle das Leitbild der nachhaltigen Entwicklung im Geographieunterricht spielen sollte. Damit die Inhalte einer BNE auch jeden Schüler erreichen, benötigt die Lehrperson außerdem ein methodisches Grundgerüst, welches auf die Aktivierung aller Schülerinnen und Schüler im Unterricht abzielt. Ich bin von der Wirksamkeit des Unterrichtskonzepts „Kooperatives Lernen“ überzeugt und möchte dessen Vorteile eng mit den zu vermittelnden Inhalten einer BNE verknüpfen. Das abschließende Unterrichtsbeispiel soll aufzeigen, wie sich die beiden Konzeptionen in den Regelschulalltag integrieren lassen. zitierte Literatur: Bundesministerium für Bildung und Forschung (BMBF) (2015): Bildung für nachhaltige Entwicklung muss selbstverständlich werden. – https://www.bmbf.de/de/bildung-fuer-nachhaltige-entwicklung-muss-selbstverstaendlich-werden-1644.html [21.10.2015]