| 1. |
- Edwards-Groves, Christine, et al.
(författare)
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Generating leading practices through professional learning
- 2013
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Ingår i: Professional Development in Education. - : Informa UK Limited. - 1941-5257 .- 1941-5265. ; 39:1, s. 122-140
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we show how practices of professional learning and practices of leading can be understood as related in ecologies of practices. We will present findings from an international empirical research project that directs us to the connectivity between professional learning and leading practices that emerged as ‘adventitious’, ‘opportune’ and ‘unexpected’ outcomes of long-term professional learning. We will show how practices (like professional learning) that exist in real situations shape other practices (like teaching and leading) when each creates enabling and constraining conditions for the others; they are mutually sustaining when together they form an ecology of practices existing in a dynamic ecological balance. Results build on established literature describing professional learning which customarily describes the characteristics, conditions and outcomes of effective professional development programmes. Specifically, our findings add a new dimension to the descriptions of the influences and accomplishments of professional learning – the development of teacher leading capacities.
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| 2. |
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| 3. |
- Green, Richard E., et al.
(författare)
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Three crocodilian genomes reveal ancestral patterns of evolution among archosaurs
- 2014
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 346:6215, s. 1335-
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Tidskriftsartikel (refereegranskat)abstract
- To provide context for the diversification of archosaurs-the group that includes crocodilians, dinosaurs, and birds-we generated draft genomes of three crocodilians: Alligator mississippiensis (the American alligator), Crocodylus porosus (the saltwater crocodile), and Gavialis gangeticus (the Indian gharial). We observed an exceptionally slow rate of genome evolution within crocodilians at all levels, including nucleotide substitutions, indels, transposable element content and movement, gene family evolution, and chromosomal synteny. When placed within the context of related taxa including birds and turtles, this suggests that the common ancestor of all of these taxa also exhibited slow genome evolution and that the comparatively rapid evolution is derived in birds. The data also provided the opportunity to analyze heterozygosity in crocodilians, which indicates a likely reduction in population size for all three taxa through the Pleistocene. Finally, these data combined with newly published bird genomes allowed us to reconstruct the partial genome of the common ancestor of archosaurs, thereby providing a tool to investigate the genetic starting material of crocodilians, birds, and dinosaurs.
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| 4. |
- Hardy, Ian, et al.
(författare)
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Collaborative Learning as a Travelling Practice: How Practices of Learning Travel
- 2011
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Ingår i: Paper presented within a symposium in Network 1, at ECER-conference, Berlin 2011.
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Konferensbidrag (refereegranskat)abstract
- Drawing on cases of collaborative learning from Sweden, Norway and Australia , this paper explores the multiple ways in which collaborative learning practices ‘travel’ within and between pre-schools, schools and school systems (Erlingsdottir & Lindberg, 2007), e.g. through practices of school-based teacher meetings, student group work and network meetings. The paper offers a conception of learning which is dynamic rather than static, collaborative rather than individualistic, and which involves learning ‘how to go on’ amongst relevant stakeholders. Examples of how stakeholders’ language, activities and relationships hang together are drawn upon to demonstrate how collaborative practices ‘travel’ through spaces and places over time. After Schatzki (2010), we argue these learning practices are the result of a continuous process of unfolding and evolving projects characterised by distinctive and evolving language, activities and relationships – all of which have a teleology grounded in a seamless conception of ‘past ‘, ‘present’ and ‘future’.
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| 5. |
- Hardy, Ian, et al.
(författare)
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Collaborative learning as a travelling practice: How practices of learning “travel”
- 2012
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Ingår i: Educational Practice and Theory. - 1323-577X. ; 34:2, s. 5-22
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on cases of teachers’ collaborative learning from Sweden and Australia, this paper explores how practices of collaborative learning come about or ‘travel’ within and between schooling sites. The paper describes collaboration as a learning practice arising from specific conditions which influence relevant stakeholders in pre-schools, schools and school systems. After Schatzki (2002) and Kemmis and Grootenboer (2008), we argue these learning practices are the result of a continuous process of unfolding and evolving projects characterised by distinctive language, activities and relationships – all of which shape and are shaped by the conditions under which they transpire. Specifically, the paper reveals how such learning practices are the product of how stakeholders’ language, activities and relationships in different parts of schooling organisations ‘hang together’ in the spatio-temporal domain. Such learning practices are also revealed as creating conditions productive of substantive educational improvement. The paper identifies some of the necessary conditions which enable productive collaborative learning practices to be taken up in schooling settings.
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| 6. |
- Kemmis, Stephen, et al.
(författare)
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Mentoring of new teachers as a contested practice : supervision, support and collaborative self-development
- 2014
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 43, s. 154-164
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Tidskriftsartikel (refereegranskat)abstract
- This article examines contested practices of mentoring of newly qualified teachers within and between Australia, Finland and Sweden. Drawing on empirical material collected in a variety of studies, we demonstrate three archetypes of mentoring: supervision, support and collaborative selfdevelopment.Using the theory of practice architectures, we show (1) that the three forms of mentoring identified represent three different projects: (a) assisting new teachers to pass through probation, (b) traditional mentoring as support or (c) peer-group mentoring; and (2) that these three projects, also involve and imply quite different practice architectures in the form of different material-economic, social-political and cultural-discursive arrangements.
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| 7. |
- Prunier, Armelle, et al.
(författare)
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Characteristics of organic pig farms in selected European countries and their possible influence on litter size and piglet mortality
- 2014
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Ingår i: Organic Agriculture. - : Springer Netherlands. - 1879-4238 .- 1879-4246. ; 4:2, s. 163-173
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Tidskriftsartikel (refereegranskat)abstract
- Better knowledge of piglet losses around birth and during lactation, and the role of litter size, housing and management characteristics, should help to identify critical points and hence to improve the situation in organic pig farms. For this purpose, a project was initiated in five EU countries collecting interview data, measures of animal and housing characteristics and production records. This paper presents results regarding production characteristics from 82 herds. Among them, 42 farms were included in an analysis based on the production records. Based on sows’ housing system during the first 2 weeks after farrowing, farms were classified as “indoor” (n = 49) or “outdoor” (n = 33). For each group, a multiple correspondence analysis and subsequent hierarchical classification were carried out to identify distinct farm categories. In total, 30 variables from the questionnaires and measured characteristics were used after binary transformation when necessary. Three types of indoor farms and two types of outdoor farms were identified. Regarding litter size at birth and weaning, there was no clear difference between all types of indoor farms and one type of outdoor farms, whereas the second type of outdoor farms, that were more “extensive”, had lower performance. Production records showed a detrimental influence of high farm average litter size at birth on piglet mortality and that high-standard deviation in litter size may exacerbate this problem. © 2013, Springer Science+Business Media Dordrecht.
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| 8. |
- Rönnerman, Karin, 1952, et al.
(författare)
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Genererat ledarskap
- 2012
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Ingår i: K. Rönnerman (red.). Aktionsforskning i praktiken - förskola och skola på vetenskaplig grund.. - Lund : Studentlitteratur. - 9789144078700 ; , s. 171-190
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet bygger på ett samarbete mellan två forskare en från Australien och en från Sverige. Vi presenterar resultat från en uppföljande studie med lärare som deltagit i en kurs i aktionsforskning som pågått över en längre tid. Vi som forskare har genomfört kurserna både med förskollärare i Sverige (Q–kursen) och med lärare i Australien. Vi har också kontaktat lärare i efterhand för intervjuer om hur de använder kunskaperna i dag och hur de utvecklat sin praktik. Av intervjuerna framgår hur en viss praktik – här professionellt lärande – kan forma en annan praktik – här ledarskap genom handledning – när den ena skapar villkor som främjar utvecklingen av den andra. I kapitlet visar vi på sambandet mellan professionellt lärande och ledarskapspraktiker. Resultaten tillför en ny specifik dimension till hur professionellt lärande påverkar praktiken och vad det kan åstadkomma, nämligen framväxten av ledarskapsförmågor.
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| 9. |
- Rönnerman, Karin, 1952, et al.
(författare)
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Opening up communicataive spaces for professional learning through middle leading practices
- 2014
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Ingår i: Educational Leadership in Transition - the Global Perspective, Uppsala 5-6 November, 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Professional Learning Communities (PLC) are often established and organised through collaboration among teachers, with one teacher (often from within the ranks) having the role of facilitator. Such communities are widely recognised as important for teacher and student learning. However, less is known about the leadership practices and the nature of the communicative spaces for learning as part of a PLC. The case study presented focuses on a district in Sweden involving 14 early childhood teachers, leading their colleagues in implementing the revised curriculum for early childhood education (Lpfö-98). In this case the leadership practices resemble a shared form of activity, which recognises that leading peers in learning-focused activities requires what we describe as ‘middle leadership’. Data were collected in the form of field notes and recordings of participants’ dialogues in meetings between middle leaders as they discussed their work; these were analysed through the lens of the theory of practice architectures. The results show the nature of communicative spaces as mechanisms for enabling teachers to engage in learning-focused meaning making activities connected to curriculum development. It also reveals the practices and the practice architectures, which enabled the middle leader to be given the responsibility of leading colleagues.
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| 10. |
- Smit, Ben H.J., et al.
(författare)
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Dialogue and recognition in educational partnerships
- 2014
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Ingår i: Managing Global Changes and Education Reforms: Asia and Pacific Resonses. APERA Conference, 19-21 Nov, 2014, Hong Kong.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Aim and background Partnerships are a fundamental building block of successful change and educational reform. For this reason, in this paper, we explore educational partnerships in different contexts: between schools and universities; between teachers and academic researchers; and between teachers and students. Based on (action research) projects carried out in several countries we focus on the various dialogue processes in these partnerships and on successful ways to foster them. Research questions addressed in the paper What forms of dialogue can serve as tools to enable, constrain or foster partnerships? What do the various partners learn from and about each other in dialogue processes? How are the practices of different partners formed and reformed through dialogue? What kinds of self-dialogue and reflection does the researcher need to facilitate the dialogue and learning of others towards sustainable partnerships? Theory and methodology The paper is based on an re-analysis of mostly qualitative data from separate projects using a narrative approach. We draw on recognition theory (e.g. Ricoeur, 2005; Honneth, 2012) to explore characteristics of the various partnerships and the roles of the participants. The theory of practice architectures (Kemmis & Grootenboer, 2008) aims to explain how social and educational practices are constituted in relation to the particular arrangements that support them. This theory helps us to describe and understand the way partnerships are dependent on and shaped by communicative spaces. Moreover, it frames the way we look at changes and reforms in educational practice due to dialogue in partnerships. References Honneth, A. (2012). The I in We: Studies in the Theory of Recognition (transl. Joseph Ganal), Cambridge: Polity. Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice. Chapter 3 in S. Kemmis & T.J. Smith (eds.) Enabling Praxis: Challenges for education. Rotterdam: Sense. Ricoeur, P. (2005). The Course of Recognition (trans. David Pellauer). Cambridge, Mass.: Harvard UP.
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